Learning objectives
Starting from a reflection on the principles of special pedagogy and didactic for inclusion, the course intends:
- Outline the reference framework for special pedagogy with historical / cultural insights;
- Allowing to build a conceptual framework of the discipline also starting from the main emerging problems in empirical research and legislation;
- Provide didactic indications for the construction of an inclusive atmosphere in the classroom / section, hinging on individualization, observation, documentation.
- Encourage the ability to analyse in order to be able to act more consciously in a didactic for inclusion.
Prerequisites
None
Course unit content
-Principles and reference paradigms of special pedagogy.
-Legislation, principles, indicators of integration and inclusion in early childhood education services.
-Teaching for inclusion: the individualization and personalization of teaching, teaching principles, teaching and learning strategies and tools required by the legislation.
-Methodology of observation and the main problems of the practice of documenting in schools as a function of special didactics.
Full programme
1. Why activate inclusive processes in kindergarten and early childhood education?
1.1 Special pedagogy and inclusive pedagogy.
1.2 Italian kindergarten and inclusion.
2. Frameworks of reference in special pedagogy
2.1 The individual model
2.2 The bio-psycho-social approach
2.3 Approach of capacitation
2.4 The social model
3. Foundations for inclusive teaching in early childhood education
3.1. Definition of inclusive education
3.2 Specificity of the kindergarten and early childhood education.
4. Observation, documentation, self-evaluatation to include
4.1. The importance of observational practices in early childhood education.
4.2 The importance of documentary practices in early childhood education
4.3 The importance of self-assessment tools in early childhood education.
5. Outdoor to include
5.1. Importance and implications of education in outdoor and in the natural environment
5.2. Earnings
5.3 Some operational indications
6. Being and becoming prosocial to promote inclusion
6.1 Prosocial behaviors and inclusive early childhood education
6.2 Reference models and implications
6.3 Some operational indications
7. Including in the distance. Sidelines reflections on of the Covid-19 emergency.
Bibliography
M. Antonietti. L’inclusione nella scuola dell’infanzia. Metodi e prospettive. Carocci Faber, 2020. (Mandatory)
One narrative text chosen by the the student among the following as a reference for personal reflections:
Rayneri, Pulce non c'è (several existing editions)
Pontiggia, Nati due volte, Mondadori, 2004 (or other edition)
Mazzariol, Mio fratello rincorre i dinosauri, Einaudi, 2016
Imprudente, Una vita imprudente, Erickson, 2003.
Teaching methods
- Formal lectures; individual work to be carried out at home also in connection with the workshops; small group work in the classroom with subsequent large group review.
-Thematic insights through essays, articles in journals, juridical documents, documentation of school practices, video documentaries; small group consultation of databases and magazines of the sector; exploration of key teaching web sites, seminars.
Assessment methods and criteria
Reflective feedback during and at the end of each lesson and the small / large group work jointed will be used for constant monitoring of the students' learning process.
The student may choose to produce personal insights on a subject in written form which will be evaluated by the teacher with a score from 0 to 9. The modalities of this activity will be illustrated on the first day of class in elly. In this case, the exam is oral and remote and is assessed on a maximum of 21 points. The final grade will result from the score of the written test and of the work to be done at home.
If the student chooses not to do the paper, the exam will be assessed on a maximum of 30 points.
The evaluation criteria will concern:
• the exhaustiveness of the knowledge achieved around each of the proposed themes;
• the correctness of the specific language of the scientific domain;
• the expository correctness under the profiles of the logical, syntactic and grammatical construction.
From December 2021 the exam will be in written. The student should contact the professor responsible of the matter for further information.
Other information
From December 2021 the exam will be a written one.
