ID:
25242-MOD3
Dettaglio:
SSD: Special Didatics and Pedagogy
Duration: 30
CFU: 5
Located in:
BERGAMO
Url:
EDUCATION STUDIES - 25-270/EDUCATORE NEI SERVIZI PER L'INFANZIA Year: 3
Year:
2026
Course Catalogue:
Overview
Date/time interval
Secondo Semestre (16/02/2027 - 29/05/2027)
Syllabus
Course Objectives
KNOWLEDGE AND UNDERSTANDING
Upon completion of the learning programme for this module, students will be familiar with the key concepts of Special Education and will be able to understand their implications for educational processes aimed, in particular, at children with disabilities.
Students will also be familiar with the theoretical developments that, over recent decades, have shaped the definition of disability and will be able to grasp, in particular, the practical implications of the interpretative model proposed by the International Classification of Functioning, Disability and Health (ICF, 2001).
Students will have gained an awareness of the importance, within inclusive processes, of the main national and international regulatory reference documents, and will recognise their central role within the educational practices inspired by them.
Finally, students will have acquired a sound understanding of the main planning approaches capable of promoting inclusive processes in early childhood. In particular, based on the fundamental emphasis placed on the link between theory and practice, they will understand the close relationship between special educational perspectives and inclusive educational perspectives.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
Upon completion of the learning pathway set out for this module, students will be able to apply the fundamental concepts of Special Education in the design or critical analysis of educational programmes in the field of early childhood.
In relation to the varying demands of educational practice, they will be able to confidently utilise the theoretical framework derived from the interpretative model proposed by the International Classification of Functioning, Disability and Health (ICF, 2001).
Finally, students will be able to utilise different planning approaches, arising from the close interaction between special education and inclusive education, to promote the inclusion of children with disabilities.
Upon completion of the learning programme for this module, students will be familiar with the key concepts of Special Education and will be able to understand their implications for educational processes aimed, in particular, at children with disabilities.
Students will also be familiar with the theoretical developments that, over recent decades, have shaped the definition of disability and will be able to grasp, in particular, the practical implications of the interpretative model proposed by the International Classification of Functioning, Disability and Health (ICF, 2001).
Students will have gained an awareness of the importance, within inclusive processes, of the main national and international regulatory reference documents, and will recognise their central role within the educational practices inspired by them.
Finally, students will have acquired a sound understanding of the main planning approaches capable of promoting inclusive processes in early childhood. In particular, based on the fundamental emphasis placed on the link between theory and practice, they will understand the close relationship between special educational perspectives and inclusive educational perspectives.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
Upon completion of the learning pathway set out for this module, students will be able to apply the fundamental concepts of Special Education in the design or critical analysis of educational programmes in the field of early childhood.
In relation to the varying demands of educational practice, they will be able to confidently utilise the theoretical framework derived from the interpretative model proposed by the International Classification of Functioning, Disability and Health (ICF, 2001).
Finally, students will be able to utilise different planning approaches, arising from the close interaction between special education and inclusive education, to promote the inclusion of children with disabilities.
Course Prerequisites
There are no prerequisites.
Teaching Methods
Lectures will be delivered, alongside cooperative activities designed, in particular, to facilitate the acquisition of knowledge and skills and the development of competencies that will enable students to fully explore the fundamental theoretical constructs of the discipline, in their essential interaction with the experiential dimension. Lectures will, as far as possible, take the form of dialogue-based and interactive sessions. As for the collaborative activities, these will primarily make use of case studies relating to the theoretical content covered in each session.
Assessment Methods
The lecturer will provide reflective feedback during each lesson (relating, in particular, to cooperative activities) and will monitor the students’ learning process through questions and specific review sessions.
The examination will consist of a written open-ended test.
The final mark awarded to each student will be based on the average of the marks achieved in the two modules (A and B). Please note that, in order to pass the examination, students must achieve a pass mark (18/30) in each of the two modules.
The assessment criteria will cover:
• The comprehensiveness of the knowledge acquired on each of the topics covered.
• The ability to analyse and interpret the content covered in depth.
• The accuracy of the specialist scientific terminology used.
• The clarity of presentation in terms of logical, syntactic and grammatical structure.
The examination will consist of a written open-ended test.
The final mark awarded to each student will be based on the average of the marks achieved in the two modules (A and B). Please note that, in order to pass the examination, students must achieve a pass mark (18/30) in each of the two modules.
The assessment criteria will cover:
• The comprehensiveness of the knowledge acquired on each of the topics covered.
• The ability to analyse and interpret the content covered in depth.
• The accuracy of the specialist scientific terminology used.
• The clarity of presentation in terms of logical, syntactic and grammatical structure.
Contents
The proposed course programme, which will of course be open to requests or needs for further exploration raised by the students, will cover the following key thematic areas:
• The fundamental concepts of Special Education.
• The key national and international regulatory frameworks.
• The different interpretative models relating to the concept of disability.
• The central importance of the educational partnership with families.
• Aspects relating to the relational and emotional dimensions.
• Educational planning for children in the early years of life, with particular attention to the essential link between the perspectives of special education and those of inclusive education.
• The fundamental concepts of Special Education.
• The key national and international regulatory frameworks.
• The different interpretative models relating to the concept of disability.
• The central importance of the educational partnership with families.
• Aspects relating to the relational and emotional dimensions.
• Educational planning for children in the early years of life, with particular attention to the essential link between the perspectives of special education and those of inclusive education.
Online Resources
More information
Students with a PDP or PEI may, where applicable, request to sit the exam orally (provided this is specified in their individual education plan).
Please also note that if you intend to use graphic organizers as compensatory aids (which, of course, are only available to those who are entitled to them), you must share them with the lecturer at least one week before the exam in order to obtain approval.
Please also note that if you intend to use graphic organizers as compensatory aids (which, of course, are only available to those who are entitled to them), you must share them with the lecturer at least one week before the exam in order to obtain approval.
Degrees
Degrees
EDUCATION STUDIES - 25-270
Bachelor's Degree
3 years
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People
People
Docente a contratto per incarico di insegnamento
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Main module
SPECIAL EDUCATION FOR EARLY CHILDHOOD