Stefano DI TORE | INCLUSIVE INSTRUCTIONAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING

cod. 4422200032

INCLUSIVE INSTRUCTIONAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING

	4422200032
	DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
	EQF7
	SPORT AND MOVEMENT SCIENCE AND TECHNIQUES FOR ANALYSING AND PLANNING SPORTS FOR THE DISABLES
	2024/2025

PERCORSO SHARED STUDY PATHWAY

	OBBLIGATORIO
	YEAR OF COURSE 1
	YEAR OF DIDACTIC SYSTEM 2018
	FULL ACADEMIC YEAR

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
1	PROGETTAZIONE DIDATTICA INCLUSIVA
	M-PED/03	6	36	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS
2	UNIVERSAL DESIGN FOR LEARNING
	M-PED/03	6	36	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

PROFESSORS

	STEFANO DI TORE1 T Curriculum
	ERIKA MARIE PACE2 Curriculum

	Objectives
	THE ANNUAL STUDY-UNIT IS DIVIDED INTO TWO MODULES: "INCLUSIVE DIDACTIC DESIGN" (PROF. E. M. PACE) AND "UNIVERSAL DESIGN FOR LEARNING" (PROF. S. DI TORE); EACH MODULE IS WORTH 6 CREDITS (36 HOURS) FOR A TOTAL OF 12 CREDITS (72 HOURS). STUDY-UNIT OBJECTIVES: THE PURPOSE OF THIS STUDY-UNIT IS TO PROVIDE STUDENTS WITH THE METHODOLOGICAL FOUNDATIONS NECESSARY FOR THE DESIGN OF ACCESSIBLE, FLEXIBLE, AND LEARNER-ORIENTED LEARNING EXPERIENCES AND ENVIRONMENTS, FOCUSING ON THE VALORIZATION OF INDIVIDUAL DIFFERENCES BY ADOPTING UNIVERSAL DESIGN FOR LEARNING AS A REFERENCE DESIGN MODEL FOR INCLUSIVE EDUCATION. EXPECTED LEARNING OUTCOMES: MODULE "PROGETTAZIONE DIDATTICA INCLUSIVA" (PROF. E. M. PACE) KNOWLEDGE AND UNDERSTANDING: AT THE END OF THE MODULE, STUDENTS SHOULD HAVE ACQUIRED THE BASIC KNOWLEDGE AND SKILLS NECESSARY TO ACQUIRE COMPETENCIES IN INCLUSIVE DIDACTIC DESIGN AND TO PROMOTE REFLECTION ON THEORIES AND DIDACTIC PRACTICES AIMED AT FOSTERING INTERVENTIONS IN RESPONSE TO THE EDUCATIONAL NEEDS OF ALL STUDENTS, WITH PARTICULAR ATTENTION TO THOSE AT GREATER RISK OF EXCLUSION. APPLICATION OF KNOWLEDGE AND UNDERSTANDING: AT THE END OF THE MODULE, STUDENTS SHOULD BE ABLE TO RECOGNIZE THE EDUCATIONAL NEEDS OF STUDENTS AND ADOPT THE MOST EFFECTIVE DIDACTIC STRATEGIES TO ENSURE QUALITY DIDACTIC DESIGN IN INCLUSIVE CONTEXTS FOR ALL AND FOR EACH ONE. MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. S. DI TORE) KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, STUDENTS SHOULD DEMONSTRATE THAT THEY HAVE ACQUIRED THE KNOWLEDGE AND UNDERSTANDING OF THE PEDAGOGICAL FRAMEWORK OF UDL. THEY SHOULD BE ABLE TO REFLECT ON THE FUNDAMENTAL PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL) AND THEIR APPLICATION IN CREATING ACCESSIBLE AND INCLUSIVE LEARNING ENVIRONMENTS. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, STUDENTS SHOULD BE ABLE TO RECOGNIZE THE EDUCATIONAL NEEDS OF STUDENTS AND ADOPT THE MOST EFFECTIVE TEACHING STRATEGIES TO ENSURE HIGH-QUALITY INSTRUCTIONAL DESIGN IN INCLUSIVE SETTINGS FOR ALL. STUDENTS WILL BE ABLE TO: -APPLY THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING; -IDENTIFY AND ANALYZE THE DIVERSE NEEDS OF STUDENTS, PARTICULARLY THOSE WITH SPECIAL EDUCATIONAL NEEDS; -UTILIZE TOOLS AND TECHNOLOGIES THAT SUPPORT INCLUSION AND ACCESSIBILITY; -DEVELOP PERSONALIZED INTERVENTION PLANS THAT RESPOND TO THE SPECIFIC NEEDS OF EACH STUDENT, PROMOTING EQUITY AND ACTIVE PARTICIPATION FOR ALL LEARNERS.

