- Know the fundamentals of pedagogy and didactics to promote inclusion and develop effective interventions to prevent exclusion and discrimination.
- Understand the importance of the design and management of inclusive learning environments to promote the process of development of identity, autonomy, creativity and curiosity
- Develop educational and teaching skills aimed at the enhancement of individual potential and personal and social well-being in an inclusive context.
Expected learning outcomes consistent with the "Dublin descriptors" indicated in the frameworks of the SUA form (FRAMEWORKS A.4.b.1 - A4.c).
Through the study of the course, the student will be able to achieve the following learning objectives:
In terms of knowledge and understanding skills
- Know and understand the epistemological and methodological field of inclusive pedagogy and didactics.
- To know methods of educational intervention centered on the use of both verbal and non-verbal languages.
In terms of ability to apply knowledge and understanding
- Apply acquired knowledge to build inclusive contexts for all with attention to affective-relational and cognitive aspects
- Design, evaluate and document educational interventions with a view to continuous improvement of inclusive processes
- Apply techniques consistent with specific situations.
In terms of autonomy of judgment
- Develop awareness of the ethical and educational responsibility related to the exercise of the educational function and the consequent duties towards children, families, the institution where they work and the territory.
- Acquire the ability to evaluate situations and educational actions on the basis of appropriate documentation in order to make appropriate educational decisions.
In terms of communication skills
- Develop awareness of the expressive use of verbal and non-verbal languages, in the activities of education and socialization of children, in relationships with families, with other educators and with the operators of the integrated system of services.
In terms of learning skills
- To develop skills, attitudes and expertise in order to respond appropriately to the multiple and diverse needs of children, in a dynamic training perspective.
- To be able to observe the contexts in which they operate and to be able to reflect critically on the dynamics that characterize them.
- Understand the importance of the design and management of inclusive learning environments to promote the process of development of identity, autonomy, creativity and curiosity
- Develop educational and teaching skills aimed at the enhancement of individual potential and personal and social well-being in an inclusive context.
Expected learning outcomes consistent with the "Dublin descriptors" indicated in the frameworks of the SUA form (FRAMEWORKS A.4.b.1 - A4.c).
Through the study of the course, the student will be able to achieve the following learning objectives:
In terms of knowledge and understanding skills
- Know and understand the epistemological and methodological field of inclusive pedagogy and didactics.
- To know methods of educational intervention centered on the use of both verbal and non-verbal languages.
In terms of ability to apply knowledge and understanding
- Apply acquired knowledge to build inclusive contexts for all with attention to affective-relational and cognitive aspects
- Design, evaluate and document educational interventions with a view to continuous improvement of inclusive processes
- Apply techniques consistent with specific situations.
In terms of autonomy of judgment
- Develop awareness of the ethical and educational responsibility related to the exercise of the educational function and the consequent duties towards children, families, the institution where they work and the territory.
- Acquire the ability to evaluate situations and educational actions on the basis of appropriate documentation in order to make appropriate educational decisions.
In terms of communication skills
- Develop awareness of the expressive use of verbal and non-verbal languages, in the activities of education and socialization of children, in relationships with families, with other educators and with the operators of the integrated system of services.
In terms of learning skills
- To develop skills, attitudes and expertise in order to respond appropriately to the multiple and diverse needs of children, in a dynamic training perspective.
- To be able to observe the contexts in which they operate and to be able to reflect critically on the dynamics that characterize them.
Canali
scheda docente
materiale didattico
• De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Tascabili Faber.
• Botes, P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. FrancoAngeli.
Programma
The Course aims to develop the necessary professional competences for high quality integration processes in the educational inclusive context of the day nursery. Through the elaboration of didactic planning skills in an inclusive environment, the course presents expressiveness, narrative practices, outdoor education, the Atelier method, and communities of practice as effective means for the education and participation of all the children.Testi Adottati
• De Angelis, B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli.• De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Tascabili Faber.
• Botes, P. (2023). Emozioni e movimento nella didattica della lingua. Prospettive teatrali e drammapedagogiche. FrancoAngeli.
