KNOWLEDGE AND UNDERSTANDING
At the end of the module the student will know the construct of inclusion, with particular reference to the school, in its theoretical, historical and applicative formants, in related teaching practices. In particular, he/she will know some models for the construction of the inclusive curriculum, in its possible variations starting from the needs and personal characteristics of students.
He/she will understand the fundamental role of didactic methodology in order to fully develop the skills of individuals, both in relation to the relationship with teachers and the school, and in relation to the relationship within the school group.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
- Acquisition of competences and skills for the implementation of inclusive programming, also through the application of specific models.
- Acquisition of knowledge and skills related to the most common inclusive strategies, also in relation to their effectiveness.
- Acquisition of awareness of relational and management skills in relation to and within the class group.
- Acquisition of management skills and enhancement of the class group, in order to build inclusive and cooperative work groups.
- Acquisition of skills in collaborative work and networking within the teaching team for the implementation of projects and work plans consistent with inclusive objectives and in order to achieve a horizontal and vertical educational continuity
No previous formal knowledge is required for this course
Frontal lessons, with attention both to the full exploration of theoretical constructs and to the support of experiential activities, through the use of film materials, exemplification and experimentation of operational tools, contacts with local representatives of the social community engaged in the areas of reference.
It will be treated a close interdependence with the Laboratory of the same name.
Proposals for in-depth studies by students will be welcomed within the overall teaching program.
Reflective feedback during and at the conclusion of each lesson and the accompanying cooperative work will be used for constant monitoring of the students' learning process.
The test will consist of a written test (multiple choice test) related to the contents of the institutional texts, followed by an oral test related to the contents of all the texts studied and those detectable from the slides of
the lessons on the same topics.
The tests will be held on the same day: passing the first test is a prerequisite for admission to the second and it will not be possible to divide the exam into two parts.
STUDENTS MUST BRING WITH THEM THE VOLUMES STUDIED.
For Erasmus students it is possible to agree the exam program upon a meeting with the teacher
- The construct of inclusion at the international and national levels.
- The regulatory framework supporting inclusion.
- The inclusive curriculum in school and its flexible declination between
individual and class projects.
- Group work in the classroom, cooperative strategies and education of
emotions.
- The inclusive use of educational mediators.
- Empirical evidence on inclusive teaching strategies.
- The evaluation of inclusion in the school
No additional information is available
