PEDAGOGIA SPECIALE E DISABILITA' CON LABORATORIO DI PEDAGOGIA SPECIALE PER L'INFANZIA M - Z

Module PEDAGOGIA SPECIALE E DISABILITA'

In particular, the expected learning objectives, broken down according to the Dublin descriptors, are the following: Knowledge and understanding

Knowledge and understanding (DD1)

Know and understand the theoretical models and methodological approaches of special education

Knowing how to use the vocabulary of special education

Know and understand the contexts and times of the profession of pedagogical educator for children, in relation to the topic of inclusion of people with disabilities

Ability to apply knowledge and understanding (DD2)

Knowing how to combine the theoretical and methodological contents learned with the interpretation of past, present and future events and processes

Knowing how to observe and interpret different educational phenomenologies, through the special pedagogy approach

Knowing how to use the knowledge learned to structure pedagogical projects to promote and encourage the inclusion of people with disabilities, in the different contexts of widespread training

Making judgments (DD3)

Knowing how to synthesize the different approaches present in education and training theories

Knowing how to read, understand and critically select texts and documents on special education for inclusion and knowing how to refer them to different educational and training contexts

Communication skills (DD4)

Knowing how to communicate the knowledge learned through technical and specialist language

Being able to communicate pedagogical reflections on the topic of inclusion of people with disabilities

Learning ability (DD5)

Be able to learn to learn the theoretical constructs of special pedagogy for the inclusion of people with disabilities

Be able to elaborate and re-elaborate pedagogical strategies to promote educational actions for the inclusion of people with disabilities

Be able to apply the knowledge of special pedagogy for inclusion to plan the special educational action of the pedagogical educator in the different contexts of formal, non-formal and informal training

• Presentation of the course and meaning of the specific object of investigation of special pedagogy;
• Epistemological debate between school and disability in special pedagogy;
• From emendative pedagogy to special pedagogy;
• Semantic reflection and reference models of integration/inclusion;
• National and international legislation on special pedagogy;
• Disability and the role of the family;
• The life project of the disabled student;
• Education for autonomy and the social and work inclusion of the disabled;
• The development of the self and the formation of identity;
• The teaching action of the inclusive teacher;
• The training of the inclusive teacher;
• Special teaching in the inclusive school;
• Active and inclusive teaching methodologies and strategies;
• Design of inclusive educational paths in school and extracurricular contexts.
• Teaching strategies for the learning of the autistic child

• Cottini L. Special Education and School Inclusion, Carocci, Rome 2019, pp. 1-330;
• Mulè P. (Eds). Training alternation and professional identity of disabled secondary school students. An exploratory investigation, Cooperativa Sociale Ragazzi in Volo, Ragusa 2018, pp. 1-123;
• Mulè P., Gulisano D. (Eds). The teacher between didactic innovation and inclusive processes for a quality school, Studium 2024, pp. 1-340;
• Perciavalle V. Some teaching strategies for the learning of the autistic child. Models and applications, Pensa Multimedia 2020, pp. 1-128.

OPTIONAL AND RECOMMENDED READINGS

• Zappaterra T. (Eds). Designing inclusive teaching activities, Guerini 2022;
• De Angelis B. Teaching action as prevention of exclusion, Franco Angeli 2018;
• Scientific articles "Open Acess" delivered by the teacher.

• Know the fundamentals of special pedagogy;
• Know the transition from emendative pedagogy to special pedagogy;
• Know the main reference scholars;
• Know the BES and the reference standards;
• Know the elements of Inclusive Education.