ROSA SGAMBELLURI | SPECIAL PEDAGOGY IN EDUCATIONAL CONTEXTS
ROSA SGAMBELLURI SPECIAL PEDAGOGY IN EDUCATIONAL CONTEXTS
cod. SU22500004
SPECIAL PEDAGOGY IN EDUCATIONAL CONTEXTS
| SU22500004 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| PSYCHOLOGY OF INTERVENTION IN CLINICAL, SPORTS AND EDUCATIONAL CONTEXTS | |
| 2025/2026 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2025 | |
| SPRING SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 5 | 30 | LESSONS |
| Objectives | |
|---|---|
| THIS COURSE AIMS TO PROVIDE STUDENTS WITH A SOLID THEORETICAL AND METHODOLOGICAL FOUNDATION TO SUPPORT AND GUIDE THE DEVELOPMENT, DESIGN, AND IMPLEMENTATION OF INCLUSIVE PROCESSES WITHIN EDUCATIONAL SETTINGS. EXPECTED LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING: STUDENTS ARE EXPECTED TO DEMONSTRATE AN IN-DEPTH KNOWLEDGE OF CONTEMPORARY PEDAGOGICAL RESEARCH ON INCLUSION, ENGAGING WITH EMERGING THEORIES, METHODOLOGIES, AND PRACTICES, AS WELL AS THE MAIN CHALLENGES AND OPPORTUNITIES THAT CHARACTERIZE INCLUSIVE PROCESSES IN EDUCATIONAL CONTEXTS. FURTHERMORE, THEY SHOULD BE ABLE TO ANALYZE AND APPLY THE MOST EFFECTIVE EDUCATIONAL STRATEGIES TO PROMOTE INCLUSION, ADAPTING THEM TO DIVERSE LEARNING ENVIRONMENTS WITH THE GOAL OF FOSTERING EQUITABLE AND ACCESSIBLE LEARNING CONDITIONS FOR ALL. APPLYING KNOWLEDGE AND UNDERSTANDING: STUDENTS SHOULD BE ABLE TO ANALYZE AND RESPOND TO A VARIETY OF CASE SCENARIOS, EFFECTIVELY APPLYING PEDAGOGICAL DESIGN TOOLS AND METHODOLOGIES TO DEVELOP TARGETED AND APPROPRIATE EDUCATIONAL SOLUTIONS WITHIN DIFFERENT LEARNING CONTEXTS. AUTONOMY OF JUDGMENT: STUDENTS ARE EXPECTED TO INTEGRATE THE KNOWLEDGE ACQUIRED IN ORDER TO ADDRESS THE COMPLEXITY OF INCLUSIVE DYNAMICS. THEY SHOULD DEMONSTRATE A STRONG CAPACITY FOR INDEPENDENT REFLECTION AND DECISION-MAKING, ALONG WITH A WELL-DEVELOPED ETHICAL AND SOCIAL AWARENESS. THIS INCLUDES THE ABILITY TO TRANSLATE CRITICAL EVALUATIONS INTO CONCRETE AND RESPONSIBLE ACTIONS, WITH PARTICULAR ATTENTION TO THE EDUCATIONAL IMPLICATIONS AND THE IMPACT ON THE VARIOUS STAKEHOLDERS INVOLVED. COMMUNICATION SKILLS: STUDENTS SHOULD BE ABLE TO COMMUNICATE INFORMATION, CONCEPTS, ISSUES, AND SOLUTIONS CLEARLY AND EFFECTIVELY, USING THE APPROPRIATE TECHNICAL AND DISCIPLINARY TERMINOLOGY. THEY SHOULD ALSO BE CAPABLE OF CONSTRUCTING AND ARTICULATING THEIR ARGUMENTS WITH COHERENCE AND LOGICAL RIGOR, DEMONSTRATING THE ABILITY TO REACH WELL-REASONED AND SUBSTANTIATED CONCLUSIONS, AND TO CRITICALLY AND CONSTRUCTIVELY ADDRESS THE ISSUES AT HAND. LEARNING SKILLS: STUDENTS SHOULD DEMONSTRATE THE ABILITY TO ENGAGE IN AUTONOMOUS LEARNING, ENABLING THEM TO PURSUE FURTHER STUDIES INDEPENDENTLY. THIS INCLUDES THE CAPACITY TO CRITICALLY AND THOUGHTFULLY APPROACH NEW TOPICS AND TO ENGAGE IN ONGOING DEEPENING OF THEIR KNOWLEDGE. |
