TEACHING AND SPECIAL EDUCATION
Academic year and teacher
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- Versione italiana
- Academic year
- 2017/2018
- Teacher
- ANGELA DE PIANO
- Credits
- 6
- Didactic period
- Primo Semestre
- SSD
- M-PED/03
Training objectives
- The course focuses on the main concepts of Didactics and Special Education.
1. Knowledge:
- give the theoretical and epistemological premises in order to promote inclusive education;
- know the key concepts of Special Education like: diversity, project life, inclusion;
- know the legislative and historical references;
- give the operative tools necessary to organize and plan the classroom.
2. Skills:
- knowing how to orientate in the historical context;
- knowing how to plan in an inclusive prospective;
- knowing how to master the sectoral language;
- knowing how to recognize and evaluate different operational contexts.
- knowing how to organize the classroom using different operative tools.
3. Cross competencies:
- develope effective analysis and critical skills;
- build opinions about problems and critical issues;
- compare different point of views;
- expose the knowledge choosing the appropriate language;
- write reports about knowledge learned. Prerequisites
- It's necessary to have medium-level skills about: logical thinking, linguistic skills, relational and social skills.
Course programme
- The course aims are to:
- provide the key concepts of Didactics and Special Education like: educational relationship, diversity, project life, inclusion, integration.
- give to the students the epistemological, cultural and theoretical premises in order to promote inclusive education.
- provide the historical and legislative references regarding inclsuive education.
- provide the operative tools necessary to organize and plan the classroom in an inclusive prospective.
The aim of the course is also to analyze the merits and criticisms of the educational integration of disabled students in Italy after 30 years from its realization with a focus on the educational integration of students with visual impairments. Didactic methods
- The course will consist of:
- lectures by the teacher;
- reading part of selected books discussing them in a seminary-like approach;
- watching parts of films and discussing them in a seminary-like approach;
- occasionally Power Point presentations;
- teamwork;
- exercises. Learning assessment procedures
- Individual examination of the student's knowledge and skills. The written examination regards the topics explained in the books listed in the programme.
Reference texts
- Bibliography (Attending lessons students):
1. Ianes D., La Speciale normalità. Strategie di integrazione e inclusione per le disabilità e i Bisogni Educativi Speciali, Trento, Erickson, 2007
2. Caldin R. (a cura di), Percorsi educativi nella disabilità visiva, Erickson, Trento, 2006
3. Canevaro A. (a cura di), L'integrazione scolastica degli alunni con disabilità. Trent’anni di inclusione nella scuola italiana, Trento, Erickson, 2007.
Only these 4 chapters: "L’educazione attraverso il movimento: promuovere il benessere sociale in un contesto di inclusione"(ch.4); "Per un’integrazione scolastica di qualità del bambino sordo: problemi e attuali prospettive" (ch.13); "Sessualità e handicap" (ch.16); "Il progetto di vita per la persona in situazione di disabilità mentale: aiuti di qualità quando l'età avanza" (ch. 23).
Bibliography (Not attending lessons students):
1. Ianes D., La Speciale normalità. Strategie di integrazione e inclusione per le disabilità e i Bisogni Educativi Speciali, Trento, Erickson, 2007
2. Caldin R. (a cura di), Percorsi educativi nella disabilità visiva, Erickson, Trento, 2006
3. Canevaro A. (a cura di), L'integrazione scolastica degli alunni con disabilità. Trent’anni di inclusione nella scuola italiana, Trento, Erickson, 2007.
Read only these 8 chapters: "Le politiche di inclusione in Europa e in Italia dalla scuola di base all’università" (ch.3); "L’educazione attraverso il movimento: promuovere il benessere sociale in un contesto di inclusione" (ch.4); "La matematica per l’integrazione degli allievi disabili” (ch.12); “Per un’integrazione scolastica di qualità del bambino sordo: problemi e attuali prospettive” (ch.13); “Sessualità e handicap” (ch.16); “Gioco e disabilità. Assicurare un’occasione di apprendimento” (ch.19); “Disabilità e integrazione lavorativa” (ch. 21); “Il progetto di vita per la persona in situazione di disabilità mentale: aiuti di qualità quando l’età avanza" (ch.23).
