Erika Marie PACE | PROGETTAZIONE DIDATTICA INCLUSIVA E UNIVERSAL DESIGN FOR LEARNING

cod. 4422200032

PROGETTAZIONE DIDATTICA INCLUSIVA E UNIVERSAL DESIGN FOR LEARNING

	4422200032
	DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
	EQF7
	SPORT AND MOVEMENT SCIENCE AND TECHNIQUES FOR ANALYSING AND PLANNING SPORTS FOR THE DISABLES
	2020/2021

PERCORSO COMUNE

	OBBLIGATORIO
	YEAR OF COURSE 1
	YEAR OF DIDACTIC SYSTEM 2018
	ANNUALE

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

	FELICE CORONA2 T Curriculum
	ERIKA MARIE PACE1 Curriculum

	Objectives
	STUDY-UNIT DESCRIPTION: THIS STUDY-UNIT IS DIVIDED INTO TWO MODULES: “PROGETTAZIONE DIDATTICA INCLUSIVA” AND “UNIVERSAL DESIGN FOR LEARNING”, EACH OF WHICH CARRY 6ECTS (36 HOURS) FOR A TOTAL OF 12ECTS (72 HOURS). STUDY-UNIT AIMS: THE SCOPE OF THIS STUDY-UNIT IS TO PROVIDE STUDENTS WITH THE METHODOLOGICAL KNOWLEDGE AND SKILLS NECESSARY TO PLAN LEARNING EXPERIENCES AND ENVIRONMENTS THAT ARE ACCESSIBLE, FLEXIBLE AND ORIENTED TOWARDS THE CELEBRATION OF INDIVIDUAL DIFFERENCES. THE UNIVERSAL DESIGN FOR LEARNING IS PROPOSED AS A MODEL FOR INCLUSIVE EDUCATION. LEARNING OUTCOMES: MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA) MORE SPECIFICALLY, THIS MODULE, BY TAKING AS A REFERENCE THE UNIVERSAL DESIGN FOR LEARNING APPLIED TO THE FLIPPED INCLUSION, AIMS AT THE ACQUISITION OF KNOWLEDGE AND SKILLS OF EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND VALORISATION OF DIFFERENCES, IN AN INCLUSIVE PROSOCIAL PERSPECTIVE, INSIDE AN ECOLOGICAL-SYSTEMIC PERSPECTIVE. KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, THE STUDENTS SHOULD HAVE ACQUIRED THE FOUNDATIONAL KNOWLEDGE AND ABILITIES TO UNDERSTAND THE UDL APPLIED TO FI, WITH PARTICULAR REFERENCE TO THE CONCEPT OF PROSOCIAL BEHAVIOUR AND TO THE COGNITIVE, EMOTIONAL AND RELATIONAL PROCESSES INVOLVED IN THE INTERACTIONAL DYNAMICS. APPLIED KNOWLEDGE AND SKILLS: BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO: - APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED; - RECOGNIZE AND ADOPT EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND INCLUSIVE ENHANCEMENT OF DIFFERENCES. MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE) KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, THE STUDENTS SHOULD HAVE ACQUIRED THE FOUNDATIONAL KNOWLEDGE AND SKILLS NECESSARY FOR COMPETENCY ACQUISITION TO PLAN INCLUSIVE COURSE PROGRAMMES AND LESSONS AND PROMOTE REFLECTIVE PROCESSES ON THE THEORIES AND PRACTICES UNDERPINNING INCLUSIVE TEACHING PRACTICES THAT ADDRESS THE EDUCATIONAL NEEDS OF ALL STUDENTS AND, MORE SPECIFICALLY, OF THOSE AT RISK OF EXCLUSION. APPLIED KNOWLEDGE AND SKILLS: BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO IDENTIFY STUDENTS’ LEARNING NEEDS AND ADOPT THE MOST EFFECTIVE TEACHING STRATEGIES TO ENSURE HIGH-QUALITY LEARNING EXPERIENCES WITHIN AN INCLUSIVE CONTEXT, IRRESPECTIVE OF ABILITY.

