32108 - Pedagogic Methodologies and Instruments

Learning outcomes

At the end of the course, the student: - knows the pedagogical theories concerning people with special educational needs; - knows pedagogical observation methodologies; - is able to use tools for pedagogical mediation; - is able to analyse Functioning Profiles from an ICF perspective; - is able to use tools supporting documentation and assessment processes.

Course contents

The course takes place in the first semester and is intended for first-year students enrolled in the Master’s degree programme. The course is divided into two modules: the first taught by Prof. Patrizia Sandri and the second by Prof. Giulia De Rocco.

At the beginning of each module, students’ existing beliefs, views and knowledge regarding the field of Special Pedagogy and its main concepts of reference—such as integration/inclusion and diversity/normality—will be explored. This initial assessment will help the lecturers tailor the programme more effectively and introduce further areas of study where appropriate.

Programme/Course contents – Module 1 – Prof. Patrizia Sandri

1. The main theories and research concerning the origins, characteristics, assessment, intervention strategies and development of pedagogical and educational issues relating to children and young people with special educational needs, including gifted and talented learners. In particular:

• pedagogical methodologies for the inclusion of students with disabilities in mainstream life contexts; functional diagnostic observation and assessment; and interventions in family, school and community settings.
• the findings of the main evidence-based research on the inclusion of students with special educational needs in mainstream schools.
• the content, methods and assessment of the effectiveness of intervention programmes that can be implemented to support students with special educational needs.

2. Knowledge of schools and other contexts in which practices are implemented to create and preserve well-being and care and to promote the learning of every member. Specifically:

• the main regulations underpinning integration/inclusion in Italy, with particular reference to schools.
• tools for organising an inclusive school.
• indicators for assessing the quality of school inclusion.

3. Knowledge of the influence of contexts—particularly school and family contexts—on students’ development, as well as methods for improving family involvement in promoting students’ educational and psychological development. How to work effectively with families, educators and other members of the community to promote and provide integrated services for children with special educational needs and their families. Specifically:

• the different effects that family systems may have on students’ cognitive, motivational, social and academic functioning.
• family involvement in education.
• methods for promoting collaboration and partnership between families and educators in order to improve student development and ensure well-being.
• the implications of cultural diversity for collaboration among families, schools and communities.

Programme/Course contents – Module 2 – Prof. Giulia De Rocco

The overall aim of Module 2 is to enable students to understand how inclusive processes can be promoted in schools and services through the use of pedagogical methodologies and tools. The contents of Module 2 include:

• school and community as driving forces for the life project.
• from antiquity to the present day: the progressive achievement of social visibility.
• from birth to old age: work, independent living arrangements and independent life.
• tools for pedagogical mediation.

The contents will be addressed through the course bibliography and the presentation of key studies and research on the proposed topics.

Skills to be acquired:

• ability to distinguish situations in which pedagogical methodologies are used inclusively.
• ability to identify specifically pedagogical methodologies.
• ability to recognise the main pedagogical tools used in educational and training settings.

Readings/Bibliography

Readings/Bibliography – Module 1 – Prof. Patrizia Sandri

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

• Pavone M., L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori Università, Milan, 2014 (Part Three, pp. 159–207)
• In addition, slides, articles and teaching materials provided in class will be uploaded to VIRTUALE.

Readings/Bibliography – Module 2 – Prof. Giulia De Rocco

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

Cottini L., L'autodeterminazione nelle persone con disabilità. Percorsi educativi per svilupparla, Erickson, Trento, 2016 (pp. 1–38; pp. 71–142)

Valtellina, E. (Ed.). (2025). Sulla disabilitazione: introduzione ai disability studies. Utet università (pp. 1–81, 257–325) – available through University resources here

Any additional presentations, articles and teaching materials will be made available on VIRTUALE.

Teaching methods

Teaching methods – Module 1 – Prof. Patrizia Sandri

In addition to traditional lectures featuring profiles of children with disabilities, the course will include small-group work, individual exercises based on scientific documents, and role-playing. Real-life situations will also be analysed, including through the screening of videos or films, in order to understand how inclusive processes can be developed.

Teaching methods – Module 2 – Prof. Giulia De Rocco

Traditional teaching methods will be combined with active methods that enable students to learn through direct experience of pedagogical intervention methodologies. Activities will be proposed through a structured sequence of analogical and metaphorical actions, ensuring an environment conducive to experiential learning.

Assessment methods

The examination aims to assess the achievement of the following learning objectives:

• knowledge of the main pedagogical theories concerning people with special educational needs;
• knowledge of pedagogical observation methodologies;
• knowledge of tools for pedagogical mediation;
• ability to analyse the Functioning Profile from an ICF perspective;
• knowledge of tools supporting documentation and assessment processes.

The final examination will consist of a written test divided into two parts, one for Module 1 and one for Module 2, requiring students to answer multiple-choice questions on the main theoretical concepts covered during the course.

The assessment will take into account:

• knowledge and understanding of the main theoretical concepts covered during the course;
• the ability to distinguish among and relate pedagogical theories, methodologies, tools and models;
• understanding of the principles of the ICF and of the observation, documentation and assessment tools covered during the course.

Grades will be expressed on a scale of 30.

Teaching tools

PC; projector.

Students with Specific Learning Disorders (SLDs) or disabilities are advised to contact the relevant University service in good time (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students).

The University Service will propose any appropriate accommodations for the students concerned. These must in any case be submitted to the lecturer for approval at least 15 days in advance; the lecturer will assess their appropriateness in relation to the learning objectives of the course.

Office hours

See the website of Giulia De Rocco

See the website of Patrizia Sandri