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).
NB: In the previous academic year this teaching was valid for the purposes of the PF24 training course. The art. 44 of the decree-law 30 April 2022, n. 36, converted into law no. 79, closes the experience of PF24. The new legislation maintains that "up to the date referred to in the first period [31-12-2024], those who, by 31 October 2022, have achieved the required 24 CFU / CFA are also admitted to participate [in the competition] as a requirement for access to the competition according to the previous system. " Therefore, the exam will be recognized only if taken BY OCTOBER 31, 2022.

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.

No specific requirements. Students of other master's degree courses who are interested in the related issues of educational inclusion can also attend the course.

- The epistemological status of pedagogy and teaching of inclusion: theoretical and methodological foundations. The concepts of insertion, integration and inclusion
- Disability in history. Between horror and marginalization, charity and hospitality, stereotypes and discrimination
- The International Classification of Functioning, Disability and Health (ICF)
- From the functioning profile to the educational and training plans (PEI, PDP, life project)
- Universal design for learning and inclusive educational design
- The inclusive teaching strategies and the role of the class group
- The student with special educational needs in the classroom: the prospects of integration and inclusion
- The adolescent's difficult relationships with SEN. The interview in the helping relationship.

A) Cottini Lucio (2018), Didattica speciale e inclusione scolastica, Carocci Editore
B) Tessaro Fiorino (2021), Pedagogia e didattica dell'inclusione, Lecture notes, articles and videos (on the moodle platform)

- Online test with closed-ended questions on texts A and B (learning outcomes nr: 1).
- Written paper, with open answers - short essays, on texts A and B and on study materials indicated online (learning outcomes nr: 3).
- Case study: Analysis of an inclusive educational activity, with a short, critical-reflective relationship (learning outcomes nr: 2-3-4-5). Students who carry out the case study, in groups or individually, during the course, present their work in the classroom (in presence or online).

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

Ca’ Foscari applies Italian law (Law 17/1999; Law 170/2010) for support and accommodation services available to students with disabilities or with specific learning difficulties. If you have a motor, visual, hearing or other disability (Law 17/1999) or a specific learning disorder (Law 170/2010) and you require support (classroom assistance, technological aids for carrying out exams or exams individualized, accessible format material, note retrieval, specialist tutoring to support the study, interpreters or other) contact the Disability and DSA office.

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