Emanuela Zappalà | SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD WITH LABORATORY OF SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD
Emanuela Zappalà SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD WITH LABORATORY OF SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD
cod. 4412400123
SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD WITH LABORATORY OF SPECIAL PEDAGOGY IN EDUCATIONAL SERVICES FOR CHILDHOOD
| 4412400123 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF6 | |
| EDUCATIONAL SCIENCE | |
| 2023/2024 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2019 | |
| AUTUMN SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 6 | 36 | LESSONS | |
| M-PED/03 | 2 | 20 | LAB |
| Objectives | |
|---|---|
| THE COURSE AIMS TO PROVIDE THE BASIC KNOWLEDGE REGARDING INCLUSIVE PROCESSES IN EDUCATIONAL CONTEXTS, WITH PARTICULAR REFERENCE TO PRE-SCHOOLS. LEARNING OUTCOMES: KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE COURSE STUDENTS SHOULD BE ABLE TO DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH A SPECIFIC FOCUS ON THE ISSUES RELATED TO DISABILITY, SPECIAL EDUCATIONAL NEEDS AND INCLUSIVE EDUCATION. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: BY THE END OF THE COURSE THE STUDENT SHOULD BE ABLE TO DEMONSTRATE THE ABILITY TO APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED TO ENSURE A PROFESSIONAL APPROACH TO EDUCATIONAL WORK. INDEPENDENT JUDGEMENT: BY THE END OF THE COURSE THE STUDENT SHOULD BE ABLE TO DEMONSTRATE ABILITY TO IDENTIFY THE EDUCATIONAL NEEDS AND TO DESIGN APPROPRIATE INTERVENTIONS SHOWING INDEPENDENT JUDGMENT AND ETHICAL AND SOCIAL RESPONSIBILITY. COMMUNICATION SKILLS: BY THE END OF THE COURSE THE STUDENT SHOULD DEMONSTRATE ABILITY IN COMMUNICATING INFORMATION, IDEAS, PROBLEMS AND SOLUTIONS USING THE SPECIFIC LEXIS OF THE DISCIPLINE. LEARNING SKILLS: BY THE END OF THE COURSE STUDENTS WILL HAVE TO DEMONSTRATE THAT THEY HAVE DEVELOPED LEARNING SKILLS THAT ENABLE THEM TO CONTINUE STUDYING INDEPENDENTLY SHOWING AN INTERDISCIPLINARY APPROACH IN EDUCATIONAL CONTEXTS. |
| Prerequisites | |
|---|---|
| SPECIFIC PRIOR KNOWLEDGE IS NOT REQUIRED. |
| Contents | |
|---|---|
| STARTING FROM A DEFINITION OF THE AREAS OF STUDY OF SPECIAL PEDAGOGY, THE MODULE WILL ANALYSE SOME CORE CONCEPTS OF THE DISCIPLINE FOCUSSING ON THE ISSUES RELATED TO DISABILITY AND SPECIAL EDUCATIONAL NEEDS WITH PARTICULAR REFERENCE TO INFANCY AND CHILDHOOD. THE MODULE WILL CONCENTRATE ON THE FOLLOWING TOPICS: - INTERNATIONAL DOCUMENTS AND LAWS ON DISABILITY AND INTEGRATION/INCLUSION - DISABILITY MODELS - THE CONCEPT OF INCLUSION IN EDUCATION - THE CONCEPT OF SPECIAL EDUCATIONAL NEEDS - THE CONCEPT OF CARE IN EDUCATION - INCLUSIVE EDUCATION WITHIN CHILDHOOD SERVICES THE ONLINE WORKSHOP WILL BE PART OF THE COURSE AND IT WILL OFFER AN IN-DEPTH ANALYSIS OF THE METHODOLOGICAL AND DIDACTIC ASPECTS RELATED TO THE DESIGN OF INCLUSIVE EDUCATIONAL CONTEXTS AND PATHS THROUGH CASE STUDIES, SIMULATIONS AND GROUP WORK. |
| Teaching Methods | |
|---|---|
| THE COURSE COMPRISES: - A 36-HOUR MODULE MAINLY BASED ON LECTURES WITH POWERPOINT PRESENTATIONS AND OTHER MULTI-MEDIA TEACHING MATERIAL; - A 20-HOUR ONLINE WORKSHOP AIMED AT DEVELOPING AN INDIVIDUALISED AND PERSONALISED EDUCATIONAL PATH. THE ONLINE WORKSHOP IS COMPULSORY AND THE STUDENTS WILL BE AWARDED A PASS OR FAIL. |
| Verification of learning | |
|---|---|
| THE FINAL ORAL EXAM IS BASED ON QUESTIONS CONCERNING THE TOPICS COVERED DURING THE COURSE AND AIMS AT ASCERTAINING NOT ONLY THE STUDENT’S KNOWLEDGE OF THE CONTENTS, BUT ALSO HER/HIS ABILITY TO EXPRESS THEM CLEARLY USING THE APPROPRIATE LEXIS. THE ORAL EXAM IS BASED ON A MINIMUM OF THREE QUESTIONS AND THE FINAL MARK IS OUT OF 30. THE MINIMUM LEVEL (18/30) IS ATTRIBUTED WHEN THE STUDENT SHOWS SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT AND A LIMITED ABILITY TO MASTER THE NOTIONS. THE MAXIMUM LEVEL (30/30) IS ATTRIBUTED IF THE STUDENT SHOWS A THOROUGH KNOWLEDGE OF THE CONTENT AND THE ABILITY TO ARGUMENT THEM CRITICALLY. |
| Texts | |
|---|---|
| •PAOLA AIELLO (2023) (A CURA DI) PEDAGOGIA SPECIALE. INFANZIA E SERVIZI EDUCATIVI INCLUSIVI, MILANO: FRANCO ANGELI ISBN 9788835148395. - BULGARELLI, D. (2017). NIDO INCLUSIVO E BAMBINI CON DISABILITÀ. TRENTO: ERICKSON. ADDITIONAL (OPTIONAL) READINGS: •VIVANTI, G., DAWSON, G., ROGERS, S. J. (2019) IMPLEMENTAZIONE DELL'EARLY START DENVER MODEL IN GRUPPO (G-ESDM) PER BAMBINI CON AUTISMO IN ETÀ PRESCOLARE. ROMA: GIOVANNI FIORITI EDITORE ROGERS, S., & DAWSON, G. (2010). EARLY START DENVER MODEL: INTERVENTO PRECOCE PER L’AUTISMO. TORINO: OMEGA EDIZIONI. •AIELLO, P. (2018). RONALD GULLIFORD: ALLE ORIGINI DEL CONCETTO DI BISOGNO EDUCATIVO SPECIALE. MILANO: FRANCO ANGELI. |
| More Information | |
|---|---|
| ATTENDANCE TO LECTURES IS HIGHLY RECOMMENDED. ATTENDANCE AT THE WORKSHOP IS MANDATORY. ERASMUS OR INTERNATIONAL STUDENTS ARE TO CONTACT THE LECTURER AT THE BEGINNING OF THE SEMESTER. |
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