KNOWLEDGE AND UNDERSTANDING
The student, at the end of the module, knows the main didactics and methodological approaches concerning disabled or frail persons (set aside children) by the point of view of physical and motor competences.
The methodologies focus on inclusive didactics revisiting and, when and if needed, adapting the activities.
The student, especially, knows planning strategies, teaching styles and methods of assessing the activities.
COMPETENCES
At the end of the Module, even through practice, the student will achieve the competences for managing groups with diverse abilities including frail and disabled persons as in the school context, and for teaching activities specifically planned for special education needs persons.
Preferably, to have attended the course Theories, methods, and didactics of human movement across the lifespan (158001) delivered at the I year of the Human Movement and Sport Sciences Degree Course
In the first part, the teaching activity is proposed through lectures including requests specifically formulated to enhance thoughtful processes.
The second part is planned for an active participation of the students through discussions, group work, meetings, bodily practices.
The final exam is based
- on an oral test
- the possible presentation of group works.
For students attending the classes, ongoing tests could be organized.
The course focuses on methods and didactics of inclusive physical activities at school and in educational – indoor and outdoor – contexts.
The course is organized in two parts and is based on the topics discussed in the 1st year course on Theories (sustainability, obliquity, conceptions of the body) and, especially, on the competence of modification of the contexts (physical, social, educational) to carry out inclusive didactics.
The second part aims to emphasize the connections with operational fields by presenting examples and cases of physical activities at school and in educational contexts including public spaces.
If possible, meetings with disabled persons and bodily practices will be proposed.
Changes in methods and tools could be introduced in the Syllabus in case of blended or remote teaching.
For the student workers not attending the course, a Distance Learning (FAD) system will be activated. The procedure to take part in the FAD system will be presented in the first lesson of the course or upon contact with the teacher. For Erasmus students it is possible to agree the exam program upon a meeting with the teacher.
