2. Professors
  3. PACE Erika Marie
  4. Teaching

DIDATTICA E PEDAGOGIA SPECIALE

Erika Marie PACE DIDATTICA E PEDAGOGIA SPECIALE

4412500023
DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
EQF6
SCIENZE DELLE ATTIVITA' MOTORIE, SPORTIVE E DELL'EDUCAZIONE PSICOMOTORIA
2024/2025

OBBLIGATORIO
YEAR OF COURSE 1
YEAR OF DIDACTIC SYSTEM 2017
AUTUMN SEMESTER
CFUHOURSACTIVITY
1DIDATTICA SPECIALE
530LESSONS
2PEDAGOGIA SPECIALE
530LESSONS


ERIKA MARIE PACE1 T Curriculum
ILARIA VIOLA2 Curriculum
ExamDate
I APPELLO PACE DISPARI16/01/2025 - 09:00
II APPELLO PACE DISPARI04/02/2025 - 09:00
III APPELLO PACE DISPARI18/02/2025 - 09:00
Objectives
THE PRIMARY GOAL OF THE COURSE "DIDACTICS AND SPECIAL PEDAGOGY" IS TO PROMOTE REFLECTION ON THEORIES AND PEDAGOGICAL-DIDACTIC PRACTICES AIMED AT FOSTERING INCLUSIVE PROCESSES.
EXPECTED LEARNING OUTCOMES
KNOWLEDGE AND UNDERSTANDING:

BY THE END OF THE COURSE, THE STUDENT IS EXPECTED TO HAVE ACQUIRED KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT, WITH PARTICULAR REFERENCE TO THE COGNITIVE, METACOGNITIVE, EMOTIONAL, AND RELATIONAL PROCESSES OF PEOPLE WITH SPECIAL EDUCATIONAL NEEDS.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:

BY THE END OF THE COURSE, STUDENTS SHOULD BE ABLE TO:

APPLY AND INTERPRET THE ACQUIRED KNOWLEDGE TO ENSURE A PROFESSIONAL APPROACH TO EDUCATIONAL AND DIDACTIC WORK, DEMONSTRATING PROBLEM-SOLVING ABILITIES FOR COMPLEX ISSUES ARISING FROM THE INCLUSIVE PROCESS OF INDIVIDUALS WITH SPECIAL EDUCATIONAL NEEDS;
INTEGRATE THE ACQUIRED KNOWLEDGE TO MANAGE THE COMPLEXITY OF INCLUSIVE DYNAMICS, SHOWING AUTONOMY OF JUDGMENT, ETHICAL AND SOCIAL RESPONSIBILITY IN THE CONSEQUENT APPLICATION OF THEIR ASSESSMENTS.
Prerequisites
NO SPECIFIC PREREQUISITES ARE REQUIRED
Contents
DURING THE COURSE, THE EDUCATIONAL-INCLUSIVE PERSPECTIVE OF MOTOR AND SPORTS ACTIVITIES INVOLVING THE BODY DIMENSION WILL BE ADDRESSED TO IDENTIFY EFFECTIVE RESPONSES TO SPECIAL EDUCATIONAL NEEDS.

THE "SPECIAL DIDACTICS" MODULE (PROF. ERIKA MARIE PACE) WILL COVER THE FOLLOWING TOPICS:

SCHOOL INCLUSION: AN OVERVIEW;
THE CAPABILITY MODEL AS A STARTING POINT FOR DIDACTIC PLANNING;
TOWARDS A CURRICULUM FOR INCLUSION;
INCLUSIVE PROGRAMMING;
DETERMINING DEVELOPMENTAL POTENTIAL AND ASSESSING COMPETENCIES;
STUDENT NEEDS AND SPECIFIC INTERVENTIONS;
THE CLASSROOM AS A LEARNING CONTEXT;
DETERMINING POTENTIAL AND ASSESSING COMPETENCIES;
COOPERATIVE STRATEGIES;
COGNITIVE AND METACOGNITIVE STRATEGIES;
EDUCATION IN EMOTIONS AND SOCIAL COMPETENCIES;
TECHNOLOGIES FOR INCLUSION.

THE "SPECIAL PEDAGOGY" MODULE (DR. ILARIA VIOLA), STARTING FROM A DEFINITION OF THE DISCIPLINE'S STUDY AREAS, WILL FOCUS ON THE THEMES OF SCHOOL INCLUSION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, WITH SPECIFIC ATTENTION TO THE THEORETICAL REFLECTION UNDERLYING THE PARADIGM OF FULL INCLUSION. THE MODULE WILL BE CENTERED ON THE FOLLOWING TOPICS:

STUDY AREAS OF SPECIAL PEDAGOGY;
HISTORICAL NOTES ON DISABILITY;
INTERPRETATIVE MODELS OF DISABILITY;
INTERNATIONAL SOURCES ON THE RECOGNITION OF DISABILITY;
THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITIES AND HEALTH;
INTERNATIONAL DEBATE: CONCEPTUAL MODELS AND INTERPRETATIVE TOOLS OF DISABILITY;
PRINCIPLES OF FULL INCLUSION;
CONCEPT OF "SPECIAL EDUCATIONAL NEED";
CONTRIBUTIONS OF VARIOUS AUTHORS TO SPECIAL PEDAGOGY;
THE ROLE OF EMOTIONAL INTELLIGENCE IN THE FIELD OF SPECIAL PEDAGOGY.
Teaching Methods
THE STUDY-UNIT, LASTING 60 HOURS, (30 HOURS FOR THE "SPECIAL DIDACTICS" MODULE AND 30 HOURS FOR THE "SPECIAL PEDAGOGY" MODULE), INCLUDES LECTURES AND GROUP ACTIVITIES.
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
REFERENCE BOOK FOR "SPECIAL DIDACTICS"
COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. ROMA: CAROCCI.

SUGGESTED READING:
MITCHELL, D., & SUTHERLAND, D. (2022). COSA FUNZIONA NELLA DIDATTICA SPECIALE E INCLUSIVA: LE STRATEGIE BASATE SULL'EVIDENZA. ERICKSON.

REFERENCE BOOKS FOR "SPECIAL PEDAGOGY"
- MURA, A. (2016). DIVERSITÀ E INCLUSIONE. PROSPETTIVE DI CITTADINANZA TRA PROCESSI STORICO-CULTURALI E QUESTIONI APERTE. MILANO: FRANCO ANGELI.
- AIELLO, P. (2018). RONALD GULLIFORD: ALLE ORIGINI DEL CONCETTO DI BISOGNO EDUCATIVO SPECIALE. MILANO: FRANCO ANGELI.
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. I. VIOLA (IVIOLA@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.

Lessons Timetable

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