To show the organization of the course that includes this module, follow this link Course organization
Kindergarten prerequisites:
- knowledge of the main pedagogical and didactic theories in a range from 3 to 6 year age;
- knowledge of the lines of psychological development in the evolutionary range 3-6 years.
Primary School prerequisites :
- knowledge of the main pedagogical and didactic theories in the field of primary school;
- knowledge of the lines of psychological development in the primary school.
Target.
At the end of the course, students will have improved the following knowledge and skills:
- knowledge of the main indications, concerning the integration of children with disabilities in primary and secondary schools;
- Knowledge of the fundamental theoretical (documentary) references that inspired the model of inclusion;
- knowledge of theories, of pedagogical type, concerning the inclusion;
- Knowledge of the teaching methods through which it is possible to design inclusive education in the context of primary and secondary school;
- Knowledge of the possible special educational needs in the context of primary and secondary school and how to ascertain them early in order to prepare inclusive educational interventions.
- Being able to find pertinent and effective sources.
- Main differences between the concept of integration and inclusion (with references to the existing integration and inclusion rules);
- The main contents of the fundamental documentary references relating to the theme of inclusion;
- The meaning of "special" normality;
- The bipopsychosocial model (the possible uses of the ICF-CY in the school context);
- Characteristics of Special Educational Needs found in the context of Primary and Primary School;
- Operational models for an inclusive Education.
Within the course, different types of didactic methods will be activated:
- Frontal lesson;
- Reading and comment of excerpts;
- Case studies (concerning the Kindergarten and Primary School);
- Laboratory activities;
- Vision of short movies;
- Experiences from the professional context (Kindergarten and Primary School).
Exam books:
Lascioli A., Verso l'Inclusive Education, Edizioni del Rosone, Foggia 2014, in corso di stampa.
Ianes D., Cramerotti S., Alunni con BES, Erickson, Trento, 2013.
Lascioli A. e Saccomani R. (a cura di), Manuale per insegnanti di sostegno delle Scuole dell'infanzia, Raffaello Cortina Editore, Milano 2009 (testo di approfondimento per la scuola dell'infanzia).
Non-attending students can find useful information to pass the exam by reading and studying the reference books.
The assessment for learning will take place through a written examination paper that will consist of presenting a series of closed questions and open questions concerning the topics discussed during the course.
The following assessment criteria will be considered:
- Including the relevant elements that are the basis of the main theories and the main documents relating to inclusion;
- Including the elements that characterize inclusive didactic action;
- Being able to expose their arguments strictly and in a limited time by identifying and selecting the essential elements for exposure;
- Being able to analyse critically the case studies and the experiences presented.
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