Michela GALDIERI | DIDACTICS AND SPECIAL PEDAGOGY FOR INCLUSION (WITH LABORATORY)
Michela GALDIERI DIDACTICS AND SPECIAL PEDAGOGY FOR INCLUSION (WITH LABORATORY)
| 4422100053 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| PEDAGOGICAL STUDIES | |
| 2023/2024 |
| YEAR OF COURSE 2 | |
| YEAR OF DIDACTIC SYSTEM 2019 | |
| AUTUMN SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 6 | 36 | LESSONS | |
| M-PED/03 | 4 | 40 | LAB |
| Objectives | |
|---|---|
| PURPOSE OF THE TEACHING THE AIM OF THE COURSE IS THE ACQUISITION OF KNOWLEDGE, INHERENT TO THE PEDAGOGICAL AND METHODOLOGICAL-DIDACTIC PRESUPPOSITIONS OF LIFELONG AND SYSTEMIC LEARNING, IN AN INCLUSIVE PERSPECTIVE. EXPECTED LEARNING RESULTS THE COURSE AIMS TO PROVIDE THE THEORETICAL AND METHODOLOGICAL-DIDACTIC BASES FOR EXPLORING, CONCEIVING, DESIGNING AND EXPERIMENTING IN FLIPPED INCLUSION MODE, INCLUSIVE PER-COURSES, ACCORDING TO PERSPECTIVES OF ECOLOGICAL-SYSTEMIC ACCESSIBILITY, AIMED AT THE CO-CONSTRUCTION OF PSYCHO-EDUCATIONAL DESIGN ARCHETYPES INCLUSIVE. KNOWLEDGE AND UNDERSTANDING ABILITY AT THE END OF THE COURSE THE STUDENT WILL HAVE TO DEMONSTRATE KNOWLEDGE IN COGNITIVE, EMOTIONAL AND SOCIO-RELATIONAL PROCESSES. FURTHERMORE, IT MUST INCLUDE THE EDUCATIONAL-EDUCATIONAL VALUE OF A DIDACTIC ACTIVITY OF PEER-COOPERATIVES IN STADIUMS AND IN CONTEXTS, FORMAL / NON-FORMAL AND INFORMAL. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING AT THE END OF THE COURSE THE STUDENT WILL HAVE TO DEMONSTRATE THE ABILITY TO APPLY AND INTERPRET THE KNOWLEDGE AT A METACOGNITIVE LEVEL, MAKING USE OF THE COOPERATIVE PROBLEM SOLVING PROCESSES AND FLIPPED INCLUSION. |
| Prerequisites | |
|---|---|
| BASIC KNOWLEDGE ON THE PRINCIPAL RESEARCH APPROACHES IN DIDACTICS AND THEIR APPLICATION ON THE TEACHING-LEARNING PROCESSES. |
| Contents | |
|---|---|
| SLD: DIAGNOSTIC, REGULATORY AND EVOLUTIONARY ASPECTS. INCLUSIVE WELLNESS: BETWEEN ACCESSIBILITY AND PROSOCIALITY, FROM A TEACHING PERSPECTIVE. FLIPPED INCLUSION: THE THEORETICAL PLANT BETWEEN EMERGING NEEDS AND EPISTEMOLOGICAL PERSPECTIVES. |
| Teaching Methods | |
|---|---|
| TEACHING INCLUDES LECTURES, COOPERATIVE LEARNING, PEER EDUCATION AND PROBLEM SOLVING, APPLIED ACCORDING TO THE LOGIC OF THE FLIPPED INCLUSION MODEL. TEACHING IS 6 ECTS FOR A TOTAL OF 36 HOURS. |
| Verification of learning | |
|---|---|
| THE ASSESSMENT WILL BE BASED ON FORMATIVE ASSESSMENT (IN BLENDED MODE) AND A FINAL ORAL EXAM ON THE THEMES PRESENTED IN THE ASSIGNED TEXTBOOKS AND THOSE DISCUSSED THROUGHOUT THE COURSE. |
| Texts | |
|---|---|
| - CORONA F., DE GIUSEPPE T. (2016). PROSOCIALITÀ, TECNOLOGIE INCLUSIVE E PROGETTAZIONE UNIVERSALE NEI DISTURBI SPECIFICI DELL'APPRENDIMENTO. AVELLINO: EDIZIONI IL PAPAVERO. OTHER RECOMMENDED BOOKS D’ALONZO, L. (2019). DICTIONARY OF SPECIAL PEDAGOGY. SCHOLÈ: BRESCIA. |
| More Information | |
|---|---|
| PALTFORM BLENDSPACE HTTPS://WWW.TES.COM/LESSONS SITO: WWW.FLIPPEDINCLUSION.IT ATTENDANCE TO LECTURES IS ADVISED |
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