Unit Pedagogy of Inclusion
- Course
- Educational counselling and coordination of pedagogic practices
- Study-unit Code
- A002534
- Curriculum
- In all curricula
- Teacher
- Moira Sannipoli
- CFU
- 12
- Course Regulation
- Coorte 2022
- Offered
- 2023/24
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
Special Didactics and Inclusion Tecnology II MOD.
| Code | A002536 |
|---|---|
| CFU | 6 |
| Teacher | Roberto Orazi |
| Teachers |
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| Hours |
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| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | Introduction to inclusion. Assistive technologies for different disabilities Text to Speech Digital Usability and Accessibility Communication tools Augmentative and alternative communication (AAC) Technologies for personalized learning. Online learning platforms. |
| Reference texts | 1. Calvani A., (2020), Tecnologie per l’inclusione. Quando e come avvalersene, Roma: Carocci. 2. CAST (2011), Universal Design for Learning (UDL). Guidelines version 2.0, Wakefield, MA: Author. Trad. IT (2015) a cura di Giovanni Savia e Paolina Mulè 3. Fogarolo F., Scapin C., (2010), Competenze compensative. Tecnologie e strategie per l'autonomia scolastica degli alunni con dislessia e altri DSA, Trento: Erickson. |
| Educational objectives | The educational objectives are aimed at developing an in-depth understanding of the available technologies and their applications to promote educational inclusion: understand the concepts and principles of inclusive education: gain a solid understanding of the fundamental concepts of inclusive education, including the challenges people with disabilities face in learning and participation, as well as the benefits of inclusion for all learners. Learn about assistive technologies: Learn about the different types of assistive technologies available, such as physical access devices, learning assistance software, augmentative and alternative communication tools, and understand how these technologies can support people with disabilities in the educational setting. Explore technologies for digital accessibility: acquire skills in the design and development of accessible digital content, understanding the guidelines and best practices to ensure that digital learning materials are accessible to people with disabilities. |
| Prerequisites | In order to better understand and be able to deal with the topics of the course, male and female students must possess the knowledge of general teaching. |
| Teaching methods | The course will be organized as follows: 1. Lectures in the classroom on topics, issues and problems relating to all topics of the course. 2. Practical exercises on compensatory and/or dispensatory software and on graphic organizers. |
| Other information | Location: Florenzi palace, Department of Philosophy, Human and Social Sciences and Education Timetable: For the timetable of lessons see http://www.fissuf.unipg.it |
| Learning verification modality | In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. The exam includes an oral which consists of a discussion-interview on the topics covered during the course and deepened on the recommended texts. The test serves to ascertain the level of knowledge and understanding, as well as synthesis, achieved by the student. Furthermore, this interview will allow to verify the student's ability to communicate what has been acquired with method, properties of language and exposure. The duration of the exam varies according to the progress of the test itself. The program is identical for attending and non-attending students. For information on support services for students with disabilities, visit the page http://www.unipg.it/disabilita-e-dsa |
| Extended program | Introduction to inclusion: overview of the fundamental principles and concepts of educational inclusion, the challenges and opportunities that technologies can offer to promote inclusion. Assistive technologies to help people with disabilities overcome barriers to learning and participation: physical access devices, screen readers, alternative keyboards, text-to-speech software. Digital accessibility: an overview of the guidelines and best practices for the design and development of accessible digital content: the design of accessible interfaces, text formatting, access to images and videos, document accessibility. Tools for Communication: The exploration of tools and technologies that support augmentative and alternative communication (AAC) for people with communication difficulties: text-to-speech software, symbol communication programs, messaging applications, and more. Technologies for personalized learning: the use of digital technologies and tools to tailor learning to fit students' individual learning needs and styles: online learning platforms, adaptive assessment tools. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | One of the main objectives of the 2030 Agenda is inclusion and equity, with the aim of "leaving no one behind". While the 2030 Agenda does not explicitly mention "technologies of inclusion", related goals can be applied in the context of technologies to promote inclusion. The following is an Agenda 2030 goal relevant to inclusion technologies: Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities. This objective aims to ensure that all people have access to quality education and that learning is inclusive, equitable and accessible to all sections of society. Inclusion technologies can play a significant role in achieving this goal by offering tools and resources to overcome barriers to learning and to promote an accessible and inclusive learning environment. |
Inclusive designs in learning environments I MOD.
