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 content of the Special Pedagogy module will concern the following topics:

the field of study and evolution of Special Pedagogy;

epistemology, directions and principles of Special Education;

the national and international regulatory framework on school and social inclusion;

from the concept of integration to that of inclusive education;

special educational needs: typologies, categorisations and current scientific debate;

representations, stereotypes and prejudices: analysis and deconstruction to promote inclusion;

disability and migration: intertwining and variables;

strategies and tools for school and social inclusion;

role and competences of the teacher and support educator;

national and international studies and research;

co-education and inclusion: school-family-community;

observing interactions from an inclusive perspective: paradigms (videoanalysis 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, 3, 6).

Pileri A (2018), Disability and Migration. Interactions and processes of inclusion in Paris nests, Padua, Libreriauniversitaria.it, Collana Contemporanea (all the book).

Dainese R. (2016), Le sfide della Pedagogia Speciale e la Didattica per l'inclusione, Milano, FrancoAngeli (chapters 1, 2, 3).

In addition articles will be provided and made available on the course website (virtuale).

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 examination will be conducted in written form on some topics taken from the basic reference texts, materials and articles provided by the lecturer.

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

The duration of the two tests is 2 hours, already taking into account additional time for students with DSA .

The test will be activated on the EOL platform and digital hardware support (computer, tablet, smartphone) will be required for the conduct.

Criteria for exam evaluation:

The grade will be given in thirtieths. In order to reach thirty, it will be necessary to answer all the questions in the exam and the grade will be averaged with the grade for module 2.

The tests for the two modules will consist of 14 multiple-choice questions and 1 open-ended question (for a total of 30 marks and possible honors).

Each multiple-choice answer allows 0 to 2 points (28 points in total), while the open-ended question answer allows 0 to 3 points according to the following criteria:

0 points: missing or completely incorrect answer (e.g., out of topic);
1 point: partially coherent answer but not sufficiently developed, or co-presence of correct and incorrect elements;
2 points: correct but not exhaustive, superficial or incomplete answer, or lack of clear logical connections between the concepts expounded;
3 points: correct, exhaustive and well-argued answer revealing complete knowledge of the topic (praise)

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 of both tests (Pedagogia 1 and 2).

There are no intermediate tests.

Vocabulary consultation will be available during the test.

International Students can arrange 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