Università Roma Tre

In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society.

In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- investigate the perspective of Disability Studies and their critical vision of school policies
- analyze the thought and work of Lev Vygotsky also in the perspective of inclusion
- analyze in depth the theory of multiple intelligences by Howard Gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analyze and test the flipped learning approach
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
Il corso, teorico pratico, prevede lezioni frontali, discussioni in gruppo, lavori in piccolo gruppo, esercitazioni

10 CREDITI TI PERFORM (TOTAL OF CFU OF THE PROGRAM)

BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D., VADALÀ G., VALTELLINA E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).

BONAVOLONTÀ G., I Mooc tra tradizione e innovazione. Analisi del fenomeno ed esiti di ricerca per la formazione e per l’inclusione, FrancoAngeli, Milano in corso di pubblicazione].


9-8 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

MEDEGHINI R., D'ALESSIO S., MARRA A.D. VADALÀ G., VALTELLINA E.,Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).


7-5 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

FREGOLA C. Praticare l’inclusione a scuola. Strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).

4-3 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

ZONA U., DE CASTRO M., Edusfera. Processi di apprendimento e macchine culturali nell’era social, Pensa Multimedia, Lecce, 2020.

2-1 CFU TO PERFORM
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.

Within the perspective of school inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of inclusive education as a fundamental variable to guarantee the quality of processes and fairness in kindergarten and primary school.

Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education.

The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching.

Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.

In particular, the teaching will be divided into several successive and unrelated modules:
- in the first module, the theoretical-applicative principles and the concepts that are at the basis of inclusive teaching will be taken into consideration;
- in the second module, the characteristics of the students with special educational needs will be analyzed, in particular with specific learning disorders (Dsa), and educational activities useful for the development of the study method in the inclusive perspective will be presented;
- in the third module, we will deepen the methods of organizing the teaching for the preparation of an inclusive lesson;
 - in the fourth module, a critical analysis of the current national guidelines for the curriculum and their recent revision will be carried out;
- in the fifth module, the ICF model of "human functioning" and its impact on the design of an individualized educational plan (Pei) strongly connected with the programming of the section or class will be presented;
- in the sixth module, an inclusive teaching activity will be designed in which the teacher works in close collaboration with the support teacher using musical language.

Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia.
Chiappetta Cajola, L.,Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.

Chiappetta Cajola, L., (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva.
Roma: Anicia.

Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.

Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.

Miur (2018). Indicazioni nazionali e nuovi scenari.