| Code | A002535 |
|---|---|
| CFU | 6 |
| Teacher | Moira Sannipoli |
| Teachers |
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| Hours |
|
| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The topics covered in the course are as follows: - The contribution of Inclusive Pedagogy; - The concepts of Insertion, Integration and Inclusion; - Special educational needs: diversity and differences; - International classifications proposed by WHO on the concept of disability; - National and international normative framework on educational inclusion; - The ICF-based profile of functioning; - The writings of educational work: professional writings and documentation; - The pedagogist and inclusive dimensions; - The pedagogist at school; - The supervision of educational work groups; - Educational work and the service network. |
| Reference texts | OMS, ICF. Classificazione Internazionale del Funzionamento, della Disabilità e della Salute, Erickson, Trento 2002. MIATTO E., Il pedagogista scolastico. Sfide e prospettive, Studium, Roma 2023. BIFFI E., Le scritture professionali del lavoro educativo, Franco Angeli, Milano 2017. Erasmus Students Mitchell D., The ecology of inclusive education: strategies to tackle the crisis in educating diverse learners, Routledge, Londra 2018. Non-attending and working students may refer to the same textbooks. Students with disabilities and/or with Learning Disabilities can check with the lecturer about the accessibility of the texts themselves. |
| Educational objectives | The course aims to promote: - Knowledge and understanding of the discipline; - Autonomy of judgment on proposed topics; - Consistent communication skills; - Critical and reflective learning skills. Upon completion of the course, the student knows: - the hermeneutical framework of the inclusive perspective; - the methodological premises for developing the inclusive perspective and the integration of children and adults with BES; - the concepts of diversity and differences; - the main classification systems promoted by the WHO for the construction of a Life Project, in relation to the original characteristics of the person with disabilities and their context, starting with the family; - current educational approaches to people with disabilities in terms of increasing autonomy and self-efficacy; - the figure of the pedagogue in inclusive dimensions. At the end of the course the student, in terms of capabilities and compentencies, is able to: - use operational tools of educational professionalism (observation, documentation and planning); - build an inclusive project, knowing how to recognize special needs and problem situations, identifying the skills of professionals and institutional and interinstitutional collaborations that can be activated; - design educational interventions linking family, educational and school services, social and health services in order to make the Life Project factual; - enter the world of work as a second-level professional; - produce documentation of educational experiences referring to different institutional principals, families and services. |
| Prerequisites | / |
| Teaching methods | - Lectures - Topic discussions - Group work - Simulated. Attending students will participate in an exercise devoted to writing a functioning profile. |
| Other information | Frequency is strongly recommended. For non-attending students, the program is identical. For all students, additional information and materials will be published on the Unistudium platform. |
| Learning verification modality | In general terms, the test verifies the following aspects: - Knowledge and understanding - Ability to apply knowledge and understanding: Synthesis and detail; - Autonomy of judgment, conceived as the ability to produce independent judgments, arriving at coherent reflections on the proposed topics; - Communication skills, conceived as the ability to convey information, ideas, problems and solutions to other interlocutors; - Learning skills, understood as the ability necessary to advance in studies with a high degree of autonomy. For information on support services for students with disabilities and/or DSA visit http://www.unipg.it/disabilita-e-dsa. |
| Extended program | This course aims to investigate inclusive dimensions from interventions aimed at second-level figures. After delving into the main constructs of inclusive pedagogy, the functions of the pedagogue and the tools of his or her profession will be addressed, with a specific focus on inclusive dimensions. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Health and wellness. Quality education. Reducing inequality. |