Theories and methods of inclusive education (2020/2021)

Learning outcomes

Knowledge and understanding 1. Knowledge of the fundamental core of international documents in the field of inclusive education, and understanding in depth the concrete problems and the resources of the inclusive educational action in the scholastic, work and social context. 2. Knowledge and understanding of the theoretical and methodological references of the inclusive approach in education. 3. The difference between the different meanings and the different modalities of inclusive educational action in relation to the contexts and characteristics of the subjects, with particular attention to inclusive processes concerning people with disabilities. Applying knowledge and understanding 1. Knowing how to analyze the quality of the inclusion of a school and extracurricular context, using methodologies and tools suitable for the purpose such as, for example, the “Index for inclusion”. 2. Knowing how to analyze and assess the inclusive attitude of a context in relation to the particular needs of young people and adults with special needs, with the aim of developing pedagogical designs suitable for pursuing the highest possible levels of inclusion, working and / or social. 3. To learn the ways through which it is possible to design an educational intervention, of an inclusive type, starting from the ability to find relevant and effective sources through the consultation of the reference scientific literature.

The inclusive theoretical and methodological paradigm;
The outcomes of the latest researches in Special Education in an inclusive prospect;
The passage from the school integration of the students with a certified handicap to the model of Inclusive Education;
Special education needs and inclusive prospect;
The capacitive co-design;
The ICF logic (OMS, 2001) in the prevention of disabilities from the analysis of functioning to the inclusive actions;
From the ICF functioning profile to educational planning.

Within the course, different types of didactic methods will be activated:
- frontal and / or distance lessons;
- Reading and comment of excerpts;
- Case studies;
- Exercises;
- Vision of short movies;
- Experiences from the professional context.

Exam books:
Agenzia Europea per i Bisogni Educativi Speciali e l’Istruzione Inclusiva, Cinque messaggi chiave per l’educazione inclusiva. Dalla Teoria alla Prassi, Odense, Danimarca 2014
https://www.european-agency.org/sites/default/files/Five_Key_Messages_for_Inclusive_Education_IT.pdf
Lascioli Angelo, Verso l’Inclusive education, Edizioni del Rosone, Foggia 2014.
Lascioli Angelo, Pasqualotto Luciano, Il Piano Educativo Individualizzato su base ICF, Carocci, Roma, 2019.
Marchisio Cecilia Maria, Percorsi di vita e disabilità. Strumenti di coprogettazione, Carocci, Roma, 2019.

Other study material (slides, videos and scientific articles) will be uploaded through the e-learning platform.

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.

"In relation to the situation resulting from the Coronavirus emergency, the examination methods reported above may undergo changes".