STUDY-UNIT DESCRIPTION:
THIS STUDY-UNIT IS DIVIDED INTO TWO MODULES: “PROGETTAZIONE DIDATTICA INCLUSIVA” AND “UNIVERSAL DESIGN FOR LEARNING”, EACH OF WHICH CARRY 6ECTS (36 HOURS) FOR A TOTAL OF 12ECTS (72 HOURS).

STUDY-UNIT AIMS:
THE SCOPE OF THIS STUDY-UNIT IS TO PROVIDE STUDENTS WITH THE METHODOLOGICAL KNOWLEDGE AND SKILLS NECESSARY TO PLAN LEARNING EXPERIENCES AND ENVIRONMENTS THAT ARE ACCESSIBLE, FLEXIBLE AND ORIENTED TOWARDS THE CELEBRATION OF INDIVIDUAL DIFFERENCES. THE UNIVERSAL DESIGN FOR LEARNING IS PROPOSED AS A MODEL FOR INCLUSIVE EDUCATION.

LEARNING OUTCOMES:

MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA)

MORE SPECIFICALLY, THIS MODULE, BY TAKING AS A REFERENCE THE UNIVERSAL DESIGN FOR LEARNING APPLIED TO THE FLIPPED INCLUSION, AIMS AT THE ACQUISITION OF KNOWLEDGE AND SKILLS OF EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND VALORISATION OF DIFFERENCES, IN AN INCLUSIVE PROSOCIAL PERSPECTIVE, INSIDE AN ECOLOGICAL-SYSTEMIC PERSPECTIVE.

KNOWLEDGE AND UNDERSTANDING:

BY THE END OF THE MODULE, THE STUDENTS SHOULD HAVE ACQUIRED THE FOUNDATIONAL KNOWLEDGE AND ABILITIES TO UNDERSTAND THE UDL APPLIED TO FI, WITH PARTICULAR REFERENCE TO THE CONCEPT OF PROSOCIAL BEHAVIOUR AND TO THE COGNITIVE, EMOTIONAL AND RELATIONAL PROCESSES INVOLVED IN THE INTERACTIONAL DYNAMICS.

APPLIED KNOWLEDGE AND SKILLS:
BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO:
- APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED;
- RECOGNIZE AND ADOPT EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND INCLUSIVE ENHANCEMENT OF DIFFERENCES.

MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE)

KNOWLEDGE AND UNDERSTANDING:
BY THE END OF THE MODULE, THE STUDENTS SHOULD HAVE ACQUIRED THE FOUNDATIONAL KNOWLEDGE AND SKILLS NECESSARY FOR COMPETENCY ACQUISITION TO PLAN INCLUSIVE COURSE PROGRAMMES AND LESSONS AND PROMOTE REFLECTIVE PROCESSES ON THE THEORIES AND PRACTICES UNDERPINNING INCLUSIVE TEACHING PRACTICES THAT ADDRESS THE EDUCATIONAL NEEDS OF ALL STUDENTS AND, MORE SPECIFICALLY, OF THOSE AT RISK OF EXCLUSION.

APPLIED KNOWLEDGE AND SKILLS:
BY THE END OF THE MODULE, THE STUDENTS SHOULD BE ABLE TO IDENTIFY STUDENTS’ LEARNING NEEDS AND ADOPT THE MOST EFFECTIVE TEACHING STRATEGIES TO ENSURE HIGH-QUALITY LEARNING EXPERIENCES WITHIN AN INCLUSIVE CONTEXT, IRRESPECTIVE OF ABILITY.

	Prerequisites
	FOR THE MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA), NO PRIOR KNOWLEDGE IS REQUIRED. HOWEVER, FOUNDATIONAL KNOWLEDGE OF THE MAIN STUDY APPROACHES TO TEACHING AND THEIR APPLICATION IN EDUCATION AND TRAINING PROCESSES WOULD BE USEFUL. FOR THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE), IT IS EXPECTED THAT, DURING THEIR UNDERGRADUATE COURSES, STUDENTS WOULD HAVE GAINED FAMILIARITY WITH THE MAIN THEMES IN INCLUSIVE PEDAGOGY AND DIDACTICS AND THEIR APPLICATION IN FORMAL, NON FORMAL AND INFORMAL EDUCATION CONTEXTS.