THE ANNUAL STUDY-UNIT IS DIVIDED INTO TWO MODULES: "INCLUSIVE DIDACTIC DESIGN" (PROF. E. M. PACE) AND "UNIVERSAL DESIGN FOR LEARNING" (PROF. S. DI TORE); EACH MODULE IS WORTH 6 CREDITS (36 HOURS) FOR A TOTAL OF 12 CREDITS (72 HOURS).

STUDY-UNIT OBJECTIVES:
THE PURPOSE OF THIS STUDY-UNIT IS TO PROVIDE STUDENTS WITH THE METHODOLOGICAL FOUNDATIONS NECESSARY FOR THE DESIGN OF ACCESSIBLE, FLEXIBLE, AND LEARNER-ORIENTED LEARNING EXPERIENCES AND ENVIRONMENTS, FOCUSING ON THE VALORIZATION OF INDIVIDUAL DIFFERENCES BY ADOPTING UNIVERSAL DESIGN FOR LEARNING AS A REFERENCE DESIGN MODEL FOR INCLUSIVE EDUCATION.

EXPECTED LEARNING OUTCOMES:

MODULE "PROGETTAZIONE DIDATTICA INCLUSIVA" (PROF. E. M. PACE)
KNOWLEDGE AND UNDERSTANDING:
AT THE END OF THE MODULE, STUDENTS SHOULD HAVE ACQUIRED THE BASIC KNOWLEDGE AND SKILLS NECESSARY TO ACQUIRE COMPETENCIES IN INCLUSIVE DIDACTIC DESIGN AND TO PROMOTE REFLECTION ON THEORIES AND DIDACTIC PRACTICES AIMED AT FOSTERING INTERVENTIONS IN RESPONSE TO THE EDUCATIONAL NEEDS OF ALL STUDENTS, WITH PARTICULAR ATTENTION TO THOSE AT GREATER RISK OF EXCLUSION.
APPLICATION OF KNOWLEDGE AND UNDERSTANDING:
AT THE END OF THE MODULE, STUDENTS SHOULD BE ABLE TO RECOGNIZE THE EDUCATIONAL NEEDS OF STUDENTS AND ADOPT THE MOST EFFECTIVE DIDACTIC STRATEGIES TO ENSURE QUALITY DIDACTIC DESIGN IN INCLUSIVE CONTEXTS FOR ALL AND FOR EACH ONE.

MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. S. DI TORE)
KNOWLEDGE AND UNDERSTANDING:
BY THE END OF THE MODULE, STUDENTS SHOULD DEMONSTRATE THAT THEY HAVE ACQUIRED THE KNOWLEDGE AND UNDERSTANDING OF THE PEDAGOGICAL FRAMEWORK OF UDL. THEY SHOULD BE ABLE TO REFLECT ON THE FUNDAMENTAL PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL) AND THEIR APPLICATION IN CREATING ACCESSIBLE AND INCLUSIVE LEARNING ENVIRONMENTS.

