00792 - Pedagogy I

Learning outcomes

At the end of the course, the student: a) knows and applies the constructs of pedagogical education; b) knows the methods of educational intervention; c) knows the epistemology and the conceptual framework of educational work with disabilities and special educational needs; d) knows how to distinguish different types of disabilities; e) knows intervention models and strategies.

Course contents

The contents of the Special Education module will cover the following topics:

the field of study and the evolution of Special Education;

• epistemology, directions and principles of Special Education;
• the National and International legal framework on school and social inclusion;
• from the concept of integration to that of inclusive education;
• special educational needs and disability: typologies, categorisations and current scientific debate;
• disability and migration;
  
• strategies and tools for school and social inclusion;
• the role and competences of the teacher and the support educator;
• ·national and international studies and research;
• representations, stereotypes and prejudices: analysis and deconstruction to promote inclusion;
• co-education and inclusion: school-family-community;
• ·observing interactions from an inclusive perspective: paradigms (video analysis and video-microanalysis) and operational strategies in educational, school and family contexts.

Readings/Bibliography

The reference texts are the same for attending and non-attending students:

Caldin R. (2020), Pedagogia speciale e didattica speciale /1. Le origini, lo stato dell'arte, gli scenari futuri, Trento, Erickson (chapters 1, 2, 6).

Pileri A (2018), Disability and Migration. Interactions and processes of inclusion in Paris nests, Padua, Libreriauniversitaria.it, Collana Contemporanea (chapters 1, 3, 4, 5).

Roberto D. (2016), Le sfide della Pedagogia Speciale e la Didattica per l'inclusione, Milan, FrancoAngeli (chapters 1, 2, 3).

In addition, slides and articles will be provided and made available on the course website.

Teaching methods

In addition to frontal teaching, there will be active moments that will allow to share, identify and learn methods of pedagogical intervention. The activities will be proposed through a structured sequence of analogical and metaphorical actions including the use of video-microanalysis.

Assessment methods

The exam will be in written form on some topics taken from the reference text, materials and articles indicated by the professor.

The exam will be divided into two parts: one for module 1 and one for module 2.

The exam will have a duration of two hours.

Criteria for assessment:

• pertinence and clarity in the use of specific terminology;
• appropriateness of the contents treated;
• reference to bibliographical sources

The vote will be in thirtieth. In order to reach 30, it will be necessary to fully answer all the questions of the exam.
The examination for module 1 will consist of three open-ended questions and the vote will average with the vote for module 2.

Each answer will score from 0 to 10 points (for a total of 30 points) according to the following criteria:
-0 points: missing answer or completely incorrect answer (for example: out of the topic);
-1-3 points: partially coherent answer but not sufficiently developed, or coexistence of correct and incorrect elements;
-4-6 points: correct but not exhaustive answer, superficial or incomplete, or lack of clear logical links between the concepts presented;
-7-8 points: correct, exhaustive and well argued answer;
-10: points: particularly clear, exhaustive and with an argumentation that reveals complete mastery of the argument.

It will be possible to evaluate the attribution of Laude in cases in which, in addition to satisfying the criteria indicated, there is also a capacity for in-depth discussion and connection between the main topics dealt with.

There will be no intermediate tests.

During the test of module 1 it will be possible to consult the vocabulary.

International students can do the exam in English or French or agree with the Professor to do the exam in oral form.

Students with disabilities or special educational needs will be allowed will be allowed to use technical aids and tools; extra time to take the written exam and they can also agree with the Professor to do the exam in oral form.

Registration for the exam will always be done through the Alma Examination application.

Teaching tools

The lectures will be carried out through the use of the main technological tools: power point, video, together with the analysis of documents.

Office hours

See the website of Anna Pileri