Prerequisites

FOR THE MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA), NO PRIOR KNOWLEDGE IS REQUIRED. HOWEVER, FOUNDATIONAL KNOWLEDGE OF THE MAIN STUDY APPROACHES TO TEACHING AND THEIR APPLICATION IN EDUCATION AND TRAINING PROCESSES WOULD BE USEFUL.

FOR THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE), IT IS EXPECTED THAT, DURING THEIR UNDERGRADUATE COURSES, STUDENTS WOULD HAVE GAINED FAMILIARITY WITH THE MAIN THEMES IN INCLUSIVE PEDAGOGY AND DIDACTICS AND THEIR APPLICATION IN FORMAL, NON FORMAL AND INFORMAL EDUCATION CONTEXTS.

	Contents
	THE MODULE “UNIVERSAL DESIGN FOR LEARNING WILL FOCUS ON THE FOLLOWING THEMES: • THE WELL-BEING BETWEEN PRO-SOCIAL VICARIANCE AND EMPATHIC ALTRUISM • PRO-SOCIAL ACT AND RECIPROCAL RELATIONSHIPS BETWEEN EMOTIONALITY AND AFFECTIVE REGULATION • EMPATHIC RELATIONSHIP AND VICARIOUS MOTIVATION IN THE DEVELOPMENT OF PRO-SOCIAL COMPETENCE • INCLUSIVE ACCESSIBILITY: BETWEEN INTERACTION, SYSTEMIC BIO-PSYCHO-SOCIAL, RECIPROCITY AND UNIVERSAL DESIGN • FROM UNIVERSAL DESIGN TO THE STRUCTURING OF TEACHING-LEARNING PROCESSES FOR THE PROMOTION OF INCLUSIVE CONTEXTS • EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND INCLUSIVE ENHANCEMENT OF DIFFERENCES • DIGITAL LITERACY AND EDUCATIONAL PLANNING • UNIVERSAL DESIGN FOR LEARNING AND THE ENHANCEMENT OF PERSONALIZED PERFORMANCE OF ACCESSIBILITY • INCLUSIVE EXPERIMENTATION OF SYSTEMIC APPROACHES IN FLIPPED TEACHING • FLIPPED INCLUSION, BETWEEN THEORETICAL AND EXPERIMENTAL CLASSROOM TEACHING, ENHANCED FOR INCLUSIVE TEACHING THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” WILL FOCUS ON THE FOLLOWING THEMES: •DEFINITIONS OF DIDACTICS, PEDAGOGY, EDUCATION, TRAINING, LEARNING, PROGRAMME PLANNING •THE MILESTONES IN NATIONAL AND INTERNATIONAL POLICIES AND LEGISLATIVE FRAMEWORKS REGARDING INCLUSION •INTERPRETATIVE MODELS OF DISABILITY •STUDENTS AT RISK OF EXCLUSION; DISADVANTAGE DUE TO LINGUISTIC DIVERSITY, SOCIO-ECONOMIC AND SOCIO-CULTURAL BACKGROUNDS; FOREIGN STUDENTS •COMPETENCY PROFILES OF INCLUSIVE TEACHERS; ACTION RESEARCH AS A METHOD TO ORIENT THE TEACHING-LEARNING PROCESS; THE REFLECTIVE PRACTITIONER •PLANNING FOR INCLUSION: FROM CURRICULUM DESIGN TO EVALUATION •THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH (ICF) AND PREVIOUS CLASSIFICATIONS •INDEX FOR INCLUSION AND OTHER TOOLS TO ASSESS, MONITOR AND EVALUATE THE LEVELS OF INCLUSION IN SCHOOLS •DETERMINING POTENTIAL AND EVALUATING COMPETENCES: A PARTICIPATORY AND EMPOWERING APPROACH •THE COLLABORATION AMONG STAKEHOLDERS AS A COMPETENCE FOR SUSTAINABLE AND SUCCESSFUL INCLUSIVE PROCESSES •TEACHING STRATEGIES TO PROMOTE INCLUSION: COOPERATIVE STRATEGIES, COGNITIVE AND METACOGNITIVE STRATEGIES, EDUCATION OF EMOTIONS AND SOCIAL SKILLS, PEER TUTORING, CO TEACHING •DESIGN OF TEACHING RESOURCES TO DIFFERENTIATE AND INDIVIDUALISE LEARNING

