PEDAGOGY AND DIDACTIC OF INCLUSION

The teaching of PEDAGOGY AND DIDACTICS OF INCLUSION is one of the educational activities associated with the master's degree program in PHILOSOPHICAL SCIENCES - HUMAN SCIENCES AND TRAINING [FM61] and in LANGUAGE SCIENCES [LM5] allows the student to acquire the knowledge and understanding of the foundations of Pedagogy of inclusion, and to critically analyze integration processes and educational pathways for inclusion of students with special educational needs (BES).

Knowledge and understanding: Understanding and mastering the constituent elements of the Pedagogy of inclusion: epistemology and terminology, problems and methods. To know the characteristics of learning of students with disabilities and with other types of difficulties; know the reference concepts of special teaching (integration and inclusion in schools, individualization and personalization of teaching, self-determination and quality of life, special educational needs (SEN) and obstacles to learning and participation, training success for all students).
Applying knowledge and understanding: know and be able to apply inclusive teaching strategies; know how to design and conduct inclusive interventions for students with special educational needs (SEN).
Making judgements: To articulate and critically expose the most current problems and the ethical implications inherent in the paths of school inclusion. Formulate and support solution proposals.
Communication: Use the communication principles of Transactional Analysis to activate support relationships for students with SEN, families, school communities and local organizations.
Lifelong learning skills: To develop learning from and in helping, supporting and formative care relationships, operating and interacting in the complexity of inclusive educational contexts.

The student must possess the basic elements of Pedagogy or Didactics.

- The epistemological status of pedagogy and special teaching: theoretical and methodological foundations
- Disability in history. Between horror and marginalization, charity and acceptance
- Existential rights and citizenship rights
- The concepts of insertion, integration and inclusion
- The International Classification of Functioning, Disability and Health (I.C.F) and special teaching
- Disability, special educational needs and obstacles to learning and participation
- Determining the potential for development and the orientative assessment of skills
- The planning of inclusive educational interventions
- The inclusive education strategies and the role of the class group
- The student with special educational needs in the classroom: the prospects of integration and inclusion
- The help relationship with the student with SEN. Transactional Analysis
- Difficult relationships with the SEN teenager

A) Cottini Lucio (2018), Didattica speciale e inclusione scolastica, Carocci Editore
B) Tessaro Fiorino (2018), Pedagogia e didattica dell'inclusione, Lecture notes, articles and videos (on the moodle platform)

C) Students who do not attend classes (with a frequency of less than 50%) must study further with a further text chosen from those indicated on the course's moodle page.

- Online verification (on texts A and B) with closed questions (learning outcomes nr: 1).
- Written exam (on texts A and B) with open questions (learning outcomes nr: 3).
- Evaluative conversation on C text for non-attending students (learning outcomes nr: 1-3).
- Project work activities: 1) For those who carry out group activities: Presentation in the classroom, in small groups, of applications of inclusive teaching strategies, or inclusive interventions for adolescents with special educational needs (BES). Individually: Short report, critical-reflective, on the design and on the activity carried out (learning outcomes nr: 2-3-4-5). 2) For those who do not work in groups (attending and non-attending): Design of an inclusive educational intervention (learning outcomes nr: 2-3-5).

Lectures and participatory teaching. With active analytical and decision-making techniques (case study, incident, autobiography), simulation (role play, dramatization, script), in situation (action learning, demonstrations and exercises, tutorials), social (brainstorming, cooperative learning, peer tutoring).

Italian

written and oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development