The course aims to promote and analyze the methodological and practical teaching skills to design, plan and manage inclusive learning environments that refer to a school able to respond coherently to the cultural and environmental complexity that characterizes the present society.
In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School.
With the study of Inclusive Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes;
- knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model;
- knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference.
In terms of applying knowledge and understanding:
- skills to apply real-class procedures and strategies to develop an inclusive environment;
- skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students.
In terms of Making judgements
- Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have.
In terms of Communication skills:
- be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general;
- be able to develop forms of networking in order to create a context of inclusive school community.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School.
With the study of Inclusive Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes;
- knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model;
- knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference.
In terms of applying knowledge and understanding:
- skills to apply real-class procedures and strategies to develop an inclusive environment;
- skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students.
In terms of Making judgements
- Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have.
In terms of Communication skills:
- be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general;
- be able to develop forms of networking in order to create a context of inclusive school community.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
Canali
teacher profile teaching materials
In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- investigate the perspective of Disability Studies and their critical vision of school policies
- analyze the thought and work of Lev Vygotsky also in the perspective of inclusion
- analyze in depth the theory of multiple intelligences by Howard Gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analysing and testing inclusive teaching (for differences)
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
- analysing and discussing social representations (particularly those conveyed by the media) of disability and diversity
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D., VADALÀ G., VALTELLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
DE CASTRO M., ZONA U., Per una pedagogia intersezionale. Il contributo innovativo e radicale di Cyril Lionel Robert James (in pubblicazione).
9-8 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
7-5 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
4-3 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
2-1 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
Programme
In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society.In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- investigate the perspective of Disability Studies and their critical vision of school policies
- analyze the thought and work of Lev Vygotsky also in the perspective of inclusion
- analyze in depth the theory of multiple intelligences by Howard Gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analysing and testing inclusive teaching (for differences)
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
- analysing and discussing social representations (particularly those conveyed by the media) of disability and diversity
Core Documentation
10 CREDITS TO BE CARRIED OUT (TOTAL OF CFU OF THE PROGRAM)BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D., VADALÀ G., VALTELLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
DE CASTRO M., ZONA U., Per una pedagogia intersezionale. Il contributo innovativo e radicale di Cyril Lionel Robert James (in pubblicazione).
9-8 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
7-5 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
4-3 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.
2-1 CFU TO BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
Reference Bibliography
The same as the books adoptedType of delivery of the course
The course, theoretical and practical, includes lectures, group discussions, team working, workshops.Attendance
Attendance at lessons is not mandatoryType of evaluation
The evaluation takes place by oral examination. Students can participate on a voluntary basis in activities and exercises aimed at reducing the educational load teacher profile teaching materials
Specifically, during the lesson hours, theoretical-applicative principles will be proposed that are the basis of the most important theories of learning and the most effective teaching models, with reference to the processes of education and learning in the inclusive dimension.
The lectures in presence will be proposed both in an interactive frontal mode, and through exercises in order to develop from an operational point of view the existing interdependence between the value pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important theories of learning and the organizational dimension of inclusive teaching.
Starting from a reflection on the aims of the discipline, in fact, we will analyze the most well-known and significant models of the organization of inclusive teaching in formal education contexts with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.
In particular, the following aspects will be addressed:
- the theoretical-applicative principles and concepts underlying inclusive teaching;
- the characteristics of pupils with special educational needs and the presentation of teaching activities useful for the development of the method of study in the inclusive perspective;
- how to organize teaching with a view to preparing an inclusive lesson;
- the ICF model of "human functioning" and its impact on the design of an inclusive planning;
- design of inclusive educational activities in which the teacher in the common place works in close cooperation with the supporting teacher, also using the language of music.
Rizzo, A. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.
Traversetti, M. (2021) Insegnare storia e geografia agli allievi con dislessia. Roma: Carocci.
Rizzo, A.L., Traversetti, M. (in corso di stampa). Elementi per lo studio della pedagogia e della didattica speciale. Milano: FrancoAngeli.
Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
Programme
In the perspective of school inclusion, as promoted by international bodies and Italian legislation, The course will deal with the organization of inclusive teaching as a fundamental variable to ensure the quality of processes and equity in kindergarten and primary school.Specifically, during the lesson hours, theoretical-applicative principles will be proposed that are the basis of the most important theories of learning and the most effective teaching models, with reference to the processes of education and learning in the inclusive dimension.
The lectures in presence will be proposed both in an interactive frontal mode, and through exercises in order to develop from an operational point of view the existing interdependence between the value pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important theories of learning and the organizational dimension of inclusive teaching.
Starting from a reflection on the aims of the discipline, in fact, we will analyze the most well-known and significant models of the organization of inclusive teaching in formal education contexts with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.
In particular, the following aspects will be addressed:
- the theoretical-applicative principles and concepts underlying inclusive teaching;
- the characteristics of pupils with special educational needs and the presentation of teaching activities useful for the development of the method of study in the inclusive perspective;
- how to organize teaching with a view to preparing an inclusive lesson;
- the ICF model of "human functioning" and its impact on the design of an inclusive planning;
- design of inclusive educational activities in which the teacher in the common place works in close cooperation with the supporting teacher, also using the language of music.
Core Documentation
Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia.Rizzo, A. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.
Traversetti, M. (2021) Insegnare storia e geografia agli allievi con dislessia. Roma: Carocci.
Rizzo, A.L., Traversetti, M. (in corso di stampa). Elementi per lo studio della pedagogia e della didattica speciale. Milano: FrancoAngeli.
Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
Reference Bibliography
Canevaro A. (1999) Pedagogia speciale. La riduzione dell'handicap. Milano: Bruno Mondadori. Cottini L. (2018). Didattica speciale e inclusione scolastica. Roma: Carocci. Hattie J. (2016). Apprendimento visibile, insegnamento efficace. Metodi e strategie di successo della ricerca evidence-based. Trento: Erickson. Chiappetta Cajola L., Rizzo A. L. (2016). Musica e inclusione. Teorie e strategie didattiche. Roma: Carocci. Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti. Mitchell, D. (2007). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.Type of delivery of the course
The course is blended for 75 hours (10 CFU). The course takes place in the first semester. The lessons are organized as follows: - interactive lectures using slides; - laboratory exercises in small group; - on line activities.Type of evaluation
The exam consists in an oral interview. The exam includes a series of questions relating to: -the themes and concepts of each of the texts of the study program; -the planning of an inclusive activity. The duration of the interview is about 20 minutes. The evaluation will take into account the relevance and the completeness of the contents exposed by the candidate and also the linguistic correctness of the exposure. In the presence of students with disabilities or with specific learning disorders, the individual needs are taken into account according to the provisions of current legislation. To take the exam, students (attending and non-attending) follow the same program.