Contents

THE MODULE “UNIVERSAL DESIGN FOR LEARNING WILL FOCUS ON THE FOLLOWING THEMES:
• THE WELL-BEING BETWEEN PRO-SOCIAL VICARIANCE AND EMPATHIC ALTRUISM
• PRO-SOCIAL ACT AND RECIPROCAL RELATIONSHIPS BETWEEN EMOTIONALITY AND AFFECTIVE REGULATION
• EMPATHIC RELATIONSHIP AND VICARIOUS MOTIVATION IN THE DEVELOPMENT OF PRO-SOCIAL COMPETENCE
• INCLUSIVE ACCESSIBILITY: BETWEEN INTERACTION, SYSTEMIC BIO-PSYCHO-SOCIAL, RECIPROCITY AND UNIVERSAL DESIGN
• FROM UNIVERSAL DESIGN TO THE STRUCTURING OF TEACHING-LEARNING PROCESSES FOR THE PROMOTION OF INCLUSIVE CONTEXTS
• EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR ACCESS, LEARNING AND INCLUSIVE ENHANCEMENT OF DIFFERENCES
• DIGITAL LITERACY AND EDUCATIONAL PLANNING
• UNIVERSAL DESIGN FOR LEARNING AND THE ENHANCEMENT OF PERSONALIZED PERFORMANCE OF ACCESSIBILITY
• INCLUSIVE EXPERIMENTATION OF SYSTEMIC APPROACHES IN FLIPPED TEACHING
• FLIPPED INCLUSION, BETWEEN THEORETICAL AND EXPERIMENTAL CLASSROOM TEACHING, ENHANCED FOR INCLUSIVE TEACHING

THE MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” WILL FOCUS ON THE FOLLOWING THEMES:
•DEFINITIONS OF DIDACTICS, PEDAGOGY, EDUCATION, TRAINING, LEARNING, PROGRAMME PLANNING
•THE MILESTONES IN NATIONAL AND INTERNATIONAL POLICIES AND LEGISLATIVE FRAMEWORKS REGARDING INCLUSION
•INTERPRETATIVE MODELS OF DISABILITY
•STUDENTS AT RISK OF EXCLUSION; DISADVANTAGE DUE TO LINGUISTIC DIVERSITY, SOCIO-ECONOMIC AND SOCIO-CULTURAL BACKGROUNDS; FOREIGN STUDENTS
•COMPETENCY PROFILES OF INCLUSIVE TEACHERS; ACTION RESEARCH AS A METHOD TO ORIENT THE TEACHING-LEARNING PROCESS; THE REFLECTIVE PRACTITIONER
•PLANNING FOR INCLUSION: FROM CURRICULUM DESIGN TO EVALUATION
•THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH (ICF) AND PREVIOUS CLASSIFICATIONS
•INDEX FOR INCLUSION AND OTHER TOOLS TO ASSESS, MONITOR AND EVALUATE THE LEVELS OF INCLUSION IN SCHOOLS
•DETERMINING POTENTIAL AND EVALUATING COMPETENCES: A PARTICIPATORY AND EMPOWERING APPROACH
•THE COLLABORATION AMONG STAKEHOLDERS AS A COMPETENCE FOR SUSTAINABLE AND SUCCESSFUL INCLUSIVE PROCESSES
•TEACHING STRATEGIES TO PROMOTE INCLUSION: COOPERATIVE STRATEGIES, COGNITIVE AND METACOGNITIVE STRATEGIES, EDUCATION OF EMOTIONS AND SOCIAL SKILLS, PEER TUTORING, CO TEACHING
•DESIGN OF TEACHING RESOURCES TO DIFFERENTIATE AND INDIVIDUALISE LEARNING

	Teaching Methods
	LECTURES, GROUPWORK, REFLECTIVE PRACTICES AND PRESENTATIONS, ADDING UP TO A TOTAL OF 72 HOURS (12ECTS) [36 HOURS (6 ECTS) PER MODULE].

