B2191 - TECNOLOGIE INCLUSIVE E FONDAMENTI PEDAGOGICI

Learning outcomes

At the end of the course, the student: - identifies the potential of the digital ecosystem and its impact in the educational field; - recognizes and enhances the effects of digital in the development of the digital skills of educators working in schools and outside schools; - recognizes the opportunities of digital within inclusive design processes; - knows the main assistive and inclusive technologies and the perspectives of environmental intelligence; - applies the use of digital technologies to support collaboration between colleagues, operators, users and families in the specific area of intervention of the educator; - knows and applies the principles of universal design (Universal Design for Learning) to accompany the production of educational and didactic contents to fulfill different purposes; - knows and applies the "European Guidelines on the accessibility of information"; - selects educational resources through the use of educational and teaching software databases; - knows the genesis and foundations of Special Pedagogy, placing it in a historical-cultural perspective; - recognizes and identifies an epistemological and conceptual framework relating to educational work with people with disabilities; - knows operational tools, strategies and methodologies for the development of inclusive social processes, active participation and independent living; - knows the main intervention models for inclusive education according to a co-evolutionary, ecological and systemic perspective of people with disabilities; - knows the prerequisites for an educational alliance with families and territories, activating synergies with bodies, institutions and other existential realities, in order to build an inter-institutional and proximity network; - knows the functions of supports and mediators in education and the characteristics of the helping relationship.

Course contents

The teaching of INCLUSIVE TECHNOLOGIES AND PEDAGOGICAL FUNDAMENTALS is divided into two modules.

Module 1 (Prof. Anna Pileri) proposes an in-depth analysis of the following contents in the light of national and international studies, research, projects and regulations:

1. the historical-evolutionary framework of Special Pedagogy and the socio-educational perspectives;

2. representations, stereotypes and prejudices relating to disability;

3. national and international regulations on scholastic and social inclusion;

4. interpretative models of special educational needs: typologies and categorisations;

5. proactive skills, strategies and tools aimed at academic and social success.

6. inclusion/exclusion variables in interactions in educational and school settings.

In module 2 (Prof. Luca Ferrari) the following macro-themes will be explored:

1. Digital and its impact on education;

2. The digital skills of the socio-pedagogical educator;

3. Technologies for educational and social inclusion

4. Design of inclusive intervention mediated by digital environments and tools.

Readings/Bibliography

Module 1. Prof. Anna Pileri

Mandatory books/chapters

Pileri A. (2024), Pensare e agire per l'inclusività. Sguardi sul profilo dell'insegnante per il sostegno (in fase di pubblicazione). Milano, FrancoAngeli (only chapters: 1 e 2).

Caldin R. (2020), Pedagogia speciale e didattica speciale /1. Le origini, lo stato dell'arte, gli scenari futuri, Trento, Erickson. (only chapters: 2 e 3).

Furthermore, scientific articles will be indicated for in-depth analysis of some teaching topics.

Module 2. Prof. Luca Ferrari

Mandatory books/chapters

Emili E.A. (a cura di), Costruire ambienti inclusivi con le tecnologie. Indicazioni teoriche e spunti pratici per una scuola accessibile, Trento, Erickson. (chapters: 2, 8, 9, 10, 11, 12, 13, 14, 16, 17).

Ingrosso P., Ferrari L. COO.DE (2024), Cooperative Digital Education, Trento, Erickson (chapters: 1, 2, 3, 6, 8, 9, 10, 12).

Teaching methods

The course will develop through lectures, exercises, discussions on research material (experiences and/or videos created in educational and scholastic contexts in the field of research).

Assessment methods

The educational program includes formative assessment moments throughout the course. The final exam consists of an oral interview on the content covered in both modules of the course and the discussion of a project work (PW).

The PW should develop a project idea that, starting from the experiences presented in the study materials, highlights how inclusion can be promoted or supported through a pedagogically grounded use of digital technologies.

The work, to be completed individually, must follow a template provided by the instructors and be submitted at least one week before the exam date.

Project Work outline:

• Title

• What problem/topic/need does the project idea aim to address?

• Abstract

• Context description

• Target audience

• Aim and objectives

• Implementation (phases/activities/timeline/resources)

• Monitoring and evaluation (optional)

• Sources consulted

Evaluation criteria for the oral exam:

• appropriateness and clarity in the use of specific terminology;

• relevance of the content addressed;

• reference to bibliographic sources.

Evaluation criteria for the project work:

• clarity in defining and describing the problem, need, or theme addressed;

• coherence between the aims, objectives, and planned activities;

• feasibility of the project idea;

• coherence between pedagogical foundations and the use of technologies to support inclusion.

The final grade will be given out of thirty. Honors ("cum laude") may be awarded in cases where, in addition to meeting the outlined criteria, the student demonstrates reflective and critical thinking on the main topics discussed.

INTERNATIONAL STUDENTS may take the oral exam and submit the project work in either English or French.

Students with special educational needs may use support tools or request further accommodations, which must be communicated and agreed upon with the instructors prior to the exam date. In this regard, students are reminded to always contact the appropriate office.

Registration for exams will always take place through the Alma Esami platform.

Teaching tools

Case studies, moments of active participation with exercises, involvement of external national and international experts.

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Luca Ferrari

See the website of Anna Pileri