To show the organization of the course that includes this module, follow this link Course organization
- 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.
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.
Objectives 2030 Agenda for Sustainable Development:
- Goal 4: Provide quality education, fair and inclusive, and learning opportunities for all;
- Goal 16: Promoting peaceful and more inclusive societies for sustainable development; offer access to justice for all and create effective, responsible and inclusive bodies at all levels.
- 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).
The teaching methodology is aimed at the following objectives:
1. To encourage the development of a deep awareness of assumptions and values
related to teaching and learning.
2. Create a place of frank confrontation in teaching and learning.
3. Offer the opportunity to learn about new methods and techniques that encourage the
participation and involvement of students.
4. Share practices and teaching strategies in the group.
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.