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
BY THE END OF THE MODULE, STUDENTS SHOULD BE ABLE TO RECOGNIZE THE EDUCATIONAL NEEDS OF STUDENTS AND ADOPT THE MOST EFFECTIVE TEACHING STRATEGIES TO ENSURE HIGH-QUALITY INSTRUCTIONAL DESIGN IN INCLUSIVE SETTINGS FOR ALL. STUDENTS WILL BE ABLE TO:
-APPLY THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING;
-IDENTIFY AND ANALYZE THE DIVERSE NEEDS OF STUDENTS, PARTICULARLY THOSE WITH SPECIAL EDUCATIONAL NEEDS;
-UTILIZE TOOLS AND TECHNOLOGIES THAT SUPPORT INCLUSION AND ACCESSIBILITY;
-DEVELOP PERSONALIZED INTERVENTION PLANS THAT RESPOND TO THE SPECIFIC NEEDS OF EACH STUDENT, PROMOTING EQUITY AND ACTIVE PARTICIPATION FOR ALL LEARNERS.

	Prerequisites
	NO SPECIFIC PREREQUISITES ARE REQUIRED. HOWEVER, IT IS ADVISABLE TO HAVE A BASIC KNOWLEDGE OF THE CONCEPTS OF TEACHING, INCLUSION, EDUCATIONAL PLANNING AS WELL AS THEIR APPLICATION TO TRAINING-EDUCATIONAL PROCESSES.

	Contents
	MODULE "PROGETTAZIONE DIDATTICA INCLUSIVA" (PROF. E. M. PACE) DEFINITION OF PEDAGOGY AND DIDACTICS THE INCLUSION PARADIGM: PRINCIPLES AND VALUES UNDERLYING DIDACTIC DESIGN FOR ALL EVOLUTION OF THE REGULATORY FRAMEWORK, BOTH NATIONALLY AND INTERNATIONALLY, IN SUPPORT OF INCLUSION INTERPRETATIVE AND CULTURAL MODELS OF DISABILITY AND DIVERSITY PERSONALIZED AND INDIVIDUALIZED DIDACTIC DESIGN - COMMON ASPECTS AND DIFFERENCES DIDACTIC DIFFERENTIATION MULTIPLE INTELLIGENCE LEARNING STYLES AND TEACHING STYLES INCLUSIVE DIDACTIC STRATEGIES DESIGNING A LEARNING UNIT MODULE "UNIVERSAL DESIGN FOR LEARNING" (PROF. S. DI TORE) THE "UNIVERSAL DESIGN FOR LEARNING" MODULE WILL COVER THE FOLLOWING TOPICS: -FUNDAMENTAL PRINCIPLES OF UDL -FROM UNIVERSAL DESIGN TO THE CREATION OF TEACHING PROCESSES TO PROMOTE INCLUSIVE ENVIRONMENTS -ADAPTATION OF TEACHING MATERIALS FOR DIFFERENT LEARNING STYLES -EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES TO ENSURE ACCESS AND ENHANCE DIVERSITY INCLUSIVELY -UNIVERSAL DESIGN FOR LEARNING TO IMPROVE PERSONALIZED ACCESSIBILITY PERFORMANCE

Contents

MODULE "PROGETTAZIONE DIDATTICA INCLUSIVA" (PROF. E. M. PACE)
DEFINITION OF PEDAGOGY AND DIDACTICS
THE INCLUSION PARADIGM: PRINCIPLES AND VALUES UNDERLYING DIDACTIC DESIGN FOR ALL
EVOLUTION OF THE REGULATORY FRAMEWORK, BOTH NATIONALLY AND INTERNATIONALLY, IN SUPPORT OF INCLUSION
INTERPRETATIVE AND CULTURAL MODELS OF DISABILITY AND DIVERSITY
PERSONALIZED AND INDIVIDUALIZED DIDACTIC DESIGN - COMMON ASPECTS AND DIFFERENCES
DIDACTIC DIFFERENTIATION
MULTIPLE INTELLIGENCE
LEARNING STYLES AND TEACHING STYLES
INCLUSIVE DIDACTIC STRATEGIES
DESIGNING A LEARNING UNIT

MODULE "UNIVERSAL DESIGN FOR LEARNING" (PROF. S. DI TORE)
THE "UNIVERSAL DESIGN FOR LEARNING" MODULE WILL COVER THE FOLLOWING TOPICS:

-FUNDAMENTAL PRINCIPLES OF UDL
-FROM UNIVERSAL DESIGN TO THE CREATION OF TEACHING PROCESSES TO PROMOTE INCLUSIVE ENVIRONMENTS
-ADAPTATION OF TEACHING MATERIALS FOR DIFFERENT LEARNING STYLES
-EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES TO ENSURE ACCESS AND ENHANCE DIVERSITY INCLUSIVELY
-UNIVERSAL DESIGN FOR LEARNING TO IMPROVE PERSONALIZED ACCESSIBILITY PERFORMANCE

	Teaching Methods
	THE COURSE INCLUDES LECTURES, ACTIVITIES AND GROUP WORK FOR A TOTAL OF 72 HOURS (12 ECTS); 36 HOURS (6 CFU) FOR EACH MODULE.

	Verification of learning
	THE FINAL EXAM CONSISTS OF AN ORAL TEST ON THE CONTENTS OF THE TWO MODULES, AS OUTLINED IN THE COURSE DESCRIPTION AND IN THE REFERENCE TEXTS USED. THE NUMBER OF QUESTIONS WILL VARY BASED ON THE DEPTH AND BREADTH OF THE ANSWERS PROVIDED. THE PURPOSE OF THIS TEST IS TO EVALUATE THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES PRESENTED IN THE ADOPTED TEXTS AND DISCUSSED DURING CLASSROOM ACTIVITIES. CLARITY OF EXPOSITION, ANALYTICAL ABILITY, AUTONOMOUS ORGANIZATION OF THE PRESENTATION, ORIGINALITY IN THE REWORKING OF THE STUDIED CONTENTS, AND THE RELEVANCE TO PROFESSIONAL CONTEXTS OF SUCH TOPICS WILL CONSTITUTE THE EVALUATION CRITERIA. THE ASSESSMENT IS EXPRESSED IN THIRTIETHS. THE MINIMUM EVALUATION LEVEL (18/30) IS ASSIGNED WHEN THE STUDENT DEMONSTRATES A SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT, WHILE THE MAXIMUM LEVEL (30/30) IS ASSIGNED WHEN THE STUDENT POSSESSES A COMPLETE KNOWLEDGE OF THE CONTENTS, DEMONSTRATING THE ABILITY TO CRITICALLY REFLECT ON THEM. THE PRODUCTS OF THE ACTIVITIES AND LABORATORIES CARRIED OUT DURING THE LESSONS WILL BE TAKEN INTO CONSIDERATION FOR THE FINAL GRADE, BUT THEY ARE NOT MANDATORY. NON-ATTENDING STUDENTS ARE INVITED TO CONTACT THE TEACHERS TO DEFINE ANY ALTERNATIVE ARRANGEMENTS.

Verification of learning

THE FINAL EXAM CONSISTS OF AN ORAL TEST ON THE CONTENTS OF THE TWO MODULES, AS OUTLINED IN THE COURSE DESCRIPTION AND IN THE REFERENCE TEXTS USED. THE NUMBER OF QUESTIONS WILL VARY BASED ON THE DEPTH AND BREADTH OF THE ANSWERS PROVIDED. THE PURPOSE OF THIS TEST IS TO EVALUATE THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES PRESENTED IN THE ADOPTED TEXTS AND DISCUSSED DURING CLASSROOM ACTIVITIES. CLARITY OF EXPOSITION, ANALYTICAL ABILITY, AUTONOMOUS ORGANIZATION OF THE PRESENTATION, ORIGINALITY IN THE REWORKING OF THE STUDIED CONTENTS, AND THE RELEVANCE TO PROFESSIONAL CONTEXTS OF SUCH TOPICS WILL CONSTITUTE THE EVALUATION CRITERIA. THE ASSESSMENT IS EXPRESSED IN THIRTIETHS. THE MINIMUM EVALUATION LEVEL (18/30) IS ASSIGNED WHEN THE STUDENT DEMONSTRATES A SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT, WHILE THE MAXIMUM LEVEL (30/30) IS ASSIGNED WHEN THE STUDENT POSSESSES A COMPLETE KNOWLEDGE OF THE CONTENTS, DEMONSTRATING THE ABILITY TO CRITICALLY REFLECT ON THEM.

