Erika Marie PACE | 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
	2023/2024

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

	ERIKA MARIE PACE1 T Curriculum
	MICHELE DOMENICO TODINO2 Curriculum

	Objectives
	THE PRIMARY OBJECTIVE OF THE TEACHING IS TO ENCOURAGE IN-DEPTH REFLECTION ON THE CONCEPT OF "UNIVERSAL DESIGN FOR LEARNING" (UDL) IN ORDER TO PROMOTE INCLUSIVE PROCESSES. THEREFORE, AT THE END OF THE COURSE, STUDENTS WILL HAVE TO DEMONSTRATE THAT THEY HAVE ACQUIRED A SOLID KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH PARTICULAR EMPHASIS ON THE FUNDAMENTALS/PILLARS OF UDL. THESE PILLARS FOCUS ON FACILITATING AN EDUCATIONAL PROCESS THAT IS CENTERED ON THE INDIVIDUAL, THEIR CAPACITY FOR REPRESENTATION AND ON THE ADOPTION OF TOOLS THAT FACILITATE ACTION AND METACOGNITION. AT THE END OF THE COURSE, STUDENTS WILL BE ABLE TO: APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED IN ORDER TO ADOPT A PROFESSIONAL APPROACH IN THE EDUCATIONAL-DIDACTIC FIELD, DEMONSTRATING ABILITY TO SOLVE THE COMPLEX PROBLEMS THAT EMERGE IN THE INCLUSIVE CONTEXT. FURTHERMORE, STUDENTS WILL BE ABLE TO INTEGRATE THE KNOWLEDGE ACQUIRED TO MANAGE THE COMPLEXITY OF INCLUSIVE DYNAMICS.

THE PRIMARY OBJECTIVE OF THE TEACHING IS TO ENCOURAGE IN-DEPTH REFLECTION ON THE CONCEPT OF "UNIVERSAL DESIGN FOR LEARNING" (UDL) IN ORDER TO PROMOTE INCLUSIVE PROCESSES. THEREFORE, AT THE END OF THE COURSE, STUDENTS WILL HAVE TO DEMONSTRATE THAT THEY HAVE ACQUIRED A SOLID KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH PARTICULAR EMPHASIS ON THE FUNDAMENTALS/PILLARS OF UDL. THESE PILLARS FOCUS ON FACILITATING AN EDUCATIONAL PROCESS THAT IS CENTERED ON THE INDIVIDUAL, THEIR CAPACITY FOR REPRESENTATION AND ON THE ADOPTION OF TOOLS THAT FACILITATE ACTION AND METACOGNITION. AT THE END OF THE COURSE, STUDENTS WILL BE ABLE TO: APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED IN ORDER TO ADOPT A PROFESSIONAL APPROACH IN THE EDUCATIONAL-DIDACTIC FIELD, DEMONSTRATING ABILITY TO SOLVE THE COMPLEX PROBLEMS THAT EMERGE IN THE INCLUSIVE CONTEXT. FURTHERMORE, STUDENTS WILL BE ABLE TO INTEGRATE THE KNOWLEDGE ACQUIRED TO MANAGE THE COMPLEXITY OF INCLUSIVE DYNAMICS.

	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
	1) LEARN ABOUT THE BENEFITS OF UDL WHICH INCLUDE REDUCING BARRIERS TO LEARNING, SUPPORTING STUDENT SUCCESS, AND INCREASING ENGAGEMENT AND CONFIDENCE IN LEARNING. 2) KNOW THE KEY PRINCIPLES OF UDL THAT IS: A) PROVIDE MULTIPLE WAYS OF ENGAGEMENT TO MOTIVATE STUDENTS AND CREATE A WELCOMING AND STIMULATING LEARNING ENVIRONMENT, B) OFFER MULTIPLE WAYS OF REPRESENTATION TO PRESENT CONTENT IN DIFFERENT WAYS, ADAPTING TO DIFFERENT STUDENTS' WAYS OF PERCEIVING AND UNDERSTANDING; C) PROVIDE MULTIPLE WAYS OF EXPRESSION TO ALLOW STUDENTS TO DEMONSTRATE WHAT THEY HAVE LEARNED USING DIFFERENT FORMS OF ASSESSMENT AND EXPRESSION.

