67999 - Special Pedagogy for Inclusion

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education

Academic Year 2021/2022

Learning outcomes

Upon completion of this course the student will know the epistemological assumptions, theoretical and cultural reference for developing inclusive perspective; - will know the historical references that starting from the exclusion of persons with disabilities come to de-institutionalization and implementation of educational and social inclusion; - he will know legislative references that will allow her/him to implement and advance the educational and social integration of people with disabilities, considering the laws not as a given, but as a target and an educational tool; - will know the methodological premises to promote inclusive contexts; -will know the tools to realize the organization operating for the integration of persons with disabilities in the process of formal learning at school; - He is able to build an inclusive project, knowing how to recognize the special needs, knowing identify the skills of individuals and the partnerships that can be activated in the contexts, and to build a resource map; -He can produce a documentation of educational experiences that make reference to the various institutional referents and families and that invokes the participation of pupils.
Within of the laboratorial experience connected to the course, the student will achieve the following skills: - will be able to organize an inclusive classroom by referring to the methodology and tools of the Institutional Pedagogy, in particular: the class Council, the mutual help, the Learning Agreement; - Will be able to guide students to the research of cognitive styles and individual learning, to assess the most effective means of learning for each subject, and that does not exclude those who are disabled.

Course contents

In the academic year 2021/2022 formative responsibility of teaching Special Pedagogy for inclusion (cod. 67999) is entrusted to Prof. Roberto Dainese and Prof. Patrizia Sandri and will take place in two modules of 24 hours each. The first module will be led by Prof. Roberto Dainese and finally complete the course Prof. Patrizia Sandri with the second module.

Module program Prof. Roberto DAINESE

The (current) perspectives of Special Pedagogy:

- Special Pedagogy and its humanistic perspective

- Interpretative models of the disability

- The European and international dimension of inclusion

Inclusion in the school, the most pressing challenges today:

- From L. 517/1977 to the Directive about the SEN

- Curricular and specialized teachers

- The Life Project and the Didactics for Inclusion

To proceed with conscience:

- The program of the institute (the first level) and the inclusion: PAI, PTOF, ...

- The program for the class (second level) and PEI, PDF …

- The indicators of the Didactics for Inclusion

Module program Prof. Patrizia Sandri:

The presentation of Special Pedagogy for inclusion

The object of Special Pedagogy is disability, namely the situation of those living the boundedness of a deficit. Today, Special pedagogy in inclusive perspective means the ability to integrate, in ordinary school, and through learning, individuals with disabilities and to promote the culture of respect of the difference. A process founded on reciprocity and co -evolution for well-being of all.

Historical references

The integration process before the specific legislation. The process of de-institutionalization, which resulted in the placement of disabled persons in large containers: the contribution of associations, families and teachers. The realization of the integration in the school and in the contexts of common life: 1977 - 2017 forty years of engagement on the rights, the cultural dimension, the commitment administrative, social and educational.

Legislative instruments

Law no. 517 of 1977, Law no. 104 of 1992 (Framework Act) that contains a legislative device for the whole of life, and the Laws born after that allow to take forward the implementation. The legislative instruments should not represent a given already achieved, nor a matter about which complain of a lack of application, but a goal to be achieved, invoking the participation of the subjects, and, therefore, an educational tool. The main international standards (The Convention on the Rights of Persons with Disabilities); The recent ministerial regulations on the inclusion of students with Special Needs.

Operational tools

The organization of the class for the integration of disabled persons in formal learning processes. Institutional Pedagogy and organization of the inclusive classroom : the structuring of space, organization of time, care and choice of materials, assistive devices , activities, documentation of experiences. Pedagogy of the means of learning, cognitive styles and mental management, pedagogical dialogue with pupils.

The construction of an inclusive project

Learning to recognize the needs of subjects and contexts of learning and life. Learning how to discover the resources of individuals and contexts and to build a map of resources. Learning how to analyze situations, being able to conduct an observation of regular school and life contexts of children to learn how to propose a development in the logic of the inclusion and good practices.

The documentation

The documentation refers to various clients: institutional (managers, colleagues, local administrators, local services), family, group class, individual children. Learn to accept the documentation useful information and to take care to turn to document, proposing methods and tools related to the various commissions, educational experiences and educational, in a participatory way, recalling in particular the contribution of the students.

The monographic section: Time and identity

Theoretical reflections on learning concepts of time and identity development. Tools for the observation and analysis of temporal abilities especially in children with intellectual deficit. Methodological proposals of didactic and educational intervention.


They are an integral part of the course and all students are required to attend one of the nine laboratories available in dates will be communicated and published on the website of the Department. Each student will participate in one of eight scheduled workshops (for working students there will be the possibility of attending a ninth workshop will be organized between May and June).



Readings / Bibliography module Prof. Roberto DAINESE

(for all students)

Dainese R. (2016). Le sfide della Pedagogia Speciale e la didattica per l'inclusione. Milano: Franco Angeli

Dainese R. , Due distinti, ma intrecciati livelli di progettazione dell'inclusione. In L'INTEGRAZIONE SCOLASTICA E SOCIALE, Centro Erickson, 2018, 17, pp. 28 - 34 [articolo]

Dainese R., La Direttiva sui Bisogni Educativi Speciali: il Piano Didattico Personalizzato potrebbe essere efficace se , «L'INTEGRAZIONE SCOLASTICA E SOCIALE», 2015, 14/1, pp. 72 - 79 [articolo]

Readings / Bibliography module Prof. Patrizia SANDRI

P. Sandri, Rigenerare le radici per fondare processi inclusivi, Franco Angeli, Milano, 2019 (da pag. 17 a pag. 84)

L. Cottini, Didattica speciale e inclusione scolastica, Carocci, Roma, 2017 (da pag. 65 a pag.116 e da pag.139 a pag.163)

P. Sandri, Il tempo convenzionale, FrancoAngeli, Milano, 2017 (da pag. 11 a pag. 95)

Prendere inoltre visione del materiale caricato su E- Campus. Richiedere la password alla professoressa.

For Erasmus student: P. Sandri, Integration and Inclusion in Italy, ALTER, 2014.


We recommend these texts.

Module 1: Prof. Roberto Dainese

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

Module 2: Prof.ssa Patrizia Sandri

Sandri, P. (2014). Integration and Inclusion in Italy: Forward a “Special” Pedagogy for Inclusion. ALTER - European Journal of Disability Research / Revue Européenne de Recherche sur le Handicap, vol.8/2, aprile-giugno, pp. 92-104.

Teaching methods

Lessons, video analysis. The course is developed through an active and participatory methodology.

Assessment methods

The final test will be divided into two parts:

  • the first part (written test online - Prof. Roberto Dainese) will consist of an online consisting of multiple choice questions and open answer questions regarding the main theoretical concepts addressed. The test will last 60 minutes ;
  • the second part (oral test online - Prof. Patrizia Sandri).

As regards the evaluation, we will consider:

1. conceptual and exhibition clarity;

2. the ability to re-elaborate critical of what is studied;

3. the ability to make motivated connections between theoretical aspects and educational and didactic interventions.

All students must do the same test.

- The vote is expressed in thirtieth.

- The inscription of exam is done on Alma Exams, where the votes will be recorded.

It is good that the student contacts the teachers to understand the reasons for such insufficiency.

The test will be ORAL.
The date and time of the oral exam coincide with the dates of the written exam for all students. Check the dates in AlmaExams

Teaching tools

PC, projector

Office hours

See the website of Roberto Dainese

See the website of Patrizia Sandri