Special Education a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804002519
SSD: PAED-02/A
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: in-presence/on-line learning
Period:
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
Teaching provides: -The cultural evolution supporting inclusion; -Differences in the foreground: from the individual to the social and capability model; -Towards the Curriculum for Inclusion; -Finding the touchpoints for inclusive programming; -Being well at school: shared climate and rules; -Activating the buddy resource: educating on emotions and prosociality; -Pupils’ special needs and specific interventions; -Inclusion for a quality school.

Program:

Teaching provides:
-The cultural evolution supporting inclusion;
-Differences in the foreground: from the individual to the social and capability model;
-Towards the Curriculum for Inclusion;
-Finding the touchpoints for inclusive programming;
-Being well at school: shared climate and rules;
-Activating the buddy resource: educating on emotions and prosociality;
-Pupils’ special needs and specific interventions;
-Inclusion for a quality school.

Text books:
Exam texts GENERAL PART: – Andrea Canevaro, Raffaele Ciambrone, Salvatore Nocera, L’inclusione scolastica in Italia. Percorsi, riflessioni e prospettive future, Trento, Erickson, 2021. A reading of your choice: – Ruben Gallego, Bianco su nero, Milano, Adelphi, 2006. – Clara Dupont-Monod, Adattarsi, Firenze, Clichy, 2022. – Giuseppe Pontiggia, Nati due volte, 2021. – Viola Ardone, Il treno dei bambini, Torino, Einaudi, 2019. – Reinaldo Arenas, Prima che sia notte, Milano, Guanda, 2020. – Dacia Maraini, La lunga vita di Marianna Ucrìa, Milano, Bur Rizzoli, 2021.

Text books:

Exam texts
GENERAL PART:
– Andrea Canevaro, Raffaele Ciambrone, Salvatore Nocera, L’inclusione scolastica in Italia. Percorsi, riflessioni e prospettive future, Trento, Erickson, 2021.
A reading of your choice:
– Ruben Gallego, Bianco su nero, Milano, Adelphi, 2006.
– Clara Dupont-Monod, Adattarsi, Firenze, Clichy, 2022.
– Giuseppe Pontiggia, Nati due volte, 2021.
– Viola Ardone, Il treno dei bambini, Torino, Einaudi, 2019.
– Reinaldo Arenas, Prima che sia notte, Milano, Guanda, 2020.
– Dacia Maraini, La lunga vita di Marianna Ucrìa, Milano, Bur Rizzoli, 2021.

Bibliography:
– Contardi A., Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci Faber, Roma 2014; – Cottini L., L’autismo a scuola. Quattro parole chiave per l’integrazione, Carocci Faber, Roma 2014; – Crispiani P. (a cura di), Storia della Pedagogia speciale. L’origine, lo sviluppo, la differenziazione, ETS, Pisa 2016; – D’Alonzo L., Dizionario di pedagogia speciale, Morcelliana-Scholé, Brescia, 2019; – Maglioni M., Biscaro F., La classe capovolta. Innovare la didattica con la flipped classroom, Erickson, Trento 2016; – Ricerca e sviluppo Erickson, Disabilità sensoriale a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2015. – Ricerca e sviluppo Erickson, Disabilità intellettiva a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2014. – Ricerca e sviluppo Erickson, ADHD a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2012. – Ricerca e sviluppo Erickson, Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2014. – Rondanini L., La valutazione degli alunni con BES. Il nuovo quadro normativo e strumenti operativi, Erickson, Trento 2017.

Bibliography:

– Contardi A., Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci Faber, Roma 2014;
– Cottini L., L’autismo a scuola. Quattro parole chiave per l’integrazione, Carocci Faber, Roma 2014;
– Crispiani P. (a cura di), Storia della Pedagogia speciale. L’origine, lo sviluppo, la differenziazione, ETS, Pisa 2016;
– D’Alonzo L., Dizionario di pedagogia speciale, Morcelliana-Scholé, Brescia, 2019;
– Maglioni M., Biscaro F., La classe capovolta. Innovare la didattica con la flipped classroom, Erickson, Trento 2016;
– Ricerca e sviluppo Erickson, Disabilità sensoriale a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2015.
– Ricerca e sviluppo Erickson, Disabilità intellettiva a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2014.
– Ricerca e sviluppo Erickson, ADHD a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2012.
– Ricerca e sviluppo Erickson, Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2014.
– Rondanini L., La valutazione degli alunni con BES. Il nuovo quadro normativo e strumenti operativi, Erickson, Trento 2017.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course addresses current issues in Special Pedagogy by focusing on the new challenges of Special Educational Needs and indicating operational activities to foster support and inclusive processes at school. In this regard, the most effective teaching strategies to compensate for deficit abilities and to promote a sense of belonging and participation will be presented and analysed. KNOWLEDGE AND UNDERSTANDING: Students are expected to acquire in-depth theoretical and methodological knowledge of Special Pedagogy in order to understand the different educational needs in the various inclusive school and extracurricular contexts. APPLYING KNOWLEDGE AND UNDERSTANDING: Knowing how to use the knowledge acquired in the various educational fields in the development and enhancement of the system. MAKING JUDGEMENTS: Students are required to be able to reflect autonomously and critically; to be able to problematise special educational phenomena, to critically analyse and choose inclusive educational programmes and interventions; to be able to self-assess their didactic-educational skills. COMMUNICATION SKILLS: Being able to communicate information related to inclusive education and teaching situations; possessing skills in managing the relationship and communication processes with pupils, families and other professionals. LEARNING SKILLS: Indirizzare gli studenti all’uso delle fonti e della loro autonoma valutazione, in modo da renderli in grado di individuare ed interpretare autonomamente le diverse tipologie di intervento educativo.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course addresses current issues in Special Pedagogy by focusing on the new challenges of Special Educational Needs and indicating operational activities to foster support and inclusive processes at school. In this regard, the most effective teaching strategies to compensate for deficit abilities and to promote a sense of belonging and participation will be presented and analysed.
KNOWLEDGE AND UNDERSTANDING: Students are expected to acquire in-depth theoretical and methodological knowledge of Special Pedagogy in order to understand the different educational needs in the various inclusive school and extracurricular contexts.
APPLYING KNOWLEDGE AND UNDERSTANDING: Knowing how to use the knowledge acquired in the various educational fields in the development and enhancement of the system.
MAKING JUDGEMENTS: Students are required to be able to reflect autonomously and critically; to be able to problematise special educational phenomena, to critically analyse and choose inclusive educational programmes and interventions; to be able to self-assess their didactic-educational skills.
COMMUNICATION SKILLS: Being able to communicate information related to inclusive education and teaching situations; possessing skills in managing the relationship and communication processes with pupils, families and other professionals.
LEARNING SKILLS: Indirizzare gli studenti all’uso delle fonti e della loro autonoma valutazione, in modo da renderli in grado di individuare ed interpretare autonomamente le diverse tipologie di intervento educativo.

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Lessons in Special Education will take place in first semester in a mixed mode (in-presence and on-line): Part I (in-present, 15 hours); Part II (online, 15 hours, SPE zoom classroom).