Pedagogy and didactics of inclusion [Edizione 2] (2018/2019)

Educational objectives



Analysis of the relationship between training processes, education, education and learning in the perspective of an inclusive pedagogy.

Theories and models of interpretation of the educational relationship in inclusive school contexts and with reference to all the protagonists of the educational and training network.

The main perspectives of pedagogical and didactic research on disabilities and special educational needs, including specific learning disorders.



Thematic groups

- The role of the school in society and the inclusive challenge;

- The meaning of "inclusive education": with reference to international documents on inclusion;

- Definition and meanings of Special Educational Need;

- The inclusive perspective: the transition from the school of integration to the school of inclusion;

- Actors and protagonists of school inclusion: Legislative Decree No. 66/2017;

- The meaning of disability based on the WHO and the UN and the effects on educational intervention;

- The special educational approach: what it means by special education;

- What are Specific Learning Disorders (DSA);

- Pedagogical-didactic guidelines on DSA and BES

- The paradigms (theoretical and methodological) of inclusive education and teaching.




Bibliography:
- Lascioli Angelo, Verso l'Inclusive Education, Edizioni del Rosone, Foggia 2014;
- Luigi D'alonzo, La differenziazione didattica per l'inclusione. Metodi, strategie, attività, Erickson, Trento 2017.
Materials that will be provided in class by the teacher (eg: PowerPoint produced by the teacher, references to sites and / or articles downloadable from the Internet).

Evaluation methods and criteria
The evaluation of the learning will take place through a written test which will consist of the presentation of a series of multiple choice questions and open questions (with defined response space). The evaluation criteria will be indicated at the beginning of the course.