Didactics for inclusion - DIDATTICA PER L'INCLUSIONE (2016/2017)

Learning outcomes

Starting from the different realities that can be found within a classroom (Special Educational Needs, ADHD, ASD, foreign students, behavioral problems), the teacher is called upon to acquire skills of inclusive education and, at the same time, to put into place compensatory and dispensatory measures.  Teachers must then learn to assess the skills of the student trying to highlight their strengths such as cognitive and learning style, beyond any difficulties which may appear. This evaluation makes it possible to establish the most effective teaching strategies in the individual disciplines, to ensure the inclusion of students in difficulty. During the course, in subjects such as Italian, mathematics, foreign language, history, science and geography, we propose different teaching strategies according to the learning styles and difficulties expressed by students with Special Educational Needs, ADHD, ASD, foreign students, behavioral difficulties. Attention will be given to compensatory and dispensatory techniques for individual disciplines. The student will learn to gauge the technique and strategy more effectively and efficiently for the different disciplines. Particular attention will be devoted to the most effective techniques in managing the class.

The evaluation of the difficulties of the student.
Definition of the cognitive and learning style of the student with Learning Disabilities, Special Educational Needs, ADHD, foreign student.
Inclusive education in the teaching of the Italian language.
From the writing to the development of written text.
Compensatory and dispensatory education for reading.
Inclusive, dispensatory and compensatory strategies in the arithmetical and logical-mathematical field.
Teaching history, geography and science in an inclusive perspective; the simplification of the text according to the cognitive styles of the student.
Educational strategies for the teaching of foreign languages.
Analysis of the compensatory strategies and of the dispensatory measures in the different subjects.
Cooperative learning. Conceptual maps. Metacognitive elements.
The LIM in inclusive education.
Teaching social skills.
The drafting of the PDP.
Methods and techniques of class management.
Teaching styles.

Test with multiple response

BOOKS
Stella G., Grandi L. (a cura di), Come leggere la dislessia e i DSA, Giunti Scuola, Firenze, 2011;
D’alonzo L., Come fare per gestire la classe nella pratica didattica, Giunti Scuola, Firenze, 2012;

STUDENT MODULE EVALUATION - 2016/2017