Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
teacher profile teaching materials
The first line, of an epistemological nature, examines the role and contribution of Special Education within the field of Educational Science and explores the issue of its evolution and its potential conceptualization as Inclusive Education.
The second main theme concerns a political perspective on pedagogy and special education, and its original contribution to the issue of the inclusive process in our country, with reference to the concept of co-education. In this regard, a particularly interesting perspective is provided by the critical analysis of cinematic, literary and media representations of disability and diversity.
The third main theme concerns the creative and artistic-expressive approach in the field of pedagogy, and thus in teaching and training.
The training activities are rounded off with the Laboratory.
From the perspective of inclusive education, as promoted by international organisations and Italian legislation, the workshop will address pedagogy and teaching methodology as the foundations for ensuring the quality of inclusive processes in various areas of life: family, school, leisure and work.
Through the development of specific skills in instructional design and individual and group self-reflection, the course aims to:
- explore the Universal Design for Learning (UDL) model in depth as a pedagogical framework for designing flexible learning environments accessible to all;
- analyse the Capability Approach as a key interpretative framework for promoting inclusion by valuing the potential and freedom of choice of students.
The workshop activities will be accompanied by structured reflection and self-reflection exercises, with the aim of fostering critical pedagogical awareness amongst participants to support responsible and inclusive professional development.
For those not attending the workshop sessions, the following text is to be studied:
De Angelis B. (2027). Teaching as a means of preventing exclusion. An ongoing exploration of methods and practices for schools for all. Milan: FrancoAngeli.
Bocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. & Straniero A.M. (2020). Altri Corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma: Roma Tre press. Libro scaricabile gratuitamente al link: http://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
A scelta uno dei seguenti testi:
Bocci F. & Argiropoulos A. (2026). Alain Goussot. Trame pedagogiche e itinerari politico esistenziali. Foggia: Edizioni del Rosone.
Argiropoulos A. & Bocci F. (2025). Coeducare. Il fare pedagogico e politico della Pedagogia. Foggia: Edizioni del Rosone.
6 CFU
Bocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
Argiropoulos A. & Bocci F. (2025). Coeducare. Il fare pedagogico e politico della Pedagogia. Foggia: Edizioni del Rosone.
3 CFU
Bocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
For those who do not attend the laboratory sessions, the following text is to be studied:
De Angelis, B. (2027). Teaching as a means of preventing exclusion. An ongoing exploration of methods and practices for schools for all. Milan: FrancoAngeli.
Programme
The course (in the section on lectures, 9 CFU) is divided around three main themes.The first line, of an epistemological nature, examines the role and contribution of Special Education within the field of Educational Science and explores the issue of its evolution and its potential conceptualization as Inclusive Education.
The second main theme concerns a political perspective on pedagogy and special education, and its original contribution to the issue of the inclusive process in our country, with reference to the concept of co-education. In this regard, a particularly interesting perspective is provided by the critical analysis of cinematic, literary and media representations of disability and diversity.
The third main theme concerns the creative and artistic-expressive approach in the field of pedagogy, and thus in teaching and training.
The training activities are rounded off with the Laboratory.
From the perspective of inclusive education, as promoted by international organisations and Italian legislation, the workshop will address pedagogy and teaching methodology as the foundations for ensuring the quality of inclusive processes in various areas of life: family, school, leisure and work.
Through the development of specific skills in instructional design and individual and group self-reflection, the course aims to:
- explore the Universal Design for Learning (UDL) model in depth as a pedagogical framework for designing flexible learning environments accessible to all;
- analyse the Capability Approach as a key interpretative framework for promoting inclusion by valuing the potential and freedom of choice of students.
The workshop activities will be accompanied by structured reflection and self-reflection exercises, with the aim of fostering critical pedagogical awareness amongst participants to support responsible and inclusive professional development.
For those not attending the workshop sessions, the following text is to be studied:
De Angelis B. (2027). Teaching as a means of preventing exclusion. An ongoing exploration of methods and practices for schools for all. Milan: FrancoAngeli.
Prerequisiti
The Course requires basic knowledge about Pedagogy, Special Pedagogy and DidacticsCore Documentation
9 CFUBocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. & Straniero A.M. (2020). Altri Corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma: Roma Tre press. Libro scaricabile gratuitamente al link: http://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
A scelta uno dei seguenti testi:
Bocci F. & Argiropoulos A. (2026). Alain Goussot. Trame pedagogiche e itinerari politico esistenziali. Foggia: Edizioni del Rosone.
Argiropoulos A. & Bocci F. (2025). Coeducare. Il fare pedagogico e politico della Pedagogia. Foggia: Edizioni del Rosone.
6 CFU
Bocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
Argiropoulos A. & Bocci F. (2025). Coeducare. Il fare pedagogico e politico della Pedagogia. Foggia: Edizioni del Rosone.
3 CFU
Bocci F. (2021). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
Bocci F. (2026). I puntini sulla C. Un piccolo Baedeker per avventurarsi nei luoghi della creatività. Milano: Guerini Scientifica.
Botes P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. Milano: FrancoAngeli.
For those who do not attend the laboratory sessions, the following text is to be studied:
De Angelis, B. (2027). Teaching as a means of preventing exclusion. An ongoing exploration of methods and practices for schools for all. Milan: FrancoAngeli.
Reference Bibliography
The same as in the texts adopted in the programme. Where necessary, a number of supplementary readings will also be provided, which will be useful for personal and professional reflection and will not form part of the examination.Attendance
Attendance is not mandatory but strongly recommendedType of evaluation
The examination consists of an oral interview teacher profile teaching materials
The first line, of an epistemological nature, examines the role and contribution of Special Education within the field of Educational Science and explores the issue of its evolution and its potential conceptualization as Inclusive Education.
The second main theme concerns a political perspective on pedagogy and special education, and its original contribution to the issue of the inclusive process in our country, with reference to the concept of co-education. In this regard, a particularly interesting perspective is provided by the critical analysis of cinematic, literary and media representations of disability and diversity.
The third main theme concerns the creative and artistic-expressive approach in the field of pedagogy, and thus in teaching and training.
Programme
The course is divided around three main themes.The first line, of an epistemological nature, examines the role and contribution of Special Education within the field of Educational Science and explores the issue of its evolution and its potential conceptualization as Inclusive Education.
The second main theme concerns a political perspective on pedagogy and special education, and its original contribution to the issue of the inclusive process in our country, with reference to the concept of co-education. In this regard, a particularly interesting perspective is provided by the critical analysis of cinematic, literary and media representations of disability and diversity.
The third main theme concerns the creative and artistic-expressive approach in the field of pedagogy, and thus in teaching and training.
Prerequisiti
The Course requires basic knowledge about Pedagogy, Special Pedagogy and Didactics.Attendance
Attendance is not mandatory but strongly recommended.Type of evaluation
The examination consists of an oral interview. teacher profile teaching materials
Through the development of specific skills in instructional design and individual and group self-reflection, the course aims to:
* explore Universal Design for Learning (UDL) as a pedagogical framework for designing flexible learning environments accessible to all;
* examine the Capability Approach as an interpretive framework for promoting inclusion by recognising students’ capabilities and freedom of choice.
The laboratory activities will be accompanied by structured reflection and self-reflection to foster participants’ critical pedagogical awareness and support responsible, inclusive professional development.
Programme
In keeping with the approach to inclusive education promoted by international organisations and Italian legislation, the Laboratory will examine pedagogy and teaching as foundations for ensuring the quality of inclusive processes across different contexts of life: the family, school, leisure and work.Through the development of specific skills in instructional design and individual and group self-reflection, the course aims to:
* explore Universal Design for Learning (UDL) as a pedagogical framework for designing flexible learning environments accessible to all;
* examine the Capability Approach as an interpretive framework for promoting inclusion by recognising students’ capabilities and freedom of choice.
The laboratory activities will be accompanied by structured reflection and self-reflection to foster participants’ critical pedagogical awareness and support responsible, inclusive professional development.
Prerequisiti
The Course requires basic knowledge about Pedagogy, Special Pedagogy and Didactics.Core Documentation
During the Laboratory, the topics covered in Modules 1 and 2 will be explored through practical activities. Where appropriate, additional readings will be provided to support personal and professional reflection; these will not be assessed in the examination.Attendance
Attendance at the Laboratory is strongly recommended but is not mandatory in order to sit the examination. Students who choose to attend are, however, expected to participate regularly and consistently in the activities offered.Type of evaluation
The assessment includes a laboratory component. Completion of this component is mandatory for admission to the assessment for the course taught by Professors Bocci and Botes. Students attending the Laboratory will take part in activities and simulations that will form the basis for critical reflection, project work and ongoing assessment. Further details will be provided by Professor De Angelis on the Formonline platform.