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.
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.
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.
Core 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.
Reference Bibliography
The same as in the texts adopted in the programmeAttendance
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.
Attendance
Attendance is not mandatory but strongly recommended.Type of evaluation
The examination consists of an oral interview.