PEDAGOGIA SPECIALE 1

EXPECTED LEARNING OUTCOMES

The course aims to address the role that special pedagogy plays in the construction of inclusive educational and didactic models, focused on capturing and managing the complex nature of the formative processes for persons with special needs. Specifically, after an initial analysis of the epistemological framework of special pedagogy, it intends to promote knowledge of the characteristics of special needs to favor development and well-being. Finally, it intends to stimulate reflection on educational programming and develop skills in designing motor and sports pathways for the inclusion of people with special educational needs.

Knowledge and understanding 

To know and understand pedagogical knowledge, contents, and places of education and training; health and illness contexts; determining factors and their distinctions according to different age groups. To know special educational needs and differentiate between educational design and evaluation models.

Applying knowledge and understanding 

To know how to diversify pedagogical proposals and apply them to developmental stages and educational contexts, in order to consolidate, strengthen, and develop specific intervention strategies through the body and movement regarding the difficulties or disabilities of the activity recipients.

Making judgments

To analyze the elements of a problematic situation and identify significant facts and alternative solutions. To define educational and training actions and choose congruent and effective activities. To integrate knowledge, manage complexity, and formulate judgments.

Communication skills 

To be able to describe and comment on the acquired knowledge, adapting language to different contexts. To build relationships with the group, interact, and collaborate in creating learning contexts.

Learning skills

Ability to deepen the topics covered through research and selection of resources and information from scientific publications, texts, and specific websites. Ability to elaborate the study experience towards its applicability in professional practice.

Frontal lessons integrated with group activities and guided discussions in a laboratory setting.

Information for students with disabilities and / or SLD: To guarantee equal opportunities and in compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and / or dispensatory measures, based on the teaching objectives and specifications needs. It is also possible to contact the CInAP contact person (Center for Active and Participatory Integration - Services for Disabilities and / or SLD) of the department

Prerequisites as per the study plan.

Attendance is mandatory.

• Epistemological foundations of special pedagogy
• Special educational needs
• Inclusion: regulatory references
• Interpretative models of disability
• Programming: phases and definition of objectives
• Educational role and competencies for inclusive motor and sports activities
• Motor activities and sports as a tool for inclusion

• Dainese, R. (2016, 2022). Le sfide della Pedagogia Speciale e la Didattica per l’inclusione. Milano: Franco Angeli.
• Moliterni, P. & Magnanini, A. (2018). Lo sport educativo per una società inclusiva. Tra esperienze, problematiche e prospettive. Milano: Franco Angeli. 
• Other teaching materials provided by the teacher (slides, scientific articles).

Written test with multiple-choice questions. A final questionnaire for reflection on the learning process is planned.

Information for students with disabilities and / or SLD: To guarantee equal opportunities and in compliance with the laws in force, interested students can ask for a personal interview in order to plan any compensatory and / or dispensatory measures, based on the teaching objectives and specifications needs. It is also possible to contact the CInAP contact person (Center for Active and Participatory Integration - Services for Disabilities and / or SLD) of the department

Questions will focus on the knowledge learned during the course. Attention will be centered on the historical-cultural landscape of the epistemological foundations of pedagogy, interpretative models of disability, special educational needs, and the role of motor activities and sport as a tool for inclusion. Clarifying examples used during explanations may be required to further explain concepts, which must be mastered in accordance with the contents of the lessons and reference texts. Lesson slides will also be provided to be used as the main basis for the content of the answers.