Contents

1) LEARN ABOUT THE BENEFITS OF UDL WHICH INCLUDE REDUCING BARRIERS TO LEARNING, SUPPORTING STUDENT SUCCESS, AND INCREASING ENGAGEMENT AND CONFIDENCE IN LEARNING.
2) KNOW THE KEY PRINCIPLES OF UDL THAT IS: A) PROVIDE MULTIPLE WAYS OF ENGAGEMENT TO MOTIVATE STUDENTS AND CREATE A WELCOMING AND STIMULATING LEARNING ENVIRONMENT, B) OFFER MULTIPLE WAYS OF REPRESENTATION TO PRESENT CONTENT IN DIFFERENT WAYS, ADAPTING TO DIFFERENT STUDENTS' WAYS OF PERCEIVING AND UNDERSTANDING; C) PROVIDE MULTIPLE WAYS OF EXPRESSION TO ALLOW STUDENTS TO DEMONSTRATE WHAT THEY HAVE LEARNED USING DIFFERENT FORMS OF ASSESSMENT AND EXPRESSION.

	Teaching Methods
	THE COURSE INCLUDES LECTURES, EXERCISES AND GROUP WORK FOR A TOTAL OF 72 HOURS (12 ECTS); 36 HOURS (6 CFU) FOR EACH 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” (DR. E. M. PACE) LEARNING OUTCOMES ARE ASSESSED THROUGH AN ORAL EXAM THAT IS AIMED AT ASSESSING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES DISCUSSED THROUGHOUT THE MODULE AND PRESENTED IN THE ASSIGNED READINGS. 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” (DR. E. M. PACE)
LEARNING OUTCOMES ARE ASSESSED THROUGH AN ORAL EXAM THAT IS AIMED AT ASSESSING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES DISCUSSED THROUGHOUT THE MODULE AND PRESENTED IN THE ASSIGNED READINGS. 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
	TEXTS IN ADOPTION FOR MICHELE DOMENICO TODINO'S MODULE: UDL GUIDELINES ITALIAN VERSION AVAILABLE FREE OF CHARGE AT: HTTPS://UDLGUIDELINES.CAST.ORG/BINARIES/CONTENT/ASSETS/UDLGUIDELINES/UDLG-V2-0/UDLG-FULLTEXT-V2-0-ITALIAN.DOC DI TORE, S. (2016). THE TECHNOLOGY OF THE WORD. INCLUSIVE TEACHING AND READING. FRANCOANGELI: ROME. AVAILABLE FOR FREE AT: HTTPS://SERIES.FRANCOANGELI.IT/INDEX.PHP/OA/CATALOG/BOOK/198 TODINO, M.D., (2018). THE DIDACTIC COMPLEXITY OF HUMAN-MACHINE INTERACTION. ARACHNE: ROME. AS AN IN-DEPTH STUDY, THE CHAPTER ON TEXT METACOGNITION: COTTINI, L. (2017). DIDATTICA SPECIALE ED INCLUSIONE SCOLASTICA, CAROCCI, ROMA.

Texts

TEXTS IN ADOPTION FOR MICHELE DOMENICO TODINO'S MODULE:
UDL GUIDELINES ITALIAN VERSION AVAILABLE FREE OF CHARGE AT: HTTPS://UDLGUIDELINES.CAST.ORG/BINARIES/CONTENT/ASSETS/UDLGUIDELINES/UDLG-V2-0/UDLG-FULLTEXT-V2-0-ITALIAN.DOC
DI TORE, S. (2016). THE TECHNOLOGY OF THE WORD. INCLUSIVE TEACHING AND READING. FRANCOANGELI: ROME. AVAILABLE FOR FREE AT: HTTPS://SERIES.FRANCOANGELI.IT/INDEX.PHP/OA/CATALOG/BOOK/198
TODINO, M.D., (2018). THE DIDACTIC COMPLEXITY OF HUMAN-MACHINE INTERACTION. ARACHNE: ROME.
AS AN IN-DEPTH STUDY, THE CHAPTER ON TEXT METACOGNITION:
COTTINI, L. (2017). DIDATTICA SPECIALE ED INCLUSIONE SCOLASTICA, CAROCCI, ROMA.

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Erika Marie PACE | INCLUSIVE INSTRUCTIONAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING