KNOWLEDGE AND UNDERSTANDING
At the end of the module, the student will learn the basic concepts of special education and their implications for the intervention processes for potentially vulnerable and/or disabled individuals in early childhood.
Students will also be familiar with the theoretical and epistemological models of the constructs of disability and participation, including the International Classification of Functioning, Disability and Health (ICF, 2001). This exposure to international perspectives will make students feel globally aware and prepared for diverse educational contexts.
He/she will know the main educational design strategies to support and implement inclusive processes.
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ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
By the end of the module, students will have developed competences in distinguishing, even in a historical context, between models of interpreting health and disability constructs. This emphasis on historical perspective will enlighten students about the evolution of these models and their implications in early childhood education and intervention.
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Lectures and workshop activities, with a focus on the full exploration of theoretical constructs and the support of experiential activities through exemplifications and experimentation with operational tools, as well as contacts with local representatives of the social community engaged in the relevant sectors.
Proposals for in-depth student study will be welcomed within the overall teaching programme.
Reflective feedback during and at the conclusion of each lesson and activity planned will be used to monitor the students' learning process constantly.
At the end of each module, a mock final examination will be scheduled; this will be an assessment and self-assessment test on the topics addressed to support students in their study, understanding of the knowledge and acquisition of the required skills.
The assessment of both modules will consist of a written test consisting of a multiple choice test and two short open questions relating to the contents of the institutional texts.
Passing this test will give the possibility of accessing the subsequent oral test, which will also include knowledge of the monographs.
The assessment criteria will concern
- the exhaustiveness of the knowledge achieved around each of the proposed topics
- the correctness of the language specific to the scientific domain;
- the correctness of exposition in terms of logical, syntactic and grammatical construction
The fundamental constructs of Special education.
The relationships of help, care and education between exclusion, integration, and inclusion.
The ICF model of health and disability, between the physical body, activity and participation and the environmental context.
The educational planning in the early years of life: between developmental demands and tensions and the urgency of diagnostic assessment.
Students with PDP and PEI may request to take the exam in oral form, as outlined in their planning document. However, it's important to note that all students are encouraged to take the exam in the form specified in the syllabus.
Please also note that to obtain approval for using concept maps (provided only for those allowed to use them), you must send them to the teacher at least one week before the exam.
If the course is taught in mixed or distance mode, the syllabus may be changed to make the course and exams usable in these modes.