Bibliografia Di Riferimento
Any other in-depth readings on specific study topics will be provided during the lectures.Modalità Erogazione
The course will be held both remotely and in-person. This second modality involves lectures with slide presentations, seminars, meetings with professionals, and trainings. The first modality, on the other hand, includes online laboratory activities, study materials, and group sessions which will engage students with a work of personal and collective reflection upon the contents and methods of inclusive education, already offered on a theorical level during the lectures. Class attendance is optional.Modalità Frequenza
Attendance is not compulsory but strongly recommended. In addition to lectures, the course includes laboratory activities in which students will carry out project work in small groups. Attendance at the workshop is not compulsory for examination purposes, but those who choose to participate are required to be constantly and continuously present at the proposed experiences. The workshop activities in fact imply the active involvement and collaboration of everyone for the realisation of the common work. The change of channel is only allowed for attendance purposes and must be requested within the first two weeks of October 2024. The request must be sent to the lecturer of the course you intend to attend and the lecturer of the channel of reference must be included in the email in copy knowledge (Cc).Modalità Valutazione
The final evaluation is mandatory for all the students. For those who attend the workshop, the papers produced during the classroom activities will be assessed for examination purposes. For those who cannot attend the workshop, it is planned to study the texts adopted for the examination. The test is written (multiple choice questions) and it will assess the knowledge acquired during the course activities and/or from the literature indicated in the syllabus. Students are reminded to carry out the online reservation correctly in order to take the exam.
scheda docente
materiale didattico
Basic Course (6CFU):
The Course aims to develop the professional skills necessary for the context of the integrated 0-6 system to be made inclusive. Through the development of didactic design skills for an inclusive environment, the course proposes play and narrative practices as effective ways for all children to learn and participate.
Workshop (3 CFU):
The workshop aims to explore the specific contents of special pedagogy within the educational context dedicated to early childhood.
During the workshop, students will experience moments of shared reflection and debate (also thanks to the presence of scholars/experts in early childhood issues). In addition, students will work in groups, producing written and/or multimedia works that will give an account of the in-depth study they have carried out and that will be able to guide them in their future profession.
BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson;
BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci.CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci;
DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli.
Workshop (3ECTS):
BIANQUIN N. (2022). Universal Design for Learning nell'educazione alla prima infanzia. Perfezionarsi all'inclusione con progettazioni proattive, flessibili e multimodali. BaMbini, 28-31.
FRISO V. (2022). UDL e deficit visivo. I libri tattili illustrati come mediatori plurisensoriali. BaMbini, 43-47.
GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85.
Programma
The course consists in a Basic Course and a Workshop.Basic Course (6CFU):
The Course aims to develop the professional skills necessary for the context of the integrated 0-6 system to be made inclusive. Through the development of didactic design skills for an inclusive environment, the course proposes play and narrative practices as effective ways for all children to learn and participate.
Workshop (3 CFU):
The workshop aims to explore the specific contents of special pedagogy within the educational context dedicated to early childhood.
During the workshop, students will experience moments of shared reflection and debate (also thanks to the presence of scholars/experts in early childhood issues). In addition, students will work in groups, producing written and/or multimedia works that will give an account of the in-depth study they have carried out and that will be able to guide them in their future profession.
Testi Adottati
Basic Course (6ECTS):BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson;
BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci.CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci;
DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli.
Workshop (3ECTS):
BIANQUIN N. (2022). Universal Design for Learning nell'educazione alla prima infanzia. Perfezionarsi all'inclusione con progettazioni proattive, flessibili e multimodali. BaMbini, 28-31.
FRISO V. (2022). UDL e deficit visivo. I libri tattili illustrati come mediatori plurisensoriali. BaMbini, 43-47.
GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85.
Modalità Frequenza
Attendance is not compulsory but strongly recommended. Changing channels is only permitted for attendance purposes and must be requested within the first two weeks of October 2024. The request should be made to the professor with whom you intend to attend and you should also include the professor of the relevant channel in the email.Modalità Valutazione
The exam consists of a written six open-ended test (one hour and a half long) designed to detect the knowledge of the issues discussed during the basic course and the laboratory and acquired by students through the study of the texts indicated in the examination programme. Students can participate on a voluntary basis in activities and exercises (which will be indicated during the course) aimed at reducing the training load. Students are reminded to book correctly online in order to be able to take the exam.