The workshop aims to develop methodological and practical teaching skills to design, to plan and manage inclusive learning environments.
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 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 plan inclusive educational actions
- 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 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:
- demonstrate opening to innovations;
- demonstrate availability to experimentation;
- demonstrate creativity in our educational point of view.
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 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 plan inclusive educational actions
- 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 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:
- demonstrate opening to innovations;
- demonstrate availability to experimentation;
- demonstrate creativity in our educational point of view.
Canali
teacher profile teaching materials
Programme
The Lab is aimed at developing in students skills related to inclusive education. Working Group will be carried out on individualized and personalized teaching methods and strategies, also mediated by ICT.Core Documentation
Educational tools given by the professorReference Bibliography
Educational tools given by the professorType of delivery of the course
The Lab provides group activities in the classroom and on line. Depending on the indications emerging with reference to the Pandemic Covid-19, the lab can also be carried out only in online mode.Attendance
The workshop, as per the regulations, requires compulsory attendance.Type of evaluation
In addition to the frequency, the project developed in the group activities will be evaluated for suitability teacher profile teaching materials
During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).
Structured materials will be provided for planning.
-Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
Programme
The laboratory will offer to participants the necessary tools to design inclusive interdisciplinary activities starting from musical experiences.During the workshop, after an introduction about the theoretical and neuroscientific aspects that substantiate the inclusive value of music, students will be involved in musical games and in their development within an inclusive teaching organization (conducted in close synergy with all the teachers in the class).
Structured materials will be provided for planning.
Core Documentation
-Rizzo, A.L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.-Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
Reference Bibliography
-Bertazzoni, L., Filippa, M., Rizzo, A.L. (2019) (a cura di). La musica nella relazione educativa e nella relazione di aiuto. Macerata: eum edizioni università macerata -Chiappetta Cajola L., Rizzo A. L. (2016). Musica e inclusione. Teorie e strategie didattiche. Roma: Carocci. -Ferrari, F., Santini, G. (a cura di) (2014). MUSICHE INCLUSIVE. Modelli musicali d'insieme per il sostegno alla partecipazione e all'apprendimento nella secondaria di primo grado. Roma: Universitalia. - Rizzo A. L. (2021). Giochi musicali e disturbi dell'apprendimento. Roma: Carocci.Type of delivery of the course
The laboratory consists of 16 hours (2 CFU). 12 hours are held in presence, 4 on line. 20% of the hours of absence is allowed. The activities are as follows: - brief presentation of the theoretical principles of music for inclusion and its possible interdisciplinary connections to the Moon of the National Indications for the curriculum of Miur; - experiential learning of music games for the 3/6 and 6/11 age group. - presentation of design tools and evaluation of interdisciplinary inclusive activities; - comparison; - implementation of an inclusive interdisciplinary microprojection including sound/music activities; - comparison/evaluation of training activities.Attendance
Attendance is mandatory. 20% of the absence hours are allowed, which is 3 hours of the in-presence activities.Type of evaluation
The evaluation will concern the planned educational activities by students (in writing). In particular: - the consistency of the design between the planned educational activities and the established objectives; - the coherence and completeness of the interdisciplinary development of musical activities in relation to the accomplishments of experience or to the discipline; - the adequacy of the selected verification and assessment methods; - the correctness of linguistic exposure. The teaching activity will be delivered on formonline. In the presence of students with disabilities or specific learning disabilities (Dsa), individual needs are taken into account within the provisions of current legislation.