Didactics for inclusion - Pedagogia per l'inclusione (2013/2014)

Course partially running (all years except the first)

Course code
4S001183
Name of lecturer
Angelo Lascioli
Number of ECTS credits allocated
4
Academic sector
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Language of instruction
Italian
Period
Sem. 1 A dal Sep 30, 2013 al Oct 31, 2013.

To show the organization of the course that includes this module, follow this link * Course organization

Lesson timetable

Sem. 1 A
Day Time Type Place Note
Tuesday 2:30 PM - 5:00 PM lesson Lecture Hall T.14 from Oct 16, 2013  to Oct 31, 2013
Friday 8:30 AM - 11:00 AM lesson Lecture Hall T.14 from Oct 16, 2013  to Oct 31, 2013

Learning outcomes

Nowadays, most school courses show an increasing presence of students with special educational needs.
By this time the phenomenon has assumed the character of a challenge and an educational emergency .
Inclusive Pedagogy intends to hold such a challenge, first through a serious reflection on the teaching
role and methods in such a context , specifying in the same time the requisite resources to carry out these
deep changes, particularly at an organizing and managerial level, without which the great social plan
conceived by Italian school Institutions could fail. In fact, as from the seventies of the nineteenth century ,
they were in the front line of integration . The differences as a result of multifarious educational needs of
the students cannot be interpreted any longer as interferences in the ordinary educational system, but as
the steady and unavoidable variables of the ordinary process of growth of Society, being constitutive
elements of the educational demand arising from many social parts.
The adjective Special, in the field of Inclusive Pedagogy doesn’t refer or depend on a certification of
handicap, but seems to indicate situations of need that every student can reveal as a consequence of
particular difficulties bringing back to various factors that can be transitory or lasting whose survey and
educational response must be considered as an ordinary way of the teaching system.