Michela GALDIERI | SPECIAL EDUCATION
Michela GALDIERI SPECIAL EDUCATION
cod. 4461000049
SPECIAL EDUCATION
| 4461000049 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| PRIMARY TEACHER EDUCATION | |
| 2023/2024 |
| OBBLIGATORIO | |
| YEAR OF COURSE 2 | |
| YEAR OF DIDACTIC SYSTEM 2016 | |
| SPRING SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 8 | 48 | LESSONS |
| Objectives | |
|---|---|
| THE COURSE AIMS TO ANALYZE THE THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF SPECIAL EDUCATION AND TO PROVIDE STUDENTS WITH BASIC KNOWLEDGE RELATING TO THE EDUCATIONAL AND TRAINING PROCESSES OF PEOPLE WITH DISABILITIES AND/OR WITH SPECIAL EDUCATIONAL NEEDS. KNOWLEDGE AND UNDERSTANDING: AT THE END OF THE COURSE, THE STUDENT WILL DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH PARTICULAR REFERENCE TO THE MAIN EDUCATIONAL THEORIES AND FUNDAMENTAL CONCEPTS, MATURING AWARENESS WITH RESPECT TO THE HISTORICAL-CONCEPTUAL EVOLUTION OF DISABILITY AND INCLUSIVE EDUCATION. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: AT THE END OF THE COURSE, THE STUDENT WILL DEMONSTRATE THE ABLE TO APPLY THE KNOWLEDGE ACQUIRED, TO BE ABLE TO READ AND INTERPRET SITUATIONS OF FRAGILITY AND TO IDENTIFY THE MOST SUITABLE EDUCATIONAL APPROACHES TO FACE THEM. MAKING JUDGMENTS: AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO ANALYZE EDUCATIONAL CONTEXTS AND REFLECT IN AN INDEPENDENT AND CRITICAL WAY ON THE RELATED INCLUSIVE PROCESSES. COMMUNICATION SKILLS: AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO EXPOSE IN A COHERENT WAY THE TOPICS ADDRESSED DURING THE COURSE, DEMONSTRATING TO HAVE THE SPECIFIC LEXICON OF THE STUDY DISCIPLINE. LEARNING ABILITY: THE STUDENT MUST DEMONSTRATE THAT THEY HAVE DEVELOPED LEARNING SKILLS THAT ENABLE THEM TO DEEPEN AND CONTINUE THEIR STUDIES INDEPENDENTLY. |
| Prerequisites | |
|---|---|
| NO SPECIFIC PREREQUISITES ARE REQUIRED. |
| Contents | |
|---|---|
| STARTING FROM A DEFINITION OF THE FIELDS OF STUDY OF THE DISCIPLINE, THE COURSE WILL FOCUS ON THE ISSUES OF INTEGRATION AND SCHOOL INCLUSION, FOCUSING ON THE REGULATORY, SOCIAL AND CULTURAL ASPECTS AND ON THE MAIN EDUCATIONAL ISSUES RELATING TO PEOPLE WITH DISABILITIES AND WITH SPECIAL EDUCATIONAL NEEDS. SPECIFICALLY, THE COURSE WILL EXPLORE THE FOLLOWING TOPICS: - FIELDS OF STUDY OF SPECIAL PEDAGOGY - CONCEPTS OF INTEGRATION AND INCLUSION - HISTORICAL NOTES ON DISABILITY - CONCEPTUAL MODELS AND INTERPRETATIONAL TOOLS OF DISABILITY - NATIONAL AND INTERNATIONAL DOCUMENTS RELATING TO THE ACKNOWLEDGMENT OF DISABILITY - SPECIAL EDUCATIONAL NEED CONCEPT - CONTRIBUTION OF DIFFERENT AUTHORS TO SPECIAL PEDAGOGY. |
| Teaching Methods | |
|---|---|
| HE COURSE, LASTING 48 HOURS (8 CFU), WILL INCLUDE LESSONS, EXERCISES AND GROUP ACTIVITIES AIMED AT DEVELOPING THE STUDENTS' ABILITY TO REFLECT CRITICALLY ON SOME TOPICS ADDRESSED DURING THE COURSE. |
| Verification of learning | |
|---|---|
| THE FINAL EVALUATION, CONSISTENT WITH THE EXPECTED LEARNING OUTCOMES, WILL BE BASED ON AN ORAL EXAMINATION, EXPRESSED OUT OF THIRTY WITH POSSIBLE HUMANS, RELATING TO THE COURSE CONTENT. THE MINIMUM ASSESSMENT LEVEL (18/30) IS ATTRIBUTED WHEN THE STUDENT DEMONSTRATES SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT; THE MAXIMUM LEVEL (30/30) IS ATTRIBUTED WHEN THE STUDENT DEMONSTRATES TO HAVE AN IN-DEPTH KNOWLEDGE OF THE TOPICS COVERED AND THE CAPACITY TO EXPOSE THEM AND ARGUMENT CRITICALLY USING THE SPECIFIC LEXICON OF THE DISCIPLINE. |
| Texts | |
|---|---|
| MURA, A. (2016). DIVERSITÀ E INCLUSIONE. PROSPETTIVE DI CITTADINANZA TRA PROCESSI STORICO-CULTURALI E QUESTIONI APERTE. MILANO: FRANCOANGELI. GOUSSOT, A. (2019). LA PEDAGOGIA SPECIALE COME SCIENZA DELLE MEDIAZIONI E DELLE DIFFERENZE. FANO: ARAS EDIZIONI. RECOMMENDED READING: AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI BISOGNI EDUCATIVO SPECIALE. MILANO: FRANCOANGELI. |
| More Information | |
|---|---|
| ATTENDANCE IS RECOMMENDED. |
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