Fausta SABATANO | SPECIAL EDUCATION
Fausta SABATANO SPECIAL EDUCATION
cod. 4461000049
SPECIAL EDUCATION
| 4461000049 | |
| DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE | |
| EQF7 | |
| PRIMARY TEACHER EDUCATION | |
| 2022/2023 |
| OBBLIGATORIO | |
| YEAR OF COURSE 2 | |
| YEAR OF DIDACTIC SYSTEM 2016 | |
| SPRING SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 8 | 48 | LESSONS |
| Objectives | |
|---|---|
| THE COURSE AIMS TO ANALYZE THE FUNDAMENTAL CONSTRUCTS OF SPECIAL PEDAGOGY AND PROVIDE STUDENTS WITH BASIC KNOWLEDGE REGARDING THE EDUCATIONAL AND TRAINING PROCESSES OF INDIVIDUALS WITH DISABILITIES AND/OR SPECIAL EDUCATIONAL NEEDS. KNOWLEDGE AND UNDERSTANDING SKILLS: -AT THE END OF THE TEACHING, THE STUDENT SHOULD DEMONSTRATE KNOWLEDGE AND ABILITY TO UNDERSTAND THE DISCIPLINE, WITH PARTICULAR REFERENCE TO ITS MAIN CONCEPTS, GAINING AWARENESS WITH RESPECT TO THE HISTORICAL-CONCEPTUAL EVOLUTION OF DISABILITY AND INCLUSIVE EDUCATION. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: -AT THE END OF THE COURSE, THE STUDENT MUST DEMONSTRATE THE ABILITY TO INTERPRET AND APPLY THE KNOWLEDGE ACQUIRED, SHOWING THE ABILITY TO READ SITUATIONS OF FRAGILITY AND IDENTIFY THE MOST APPROPRIATE EDUCATIONAL APPROACHES TO DEAL WITH THEM. - AUTONOMY OF JUDGMENT: AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO ANALYZE EDUCATIONAL CONTEXTS AND REFLECT AUTONOMOUSLY AND CRITICALLY ON RELATED INCLUSIVE PROCESSES. COMMUNICATION SKILLS: -AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO COHERENTLY EXPOUND AND ARGUE THE ISSUES ADDRESSED DURING THE COURSE USING APPROPRIATE VOCABULARY. - LEARNING SKILLS: UPON COMPLETION OF THE COURSE, THE STUDENT SHOULD BE ABLE TO UNDERTAKE FURTHER STUDIES WITH A HIGH DEGREE OF AUTONOMY. |
| Prerequisites | |
|---|---|
| NO SPECIFIC PREREQUISITES ARE REQUIRED. |
| Contents | |
|---|---|
| WITHIN THE FRAMEWORK OF THE EDUCATIONAL OFFERINGS, THE TEACHING, LOCATED IN THE SECOND YEAR OF THE CURRICULUM, CONSTITUTES THE FIRST APPROACH TO SPECIAL PEDAGOGY. STARTING FROM A DEFINITION OF THE AREAS OF COMPETENCE OF THE DISCIPLINE, THE COURSE ADDRESSES THE ISSUES OF INTEGRATION AND INCLUSION IN SCHOOLS, DWELLING ON THE NORMATIVE, SOCIAL AND CULTURAL ASPECTS AND THE MAIN PEDAGOGICAL ISSUES RELATED TO PERSONS WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS. SPECIFICALLY, THE COURSE DELVES INTO THE FOLLOWING TOPICS: - AREAS OF STUDY IN SPECIAL PEDAGOGY - HISTORICAL BACKGROUND ON DISABILITY - INTERPRETATIVE MODELS OF DISABILITY - CONCEPTS OF INTEGRATION AND INCLUSION - PRINCIPLES OF INCLUSION AND INTERNATIONAL DOCUMENTS - CONCEPT OF SPECIAL EDUCATIONAL NEEDS - CONTRIBUTION OF VARIOUS AUTHORS TO SPECIAL PEDAGOGY |
| Teaching Methods | |
|---|---|
| THE COURSE INCLUDES LECTURES, EXERCISES AND GROUP ACTIVITIES AIMED AT DEVELOPING IN STUDENTS THE ABILITY TO REFLECT CRITICALLY ON SOME OF THE ISSUES ADDRESSED. |
| Verification of learning | |
|---|---|
| THE FINAL ASSESSMENT WILL BE BASED ON THE RESULTS OF AN ORAL EXAMINATION RELATED TO THE COURSE CONTENT, CONSISTENT WITH THE EXPECTED LEARNING OUTCOMES. THE MINIMUM LEVEL OF ASSESSMENT (18/30) IS AWARDED WHEN THE STUDENT DEMONSTRATES SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT; THE MAXIMUM LEVEL (30/30) IS AWARDED IF THE STUDENT POSSESSES A THOROUGH KNOWLEDGE OF THE TOPICS COVERED AND THE ABILITY TO EXPOUND THEM CLEARLY, INDEPENDENTLY AND CRITICALLY USING APPROPRIATE VOCABULARY. |
| Texts | |
|---|---|
| REFERENCE TEXTS - D'ALONZO, L. (2018). PEDAGOGIA SPECIALE PER L'INCLUSIONE. BRESCIA: SCHOLÈ - CRISPIANI, P. (2016) (A CURA DI). STORIA DELLA PEDAGOGIA SPECIALE. L’ORIGINE, LO SVILUPPO, LA DIFFERENZIAZIONE. PISA: ETS EDIZIONI (ONLY THE CHAPTERS INDICATED BY THE PROFESSOR). RECOMMENDED READINGS: - AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI BISOGNI EDUCATIVO SPECIALE. MILANO: FRANCOANGELI. - SABATANO F. (2015), LA SCELTA DELL'INCLUSIONE. PROGETTARE L'EDUCAZIONE IN CONTESTI DI DISAGIO SOCIALE, ROMA:CAROCCI. |
| More Information | |
|---|---|
| COURSE ATTENDANCE IS RECOMMENDED. |
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