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

cod. SU22200003

INCLUSIVE INSTRUCTIONAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING

	SU22200003
	DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
	EQF7
	MOTOR-SPORTS EVALUATION SCIENCES AND TECHNIQUES OF ANALYSIS AND DESIGN OF SPORTS FOR THE DISABLED
	2025/2026

PERCORSO MOTOR-SPORTS EVALUATION SCIENCES AND TECHNIQUES OF ANALYSIS AND DESIGN OF SPORTS FOR THE DISABLED

	OBBLIGATORIO
	YEAR OF COURSE 1
	YEAR OF DIDACTIC SYSTEM 2025
	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
	ROSA SGAMBELLURI2 Curriculum

	Objectives
	THE ANNUAL STUDY-UNIT IS DIVIDED INTO TWO MODULES: "INCLUSIVE DIDACTIC DESIGN" (PROF. E. M. PACE) AND "UNIVERSAL DESIGN FOR LEARNING" (PROF. SSA R. SGAMBELLURI); 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. SSA R. SGAMBELLURI) KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE MODULE, STUDENTS ARE EXPECTED TO DEMONSTRATE A SOLID UNDERSTANDING OF THE PEDAGOGICAL FRAMEWORK OF UNIVERSAL DESIGN FOR LEARNING (UDL). THEY SHOULD BE ABLE TO CRITICALLY REFLECT ON ITS CORE PRINCIPLES AND APPLY THEM EFFECTIVELY IN THE DESIGN OF ACCESSIBLE AND INCLUSIVE LEARNING ENVIRONMENTS. APPLYING KNOWLEDGE AND UNDERSTANDING: UPON COMPLETION OF THE MODULE, STUDENTS SHOULD BE ABLE TO ADOPT THE MOST APPROPRIATE INSTRUCTIONAL STRATEGIES TO ENSURE HIGH-QUALITY EDUCATIONAL DESIGN IN INCLUSIVE CONTEXTS THAT ADDRESS THE NEEDS OF EVERY LEARNER. STUDENTS WILL DEVELOP THE ABILITY TO: APPLY THE THREE CORE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING; IDENTIFY AND ANALYZE DIVERSE STUDENT NEEDS, WITH PARTICULAR ATTENTION TO THOSE WITH SPECIAL EDUCATIONAL NEEDS; UTILIZE TOOLS AND TECHNOLOGIES THAT SUPPORT INCLUSION AND ACCESSIBILITY; DESIGN DIFFERENTIATED INTERVENTIONS TAILORED TO THE SPECIFIC NEEDS OF INDIVIDUAL STUDENTS, FOSTERING THE ACTIVE PARTICIPATION OF ALL LEARNERS.

THE ANNUAL STUDY-UNIT IS DIVIDED INTO TWO MODULES: "INCLUSIVE DIDACTIC DESIGN" (PROF. E. M. PACE) AND "UNIVERSAL DESIGN FOR LEARNING" (PROF. SSA R. SGAMBELLURI); 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. SSA R. SGAMBELLURI)
KNOWLEDGE AND UNDERSTANDING:
BY THE END OF THE MODULE, STUDENTS ARE EXPECTED TO DEMONSTRATE A SOLID UNDERSTANDING OF THE PEDAGOGICAL FRAMEWORK OF UNIVERSAL DESIGN FOR LEARNING (UDL). THEY SHOULD BE ABLE TO CRITICALLY REFLECT ON ITS CORE PRINCIPLES AND APPLY THEM EFFECTIVELY IN THE DESIGN OF ACCESSIBLE AND INCLUSIVE LEARNING ENVIRONMENTS.

APPLYING KNOWLEDGE AND UNDERSTANDING:
UPON COMPLETION OF THE MODULE, STUDENTS SHOULD BE ABLE TO ADOPT THE MOST APPROPRIATE INSTRUCTIONAL STRATEGIES TO ENSURE HIGH-QUALITY EDUCATIONAL DESIGN IN INCLUSIVE CONTEXTS THAT ADDRESS THE NEEDS OF EVERY LEARNER.

STUDENTS WILL DEVELOP THE ABILITY TO:

APPLY THE THREE CORE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING;

IDENTIFY AND ANALYZE DIVERSE STUDENT NEEDS, WITH PARTICULAR ATTENTION TO THOSE WITH SPECIAL EDUCATIONAL NEEDS;

UTILIZE TOOLS AND TECHNOLOGIES THAT SUPPORT INCLUSION AND ACCESSIBILITY;

DESIGN DIFFERENTIATED INTERVENTIONS TAILORED TO THE SPECIFIC NEEDS OF INDIVIDUAL STUDENTS, FOSTERING THE ACTIVE PARTICIPATION OF ALL LEARNERS.

	Prerequisites
	NO SPECIFIC PREREQUISITES ARE REQUIRED. HOWEVER, IT IS ADVISABLE TO HAVE A BASIC KNOWLEDGE OF THE CONCEPTS OF TEACHING, INCLUSION, COURSE CURRICULUM DESIGN AS WELL AS THEIR APPLICATION IN TRAINING AND EDUCATION.

	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.SSA R. SGAMBELLURI) THE “UNIVERSAL DESIGN FOR LEARNING” MODULE WILL ADDRESS THE FOLLOWING SUBJECT AREAS, WITH THE AIM OF PROVIDING STUDENTS WITH A COMPREHENSIVE AND PRACTICAL UNDERSTANDING OF THE PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATION: CORE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL): AN IN-DEPTH EXPLORATION OF THE THREE FOUNDATIONAL PRINCIPLES OF UDL—MULTIPLE MEANS OF REPRESENTATION, MULTIPLE MEANS OF ACTION AND EXPRESSION, AND MULTIPLE MEANS OF ENGAGEMENT—AS GUIDING ELEMENTS IN THE DESIGN OF INSTRUCTIONAL PATHWAYS THAT ENSURE EQUITY, ACCESSIBILITY, AND THE ACTIVE PARTICIPATION OF ALL LEARNERS. FROM UNIVERSAL DESIGN TO INCLUSIVE TEACHING PROCESSES: AN ANALYSIS OF HOW TO TRANSLATE UDL PRINCIPLES INTO INCLUSIVE TEACHING PRACTICES THROUGH PROACTIVE INSTRUCTIONAL DESIGN. THIS APPROACH EMPHASIZES CONSIDERATION OF LEARNER VARIABILITY AND PROMOTES THE DEVELOPMENT OF WELCOMING AND ADAPTIVE LEARNING ENVIRONMENTS. ADAPTING INSTRUCTIONAL MATERIALS TO DIVERSE LEARNING STYLES: A STUDY OF STRATEGIES FOR PERSONALIZING CONTENT AND DIFFERENTIATING MATERIALS TO ENSURE THEY ARE ACCESSIBLE, MEANINGFUL, AND RESPONSIVE TO THE INDIVIDUAL NEEDS OF EACH STUDENT. EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR INCLUSIVE ACCESS AND DIVERSITY ENHANCEMENT: A FOCUS ON INNOVATIVE TEACHING METHODOLOGIES AND THE USE OF DIGITAL AND ASSISTIVE TECHNOLOGIES, CONSIDERED AS ESSENTIAL TOOLS TO FOSTER STUDENT AUTONOMY, ENCOURAGE PARTICIPATION, AND REMOVE LEARNING BARRIERS. UDL TO ENHANCE INSTRUCTIONAL ACCESSIBILITY AND FORMATIVE ASSESSMENT: AN EXAMINATION OF STRATEGIES FOR IMPLEMENTING AUTHENTIC, PERSONALIZED, AND NON-STANDARDIZED ASSESSMENT METHODS. THE OBJECTIVE IS TO RECOGNIZE INDIVIDUAL PROGRESS AND SUPPORT THE DEVELOPMENT OF EACH STUDENT, MOVING BEYOND A PURELY SUMMATIVE LOGIC.

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.SSA R. SGAMBELLURI)
THE “UNIVERSAL DESIGN FOR LEARNING” MODULE WILL ADDRESS THE FOLLOWING SUBJECT AREAS, WITH THE AIM OF PROVIDING STUDENTS WITH A COMPREHENSIVE AND PRACTICAL UNDERSTANDING OF THE PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATION:

CORE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL): AN IN-DEPTH EXPLORATION OF THE THREE FOUNDATIONAL PRINCIPLES OF UDL—MULTIPLE MEANS OF REPRESENTATION, MULTIPLE MEANS OF ACTION AND EXPRESSION, AND MULTIPLE MEANS OF ENGAGEMENT—AS GUIDING ELEMENTS IN THE DESIGN OF INSTRUCTIONAL PATHWAYS THAT ENSURE EQUITY, ACCESSIBILITY, AND THE ACTIVE PARTICIPATION OF ALL LEARNERS.