	Verification of learning
	MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA) 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. MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (PROF. E. M. PACE) LEARNING OUTCOMES ARE ASSESSED THROUGH AN ORAL EXAM THAT IS AIMED AT EVALUATING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES DISCUSSED THROUGHOUT THE MODULE AND PRESENTED IN THE TEXTBOOK. THE ASSESSMENT CRITERIA INCLUDE THE STUDENTS’ ABILITY TO PRESENT THEIR ARGUMENTS CLEARLY, COHERENTLY AND ANALYTICALLY AS WELL AS THEIR ABILITY TO APPLY THE KNOWLEDGE ACQUIRED BY GIVING CONCRETE CONTEXT-RELATED EXAMPLES.

Verification of learning

MODULE “UNIVERSAL DESIGN FOR LEARNING” (PROF. F. CORONA)
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.

MODULE “PROGETTAZIONE DIDATTICA INCLUSIVA” (PROF. E. M. PACE)
LEARNING OUTCOMES ARE ASSESSED THROUGH AN ORAL EXAM THAT IS AIMED AT EVALUATING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES DISCUSSED THROUGHOUT THE MODULE AND PRESENTED IN THE TEXTBOOK. THE ASSESSMENT CRITERIA INCLUDE THE STUDENTS’ ABILITY TO PRESENT THEIR ARGUMENTS CLEARLY, COHERENTLY AND ANALYTICALLY AS WELL AS THEIR ABILITY TO APPLY THE KNOWLEDGE ACQUIRED BY GIVING CONCRETE CONTEXT-RELATED EXAMPLES.

	Texts
	MODULE “UNIVERSAL DESIGN FOR LEARNING” CORONA, F., DE GIUSEPPE, T. (2016). PROSOCIALITÀ, TECNOLOGIE INCLUSIVE E PROGETTAZIONE UNIVERSALE NEI DISTURBI SPECIFICI DELL’APPRENDIMENTO. IL PAPAVERO: AVELLINO. OTHER RECOMMENDED BOOKS D’ALONZO, L. (2019). DIZIONARIO DI PEDAGOGIA SPECIALE. SCHOLÈ: BRESCIA. MODULE: “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE): COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. ROMA: CAROCCI. OTHER RECOMMENDED BOOKS: AIELLO, P. (2012). METODI E STRUMENTI DELLA RICERCA DIDATTICA SUL CORPO IN MOVIMENTO. LECCE: PENSA EDITORE. DOVIGO, F. (2017). PEDAGOGIA E DIDATTICA PER REALIZZARE L'INCLUSIONE.

Texts

MODULE “UNIVERSAL DESIGN FOR LEARNING”
CORONA, F., DE GIUSEPPE, T. (2016). PROSOCIALITÀ, TECNOLOGIE INCLUSIVE E PROGETTAZIONE UNIVERSALE NEI DISTURBI SPECIFICI DELL’APPRENDIMENTO. IL PAPAVERO: AVELLINO.

OTHER RECOMMENDED BOOKS
D’ALONZO, L. (2019). DIZIONARIO DI PEDAGOGIA SPECIALE. SCHOLÈ: BRESCIA.

MODULE: “PROGETTAZIONE DIDATTICA INCLUSIVA” (DR. E. M. PACE):

COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. ROMA: CAROCCI.

OTHER RECOMMENDED BOOKS:
AIELLO, P. (2012). METODI E STRUMENTI DELLA RICERCA DIDATTICA SUL CORPO IN MOVIMENTO. LECCE: PENSA EDITORE.
DOVIGO, F. (2017). PEDAGOGIA E DIDATTICA PER REALIZZARE L'INCLUSIONE.

	More Information
	ATTENDANCE TO LECTURES IS RECOMMENDED. ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT DR. E. M. PACE (EPACE@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE COURSE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.

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Erika Marie PACE | PROGETTAZIONE DIDATTICA INCLUSIVA E UNIVERSAL DESIGN FOR LEARNING