| Prerequisites | |
|---|---|
| BASIC KNOWLEDGE OF THE MAIN THEORETICAL AND METHODOLOGICAL APPROACHES IN SPECIAL PEDAGOGY, WITH PARTICULAR ATTENTION TO THEIR PRACTICAL APPLICATION IN EDUCATIONAL AND TRAINING CONTEXTS. |
| Contents | |
|---|---|
| THE COURSE WILL FOCUS ON THE IN-DEPTH STUDY OF KEY CONCEPTS IN SPECIAL PEDAGOGY, WITH PARTICULAR EMPHASIS ON ISSUES RELATED TO DISABILITY AND SPECIAL EDUCATIONAL NEEDS. ATTENTION WILL BE GIVEN TO EDUCATIONAL STRATEGIES AND PEDAGOGICAL APPROACHES AIMED AT EFFECTIVELY ADDRESSING INDIVIDUAL NEEDS AND PROMOTING ACCESS TO PERSONALIZED AND INCLUSIVE LEARNING PATHWAYS. SPECIFICALLY, THE FOLLOWING TOPICS WILL BE COVERED: AREAS OF COMPETENCE IN SPECIAL PEDAGOGY IMPAIRMENT, DISABILITY, AND HANDICAP SPECIAL EDUCATIONAL NEEDS INTERNATIONAL CLASSIFICATIONS (ICD, ICIDH, ICF) DETAILED ANALYSIS OF THE ICF FRAMEWORK INCLUSION IN THE ITALIAN SCHOOL SYSTEM: HISTORICAL AND REGULATORY PERSPECTIVES THE INCLUSIVE PERSPECTIVE RESEARCH ON INCLUSION IN ITALY SPACES AND TIMING IN THE INCLUSION PROCESS THE INCLUSIVE TEACHER THE SCHOOL-FAMILY RELATIONSHIP IN THE INCLUSION PROCESS INCLUSIVE TEACHING DIFFERENTIATED INSTRUCTION NARRATIVE AND EDUCATION: TOWARDS QUALITY INCLUSION UNIVERSAL DESIGN FOR LEARNING AND THE INCLUSIVE CURRICULUM THE FOUR PILLARS OF AN INCLUSIVE SCHOOL FROM A UDL PERSPECTIVE (INSTRUCTIONAL DESIGN, DOCUMENTATION, ASSESSMENT, TECHNOLOGIES) THE LIFE PROJECT AS A FOUNDATION FOR QUALITY OF LIFE |
| Teaching Methods | |
|---|---|
| THE COURSE WILL BE DELIVERED THROUGH THEORETICAL LECTURES AND PRACTICAL ACTIVITIES, AIMED AT FOSTERING IN-DEPTH KNOWLEDGE AND THE DEVELOPMENT OF APPLIED COMPETENCIES IN THE DISCIPLINE, WITH PARTICULAR EMPHASIS ON THEIR CONCRETE IMPLEMENTATION IN EDUCATIONAL PRACTICE. |
| Verification of learning | |
|---|---|
| THE FINAL ASSESSMENT, IN LINE WITH THE INTENDED LEARNING OUTCOMES, WILL CONSIST OF AN ORAL EXAMINATION GRADED ON A SCALE OF THIRTY, WITH THE POSSIBILITY OF HONORS (CUM LAUDE), COVERING THE CONTENT ADDRESSED THROUGHOUT THE COURSE. |
| Texts | |
|---|---|
| TESTI: -D’ALONZO L., GIACONI C. (2024). MANUALE PER L’INCLUSIONE. BRESCIA: SCHOLÈ (CAP. 2-4- 6-9-10-11-12-13-27-28). LETTURE CONSIGLIATE: - AIELLO P. (A CURA DI) (2023). PEDAGOGIA SPECIALE. INFANZIA E SERVIZI EDUCATIVI. MILANO: FRANCO ANGELI. - MALAGUTI E. (2018). CONTESTI EDUCATIVI INCLUSIVI. TEORIA E PRATICA PER LA PRIMA INFANZIA. ROMA: CAROCCI. |
| More Information | |
|---|---|
| NO INFORMATION AVAILABLE |
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