THE PRODUCTS OF THE ACTIVITIES AND LABORATORIES CARRIED OUT DURING THE LESSONS WILL BE TAKEN INTO CONSIDERATION FOR THE FINAL GRADE, BUT THEY ARE NOT MANDATORY. NON-ATTENDING STUDENTS ARE INVITED TO CONTACT THE TEACHERS TO DEFINE ANY ALTERNATIVE ARRANGEMENTS.

	Texts
	FOR THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” OF PROF. ERIKA M. PACE TOMLINSON, C. A. (2022). A CURA DI D'ALONZO, L. LA DIFFERENZIAZIONE DIDATTICA IN CLASSE. PER RISPONDERE AI BISOGNI DI TUTTI GLI ALUNNI. MORCELLIANA. TESTI CONSIGLIATI: SIBILIO, M. (2020). L'INTERAZIONE DIDATTICA. MORCELLIANA; COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. CAROCCI; DOVIGO, F. (2017). PEDAGOGIA E DIDATTICA PER REALIZZARE L'INCLUSIONE. ROMA: CARROCCI FOR THE MODULE “UNIVERSAL DESIGN FOR LEARNING” OF PROF. STEFANO DI TORE DI TORE, S. (2016). LA TECNOLOGIA DELLA PAROLA. DIDATTICA INCLUSIVA E LETTURA. FRANCOANGELI (OPEN ACCESS) RIVOLTELLA P.C. & ROSSI, P.G. (2017). L’AGIRE DIDATTICO. MANUALE PER GLI INSEGNANTI (NUOVA EDIZIONE RIVEDUTA E AMPLIATA). BRESCIA: LA SCUOLA

Texts

FOR THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” OF PROF. ERIKA M. PACE
TOMLINSON, C. A. (2022). A CURA DI D'ALONZO, L. LA DIFFERENZIAZIONE DIDATTICA IN CLASSE. PER RISPONDERE AI BISOGNI DI TUTTI GLI ALUNNI. MORCELLIANA.
TESTI CONSIGLIATI: SIBILIO, M. (2020). L'INTERAZIONE DIDATTICA. MORCELLIANA;
COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. CAROCCI;
DOVIGO, F. (2017). PEDAGOGIA E DIDATTICA PER REALIZZARE L'INCLUSIONE. ROMA: CARROCCI
FOR THE MODULE “UNIVERSAL DESIGN FOR LEARNING” OF PROF. STEFANO DI TORE
DI TORE, S. (2016). LA TECNOLOGIA DELLA PAROLA. DIDATTICA INCLUSIVA E LETTURA. FRANCOANGELI (OPEN ACCESS)
RIVOLTELLA P.C. & ROSSI, P.G. (2017). L’AGIRE DIDATTICO. MANUALE PER GLI INSEGNANTI (NUOVA EDIZIONE RIVEDUTA E AMPLIATA). BRESCIA: LA SCUOLA

	More Information
	ATTENDANCE TO THE COURSE IS NOT COMPULSORY BUT HIGHLY RECOMMENDED, ESPECIALLY FOR ERASMUS+ AND INTERNATIONAL STUDENTS. STUDENTS NOT ATTENDING THE COURSE CAN CONTACT THE LECTURERS TO SCHEDULE AN APPOINTMENT DURING OFFICE HOURS IF THEY DEEM IT NECESSARY. ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT PROF. E. M. PACE (EPACE@UNISA.IT) AND DR. M. D. TODINO (MTODINO@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.

More Information

ATTENDANCE TO THE COURSE IS NOT COMPULSORY BUT HIGHLY RECOMMENDED, ESPECIALLY FOR ERASMUS+ AND INTERNATIONAL STUDENTS. STUDENTS NOT ATTENDING THE COURSE CAN CONTACT THE LECTURERS TO SCHEDULE AN APPOINTMENT DURING OFFICE HOURS IF THEY DEEM IT NECESSARY.
ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT PROF. E. M. PACE (EPACE@UNISA.IT) AND DR. M. D. TODINO (MTODINO@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.

Lessons Timetable

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Stefano DI TORE | INCLUSIVE INSTRUCTIONAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING