Emanuela Zappalà | LABORATORIO DI PEDAGOGIA SPECIALE - I ANNO
Emanuela Zappalà LABORATORIO DI PEDAGOGIA SPECIALE - I ANNO
cod. 4461000079
LABORATORIO DI PEDAGOGIA SPECIALE - I ANNO
| 4461000079 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| PRIMARY TEACHER EDUCATION | |
| 2023/2024 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2016 | |
| AUTUMN SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 1 | 12 | LAB |
| Objectives | |
|---|---|
| IN CONTINUITY WITH THE TOPICS COVERED DURING THE TEACHING OF SPECIAL PEDAGOGY, THIS LABORATORY AIMS TO ENCOURAGE THE ACQUISITION OF METHODOLOGICAL SKILLS USEFULL TO RECOGNIZE SPECIAL EDUCATIONAL NEEDS, TO PLAN INCLUSIVE EDUCATIONAL-DIDACTIC ACTIVITY IN AN ECOLOGICAL PERSPECTIVE, AND ACCORDING TO THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING, TO WORK IN GROUPS FOR THE PLANNING, ORGANIZATION AND ASSESSMENT OF INDIVIDUALIZED AND PERSONALIZED EDUCATIONAL-DIDACTIC INTERVENTIONS BOTH IN KINDERGARTEN AND PRIMARY SCHOOL. EXPECTED LEARNING OUTCOMES APPLICATION OF KNOWLEDGE AND UNDERSTANDING BY THE END OF THE WORKSHOP, THE STUDENT SHOULD BE ABLE TO: -USE THE BIO-PSYCHOSOCIAL PERSPECTIVE, TYPICAL OF THE ICF, TO OBSERVE AND IDENTIFY THE FACTORS THAT MAY FAVOR OR HINDER THE FULL PARTICIPATION OF BOYS AND GIRLS WITH SPECIAL EDUCATIONAL NEEDS DURING IN THE ACTIVITIES; -DESIGN INCLUSIVE LEARNING CONTEXTS; -MANAGE THE COMPLEXITY OF INCLUSIVE DYNAMICS. AUTONOMY OF JUDGMENT BY THE END OF THE WORKSHOP, THE STUDENT SHOULD BE ABLE TO DEMONSTRATE AUTONOMY OF JUDGEMENT, ALSO SHOWING PLANNING AND METHODOLOGICAL COMPETENCIES. COMMUNICATION SKILLS BY THE END OF THE LABORATORY, THE STUDENT SHOULD BE ABLE TO USE THE SPECIFIC LEXIS OF THE DISCIPLINE AND TO DEMONSTRATE WRITTEN AND ORAL COMMUNICATION SKILLS TO SHARE IDEAS, PROBLEMS AND SOLUTIONS. LEARNING ABILITY BY THE END OF THE WORKSHOP, THE STUDENT SHOULD DEMONSTRATE THAT HE/SHE HAS DEVELOPED LEARNING SKILLS THAT ALLOW HIM/HER TO CONTINUE HIS/HER STUDIES INDEPENDENTLY AND TO PROMOTE PROCESSES OF CHANGE IN THE EDUCATIONAL CONTEXTS IN WHICH HE WILL HAVE TO OPERATE. |
| Prerequisites | |
|---|---|
| PRIOR BASIC KNOWLEDGE OF THE MAIN EPISTEMOLOGICAL, THEORETICAL AND METHODOLOGICAL PRINCIPLES OF SPECIAL PEDAGOGY. |
| Contents | |
|---|---|
| THE LABORATORY WILL PAY PARTICULAR ATTENTION TO THE DESIGN OF EDUCATIONAL AND DIDACTIC ITINERARIES AIMED AT PROMOTING AND GUARANTEEING INCLUSION WITHIN THE SCHOOL CONTEXTS, ENHANCING THE INCLUSIVE CONTRIBUTION OF THE BIO-PSYCHO-SOCIAL PERSPECTIVE AND THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING (UDL). MORE SPECIFICALLY, THE LABORATORY WILL CONCENTRATE ON THE FOLLOWING TOPICS: - SPECIAL EDUCATIONAL NEEDS IN KINDERGARTEN AND PRIMARY SCHOOL. - THE INDIVIDUALIZED AND PERSONALIZED EDUCATIONAL PLAN AND THE LIFE PROJECT. - DESIGNING FLEXIBLE LEARNING PATHS ADAPTED TO THE EDUCATIONAL NEEDS OF BOYS AND GIRLS. - UNIVERSAL DESIGN FOR LEARNING AND THE INCLUSIVE CURRICULUM. |
| Teaching Methods | |
|---|---|
| THE LABORATORY ENVISAGES EXERCISES AND ACTIVITIES IN SMALL AND LARGE GROUPS. |
| Verification of learning | |
|---|---|
| STUDENTS ARE NOT ALLOCATED A MARK FOR THEIR WORK. ALL THE EXERCISES AND ACTIVITIES CONDUCTED IN SMALL AND LARGE GROUPS PRESENTED ARE ALLOCATED A PASS/FAIL, ALSO CONSIDERING HOW STUDENTS WERE ABLE TO USE THE UDL TO DESIGN INCLUSIVE ACTIVITIES. |
| Texts | |
|---|---|
| SUGGESTED READINGS: MURAWSKI, W. W. (ED.). (2021). UNIVERSAL DESIGN FOR LEARNING IN PRATICA: STRATEGIE EFFICACI PER L'APPRENDIMENTO INCLUSIVO. ERICKSON. (ALCUNI SAGGI SCELTI) |
| More Information | |
|---|---|
| ATTENDANCE IS MANDATORY. |
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