Diana Carmela DI GENNARO | SPECIAL EDUCATION
Diana Carmela DI GENNARO SPECIAL EDUCATION
cod. 4461000049
SPECIAL EDUCATION
| 4461000049 | |
| DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE | |
| EQF7 | |
| PRIMARY TEACHER EDUCATION | |
| 2021/2022 |
| 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 ANALYSE THE CORE CONCEPTS OF SPECIAL PEDAGOGY AND TO PROVIDE STUDENTS THE BASIC KNOWLEDGE ABOUT THE EDUCATIONAL PROCESS OF PEOPLE WITH DISABILITIES AND/OR SPECIAL EDUCATIONAL NEEDS. LEARNING OUTCOMES: KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE COURSE STUDENTS WILL HAVE TO DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH A SPECIFIC FOCUS ON ITS MAIN CONCEPTS AND ASSUMING A COMPLEX AND INTERDISCIPLINARY PEDAGOGICAL APPROACH. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING. BY THE END OF THE COURSE THE STUDENT MUST DEMONSTRATE THE ABILITY TO APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED BY READING AND INTERPRETING STUDENTS' EDUCATIONAL NEEDS. INDEPENDENT JUDGMENTS. BY THE END OF THE COURSE THE STUDENT MUST SHOW THE ABILITY TO ANALYSE THE EDUCATIONAL CONTEXTS AND TO REFLECT AUTONOMOUSLY AND CRITICALLY ON INCLUSIVE PROCESSES. COMMUNICATION SKILLS. BY THE END OF THE COURSE THE STUDENT MUST SHOW THE ABILITY TO COMMUNICATE INFORMATION, IDEAS, PROBLEMS AND SOLUTIONS USING THE SPECIFIC LEXIS OF THE DISCIPLINE. LEARNING SKILLS. BY THE END OF THE COURSE STUDENTS WILL HAVE TO DEMONSTRATE THAT THEY HAVE DEVELOPED LEARNING SKILLS THAT ENABLE THEM TO CONTINUE STUDYING INDEPENDENTLY. |
| Prerequisites | |
|---|---|
| SPECIFIC PREREQUISITES ARE NOT REQUIRED. |
| Contents | |
|---|---|
| WITHIN THE COURSE PROGRAMME, THIS MODULE OFFERS STUDENTS A FIRST OUTLOOK ON THE SPECIFIC ISSUES LINKED TO EDUCATIONAL AND TRAINING PROCESSES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS FROM AN INCLUSIVE VIEW. STARTING FROM A REFLECTION ON THEORY AND PRACTICE IN DIDACTICS, THE COURSE TACKLES THE THEME OF EDUCATIONAL-INCLUSIVE INTERVENTIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. THE COURSE AIMS AT OFFERING STUDENTS THE ‘TOOLS’ TO BE ABLE TO INTERPRET THE HETEROGENOUS SCHOOL CONTEXT FROM AN INCLUSIVE DIDACTICS PERSPECTIVE. IN PARTICULAR, THE COURSE DEALS WITH THE FOLLOWING TOPICS: - FIELD OF STUDY OF SPECIAL PEDAGOGY - HISTORY OF DISABILITY - DISABILITY MODELS - CONCEPTS OF INTEGRATION AND INCLUSION - PRINCIPLES AND INTERNATIONAL DEBATE ON INCLUSION - CONCEPT OF SPECIAL EDUCATIONAL NEED - CONTRIBUTIONS OF DIFFERENT AUTHORS TO SPECIAL PEDAGOGY |
| Teaching Methods | |
|---|---|
| LECTURES AND GROUPWORK WILL BE THE MAIN APPROACHES USED DURING THE 48-HOUR MODULE. PRESENTATIONS AND OTHER MULTI-MEDIA MATERIAL WILL BE USED. |
| Verification of learning | |
|---|---|
| THE FINAL ORAL EXAM IS BASED ON QUESTIONS CONCERNING THE TOPICS COVERED DURING THE COURSE AND AIMS AT ASCERTAINING NOT ONLY THE STUDENT’S KNOWLEDGE OF THE CONTENTS, BUT ALSO HER/HIS ABILITY TO EXPRESS THEM CLEARLY AND WITH A PROPER LANGUAGE. |
| Texts | |
|---|---|
| - D'ALONZO, L. (2018). PEDAGOGIA SPECIALE PER L'INCLUSIONE. BRESCIA: SCHOLÈ - CRISPIANI, P. (2016) (A CURA DI). STORIA DELLA PEDAGOGIA SPECIALE. L’ORIGINE, LO SVILUPPO, LA DIFFERENZIAZIONE. PISA: ETS EDIZIONI (ONLY THE PARTS CHOSEN BY THE TEACHER). ADDITIONAL OPTIONAL READINGS - AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI BISOGNI EDUCATIVO SPECIALE. MILANO: FRANCOANGELI. - DI GENNARO, D.C. (2017). LA FUNZIONE INCLUSIVA DELL’AZIONE EDUCATIVA: L’APPROCCIO DI SAMUEL GRIDLEY HOWE ALLA DISABILITÀ DI LAURA BRIDGMAN. NAPOLI: GUIDA EDITORI. |
| More Information | |
|---|---|
| ATTENDANCE TO LECTURES IS ADVISED. |
BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2022-11-21]
