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
More specifically, it is intended to
- analyse the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify teaching methodologies and strategies integrating learning models and teaching schemes
- analyse the network of roles in the school community from the perspective of team teaching
- analysing the basic elements of educational and didactic design
- explore the intersectional perspective, with particular attention to the Network dimension and marginalised cultures
- analyse the thought and work of Lev Vygotskij also from the perspective of inclusion
- explore Howard Gardner's theory of multiple intelligences
- analysing the perspectives and possible areas of application of the theory of multiple intelligences in the context of educational design
- analysing and testing inclusive strategies in the educational field
- identify and describe real teaching situations at school to be compared with lesson models and digital and non-digital learning environments
- analysing the impact of new digital media on students' learning processes and related teaching strategies
- explore the new modes of communication and interaction introduced by social media and link them to the complexity of cognitive and relational processes in the light of evolving learning theories
- to analyse and discuss social representations (particularly those conveyed by the media) of disability and diversity
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
Zona U., De Castro M. (2020). Edusfera. Processi di apprendimento e macchine culturali nell’era social. Lecce: Pensa Multimedia. (I e II parte)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
8-9 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
Zona U., De Castro M. (2020). Edusfera. Processi di apprendimento e macchine culturali nell’era social. Lecce: Pensa Multimedia. (I capitolo)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
7 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
6 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
5 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
4-3 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. Sezione 1 e 2 (Chapters 5, 7, and 10 will not be examined)
2-1 CREDITI/O DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. Sezione 2 (Chapters 7 and 10 will not be examined)
Programme
Through this course we intend to describe the main characteristics of the systemic approach applied to didactics with a view to the inclusive processes that must characterise today's school and society.More specifically, it is intended to
- analyse the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify teaching methodologies and strategies integrating learning models and teaching schemes
- analyse the network of roles in the school community from the perspective of team teaching
- analysing the basic elements of educational and didactic design
- explore the intersectional perspective, with particular attention to the Network dimension and marginalised cultures
- analyse the thought and work of Lev Vygotskij also from the perspective of inclusion
- explore Howard Gardner's theory of multiple intelligences
- analysing the perspectives and possible areas of application of the theory of multiple intelligences in the context of educational design
- analysing and testing inclusive strategies in the educational field
- identify and describe real teaching situations at school to be compared with lesson models and digital and non-digital learning environments
- analysing the impact of new digital media on students' learning processes and related teaching strategies
- explore the new modes of communication and interaction introduced by social media and link them to the complexity of cognitive and relational processes in the light of evolving learning theories
- to analyse and discuss social representations (particularly those conveyed by the media) of disability and diversity
Core Documentation
10 CREDITI DA SOSTENERE (TOTALE DEI CFU DEL PROGRAMMA)Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
Zona U., De Castro M. (2020). Edusfera. Processi di apprendimento e macchine culturali nell’era social. Lecce: Pensa Multimedia. (I e II parte)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
8-9 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
Zona U., De Castro M. (2020). Edusfera. Processi di apprendimento e macchine culturali nell’era social. Lecce: Pensa Multimedia. (I capitolo)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
7 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
Un testo a scelta tra:
- Spinoza B. (2016). Trattato sull'emendazione dell'intelletto. Scaricabile liberamente da https://it.wikisource.org/wiki/Trattato_sull%27emendazione_dell%27intelletto
- Negri A. (2011). Inventare il comune. Roma: Derive Approdi
- Oliver M. (2023). Le politiche della disabilitazione. Verona: Ombre corte
6 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
De Castro M. (2023) Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.
5 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. (Chapters 5, 7, and 10 will not be examined)
4-3 CREDITI DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. Sezione 1 e 2 (Chapters 5, 7, and 10 will not be examined)
2-1 CREDITI/O DA SOSTENERE
Bocci F., Boi S., De Castro M., Zona U. (2025) Pluriversi. Modelli didattici e percorsi di liberazione Lecce: Pensa Multimedia. Sezione 2 (Chapters 7 and 10 will not be examined)
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 exam includes an oral interview. Students may participate on a voluntary basis in activities and exercises aimed at reducing the training load. During the oral interview, the student will be given the opportunity to present his or her knowledge through connections between the various topics covered in the exam texts. teacher profile teaching materials
Specifically, during class, 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.
Distance learning classes will delve into the drafting of the Individualized Education Plan and the Personalized Education Plan.
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 the concepts that are the basis of inclusive teaching;
- the methods of organizing teaching in view of the preparation of an inclusive lesson;
- planning of inclusive didactic activities in which the teacher on a common place works in close collaboration with the support teacher, with particular attention to the use of the musical game and to the promotion of study skills and text comprehension
- The teaching of mathematics from an inclusive perspective, particularly for learners with SLD.
Rizzo, A. (2025) (a cura di). Giochi musicali. Preparare lettura e scrittura nella scuola dell'infanzia. Roma: Carocci.
Rizzo A.L., Monaco A. (2023). Matematica e allievi con discalculia. Teorie e metodi per l'insegnamento. Roma: Carocci.
Rizzo A., Traversetti M., (2023). Elementi per lo studio della pedagogia e della didattica inclusiva. Milano: FrancoAngeli.
Traversetti, M., Rizzo, A., Mastroianni, S. (2025). Disgrafia e strategie didattiche. Roma: Carocci.
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 class, 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.
Distance learning classes will delve into the drafting of the Individualized Education Plan and the Personalized Education Plan.
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 the concepts that are the basis of inclusive teaching;
- the methods of organizing teaching in view of the preparation of an inclusive lesson;
- planning of inclusive didactic activities in which the teacher on a common place works in close collaboration with the support teacher, with particular attention to the use of the musical game and to the promotion of study skills and text comprehension
- The teaching of mathematics from an inclusive perspective, particularly for learners with SLD.
Core Documentation
Traversetti M., Rizzo A. (2023). DSA e strategie didattiche efficaci. Come imparare, comprendere e studiare. Milano: FrancoAngeli.Rizzo, A. (2025) (a cura di). Giochi musicali. Preparare lettura e scrittura nella scuola dell'infanzia. Roma: Carocci.
Rizzo A.L., Monaco A. (2023). Matematica e allievi con discalculia. Teorie e metodi per l'insegnamento. Roma: Carocci.
Rizzo A., Traversetti M., (2023). Elementi per lo studio della pedagogia e della didattica inclusiva. Milano: FrancoAngeli.
Traversetti, M., Rizzo, A., Mastroianni, S. (2025). Disgrafia e strategie didattiche. Roma: Carocci.
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. Attendance at the lessons is strongly recommended.Attendance
The course is held in the first semester. The exam will be available starting in January 2026. Attendance is not mandatory but is strongly recommendedType 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 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. STUDENTS WITH DISABILITIES AND SPECIFIC LEARNING DISABILITIES (SLD) For students with disabilities or specific learning disabilities (SLD), individual needs and the provisions of current legislation are taken into account. Students with disabilities and SLD must contact their teachers at least two weeks before the exam to agree on any changes to the exam procedures.