|Lezione||8||Sem. 1A, Sem. 1B||Luca Ghirotto|
|Laboratorio A [Gruppo 1]||1||Lab. 1A||Cristina Armillotta|
|Laboratorio A [Gruppo 2]||1||Lab. 1A||Lavinia Tosoni|
|Laboratorio A [Gruppo 3]||1||Lab. 1A||Renata Dal Monte|
|Laboratorio A [Gruppo 4]||1||Lab. 1A||Maria Cristina Castagnetti|
|Laboratorio B [Gruppo 1]||1||Lab. 1B||Cristina Armillotta|
|Laboratorio B [Gruppo 2]||1||Lab. 1B||Lavinia Tosoni|
|Laboratorio B [Gruppo 3]||1||Lab. 1B||Renata Dal Monte|
|Laboratorio B [Gruppo 4]||1||Lab. 1B||Federico Covolan|
Special Needs Pedagogy
The goal of the course is to let preservice teachers understand the challenges that students with special educational needs represent in contemporary school: the focus is related to the role of the teacher in this challenge. At the same time it is crucial to identify the necessary sources to realize an inclusive project: it starts from the knowledge of the different realities the students can find in a class (Special Educational Needs, Attention-Deficit/Hyperactivity Disorder, learning disabilities, foreign students, behavioral diseases). In order to achieve this, the teacher needs inclusive educational skills and, in the meanwhile, the ability to reach compensatory and dispensatory techniques: teachers must be able to evaluate the competence of the student trying to highlight their strong points such as the cognitive profile and way of learning, beyond difficulties. Preservice teachers will learn to find the most efficient strategies: a special attention will be given to the most efficient techniques for the classroom management.
Teaching for inclusion
The goal of the course is to describe the different problematic situations that a teacher must face (Special Educational Needs, ADHD, ASD, foreign students, behavioral problems), and to give to preservice teacher the skills of inclusive education necessary to put into place compensatory and dispensatory measures. Besides the preservice teachers will also learn to assess the skills of the student trying to highlight their cognitive and learning style because this evaluation makes it possible to establish the most effective teaching strategies in the individual disciplines, to ensure the inclusion of students in difficulty.
The thematic areas of the course will be:
SPECIAL EDUCATION FOR INCLUSION
- main differences between the concept of integration and inclusion (with reference to current legislation);
- inclusion in national and international documents;
- the meaning of "special" normality;
- the bio-psycho-social model;
- the possible uses of ICF-CY in the school context;
- the characteristics of the Special Educational Needs that can be found in the context of preschools and primary schools;
- operational models for inclusive schooling;
- The characteristics and principles of inclusion in teaching.
SPECIAL PEDAGOGY FOR INCLUSION
- the assessment of the children's difficulties;
- inclusive teaching of the Italian language;
- from writing to the elaboration of the written text;
- Compensatory and dispensative strategies in reading;
- inclusive, dispensative and compensatory strategies in the arithmetic and logical-mathematical field;
- analysis of compensatory strategies and dispensatory measures in the different disciplines;
- evidence-based teaching strategies.
Various types of teaching methods can be activated within the course:
- reading and commenting materials;
- case studies (related to the preschool and primary school);
- peer activities;
- viewing of short films;
- formative and self-assessment practices.
Those teaching methods pursue the following objectives:
1. supporting personal awareness of the assumptions and values related to teaching and inclusive learning;
2. creating an atmosphere of open and critical confrontation;
3. offering the opportunity to learn about new methods and techniques that encourage the participation and involvement of students;
4. sharing evaluation practices and strategies in the group.
The final evaluation, already carried out, partially, in terms of self-assessment for those attending the course, consists of a written test with closed-ended questions, related to the topics.
The test, which is the same for attending and non-attending students, verifies the achievement of some of the educational objectives highlighted above.
|Lezione||Ianes Dario e Cramerotti Sofia||Alunni con BES||Trento, Erickson||2013|
|Lezione||Calvani Antonio||Come fare una lezione inclusiva (Edizione 2)||Carocci||2020||ISBN 978-8-874-66775-8|
|Lezione||Stella G., Grandi L. (a cura di)||Come leggere la dislessia e i DSA. Conoscere per intervenire||Giunti Scuola, Firenze||2016|
|Lezione||Lucangeli D.||La discalculia e le difficoltà in aritmetica||Giunti Scuola, Firenze||2017|
|Lezione||Lascioli Angelo||Verso l'Inclusive Education||Editrice Del Rosone||2014||9788898936090|