Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

The course aims to address the epistemological and theoretical-conceptual foundations of Special Pedagogy in relation to the profile of the preschool and primary school teacher. It will examine the historical path of evolution of Special Education, the visions of disability and the main pronouncements and regulations regarding inclusion. Against the backdrop of the paradigm shift triggered by the UN Convention on the Rights of Persons with Disabilities, the course will promote a teaching profession that is able to recognise and value the cultural, social and learning differences of all pupils, with specific attention paid to the right of children with disabilities, with specific learning disorders (DSA) and with special educational needs (SEN) to an individualised and customised educational/didactic planning, in connection with that of the class. Teaching will also offer elements for a systemic analysis of the school institution and relations with families and out-of-school professionals

The expected learning outcomes are:

1) knowledge and comprehension skills

• Knowledge of the cultural and theoretical assumptions, main terminology and reference paradigms of Special Education and the inclusive approach;
• Knowledge of the historical evolution of the perception of disability;
• Knowledge of the regulatory framework of reference with respect to school inclusion issues;
• Knowledge of the theoretical and practical principles to concretely develop the inclusive perspective of people with disabilities and special educational needs at school
• Knowledge of the added value of joint work with families and other educational professionals

2) ability to apply knowledge and understanding

• ability to identify the different needs of pupils in a heterogeneous class and to identify appropriate ways of responding to diversity in the classroom
• ability to understand the basic principles on which to base specific educational/didactic planning for pupils with disabilities, with SLD and with SEN from an inclusive perspective
• ability to orient oneself with regard to the main tools and interventions aimed at the inclusion of pupils with disabilities, SLD and SEN in the classroom, also in connection with families and other educational professionals

3) autonomy of judgement

• ability to recognise the reference paradigms of interventions and actions aimed at the heterogeneity of pupils in the class;
• ability to assess the design of planning and individualised/personalised educational strategies, taking into account their consistency with the specific needs of pupils with disabilities, DSA and BES and the creation of points of contact with the class
• ability to recognise appropriate involvement of families and other educational professionals in pupils' learning processes

4) communication skills

• ability to appropriately use the language and terminology of special education to describe the inclusion of pupils at school;
• appropriate communication skills for the effective management of the educational relationship with pupils with different types of disabilities, SLD and SEN;
• adequate communication skills necessary for team work and liaison with families and other educational professionals

5) learning skills

• ability to understand and critically interrogate the paradigms of reference of special pedagogy in school settings;
• ability to self-update in line with the inclusive teacher's orientation.

The course involves 54 hours of lectures (9 cfu) delivered in the classroom, with constant interaction between lecturer and students.

Teaching activities include:

- presentation of the programme topics through lectures with the support of technology (slides, videos, internet resources, etc.);

- analysis of case studies and practices in the educational and didactic field;

- simulations relating to brief planning of individualised and personalised educational interventions;

- individual and collettive exercises for understanding and consolidating learning (mainly on the teaching e-learning platform);

- collective discussion on the criticalities and positive aspects that emerged in carrying out the exercises;

- meetings with people with disabilities, experts and protagonists from the world of education and the educational professions.

The assessment of learning will take the form of a written examination with 27 questions with multiple-choice and open-ended answers on a Moodle platform on all teaching topics (marks in thirtieths).

Specifically:

25 closed-answer questions (20 points max) and 2 open-answer questions (11 points max); maximum total: 30 cum laude.

Each correct answer will be worth 0.8 points, with a penalty of 0.20 for a wrong answer. No answer given: 0 points.

Total test time: 45 minutes + any individualisation/personalisation

The test will be taken in the informatic room and on the University's computers.

It is advisable, a few minutes before the end, to click on "Finish and Send"; in any case, the test will be automatically saved and sent from the platform.

You will need to bring along your certificate of passing the workshop (email/approval certificate, without grade). It is also important to remember the united credentials to access the computer.

For students with DSA or disabilities, please refer to the University's support (https://www.unito.it/servizi/lo-studio/studenti-con-disabilita) and reception (https://www.unito.it/accoglienza-studenti-con-disabilita-e-dsa) arrangements, and in particular the procedures required for examination support (https://www.unito.it/servizi/lo-studio/studenti-e-studentesse-con-disabilita/supporto-studenti-e-studentesse-con).

Lecturers are available to arrange personalised and individualisrd examination.

It is not possible to take the examination in a language other than Italian.