FROM UNIVERSAL DESIGN TO INCLUSIVE TEACHING PROCESSES: AN ANALYSIS OF HOW TO TRANSLATE UDL PRINCIPLES INTO INCLUSIVE TEACHING PRACTICES THROUGH PROACTIVE INSTRUCTIONAL DESIGN. THIS APPROACH EMPHASIZES CONSIDERATION OF LEARNER VARIABILITY AND PROMOTES THE DEVELOPMENT OF WELCOMING AND ADAPTIVE LEARNING ENVIRONMENTS.

ADAPTING INSTRUCTIONAL MATERIALS TO DIVERSE LEARNING STYLES: A STUDY OF STRATEGIES FOR PERSONALIZING CONTENT AND DIFFERENTIATING MATERIALS TO ENSURE THEY ARE ACCESSIBLE, MEANINGFUL, AND RESPONSIVE TO THE INDIVIDUAL NEEDS OF EACH STUDENT.

EDUCATIONAL METHODOLOGIES AND TECHNOLOGIES FOR INCLUSIVE ACCESS AND DIVERSITY ENHANCEMENT: A FOCUS ON INNOVATIVE TEACHING METHODOLOGIES AND THE USE OF DIGITAL AND ASSISTIVE TECHNOLOGIES, CONSIDERED AS ESSENTIAL TOOLS TO FOSTER STUDENT AUTONOMY, ENCOURAGE PARTICIPATION, AND REMOVE LEARNING BARRIERS.

UDL TO ENHANCE INSTRUCTIONAL ACCESSIBILITY AND FORMATIVE ASSESSMENT: AN EXAMINATION OF STRATEGIES FOR IMPLEMENTING AUTHENTIC, PERSONALIZED, AND NON-STANDARDIZED ASSESSMENT METHODS. THE OBJECTIVE IS TO RECOGNIZE INDIVIDUAL PROGRESS AND SUPPORT THE DEVELOPMENT OF EACH STUDENT, MOVING BEYOND A PURELY SUMMATIVE LOGIC.

	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. SSA R. SGAMBELLURI SGAMBELLURI R. (2020). DALL’ICF ALLO UNIVERSAL DESIGN FOR LEARNING. ITINERARI DIDATTICI E PROSPETTIVE INCLUSIVE. ROMA: ANICIA. RECOMMENDED READINGS: 1. MURAWSKI, W. W., SCOTT, K. L., DELL’ ANNA, S. (2021). UDL UNIVERSAL DESIGN FOR LEARNING IN PRATICA. STRATEGIE EFFICACI PER L'APPRENDIMENTO INCLUSIVO. TRENTO: ERICKSON. 2. COTTINI, L. (2019). UNIVERSAL DESIGN FOR LEARNING E CURRICOLO INCLUSIVO. IMPARARE A PROGETTARE UN DIDATTICA FUNZIONALE AI BISOGNI DELLA CLASSE E DEI SINGOLI. STRATEGIE E STRUMENTI. UNITÀ DIDATTICHE PER TUTTE LE DISCIPLINE. FIRENZE: GIUNTI EDU.

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. SSA R. SGAMBELLURI
SGAMBELLURI R. (2020). DALL’ICF ALLO UNIVERSAL DESIGN FOR LEARNING. ITINERARI DIDATTICI E PROSPETTIVE INCLUSIVE. ROMA: ANICIA.
RECOMMENDED READINGS:
1. MURAWSKI, W. W., SCOTT, K. L., DELL’ ANNA, S. (2021). UDL UNIVERSAL DESIGN FOR LEARNING IN PRATICA. STRATEGIE EFFICACI PER L'APPRENDIMENTO INCLUSIVO. TRENTO: ERICKSON.
2. COTTINI, L. (2019). UNIVERSAL DESIGN FOR LEARNING E CURRICOLO INCLUSIVO. IMPARARE A PROGETTARE UN DIDATTICA FUNZIONALE AI BISOGNI DELLA CLASSE E DEI SINGOLI. STRATEGIE E STRUMENTI. UNITÀ DIDATTICHE PER TUTTE LE DISCIPLINE. FIRENZE: GIUNTI EDU.

	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 PROF. R. SGAMBELLURI (RSGAMBELLURI@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 PROF. R. SGAMBELLURI (RSGAMBELLURI@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.

Lessons Timetable

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