Università Roma Tre

The course aims to develop the professional skills necessary to carry out quality integration processes in the various life contexts (family, school, leisure time, work) in an inclusive dimension.
Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.

• L. Chiappetta Cajola, A. L. Rizzo (2016), Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.
• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma

In the perspective of scholastic inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of special education as a fundamental variable to guarantee the quality of processes and equity in the various contexts of life (family, school, free time, work).

To this end, the course is organized in a blended mode for a total of 36 hours, of which 20 are lectures and 16 on-line activities.

Specifically, during the lectures hours the theoretical-applicative principles underlying pedagogy and special teaching will be proposed with reference to the processes of education and learning in the inclusive dimension.
Starting from a reflection on the aims of the discipline, we will analyze some of the most well-known and significant models of organization of inclusive teaching in the contexts of formal education, with particular attention to models of individualization and personalization of teaching also in relation to the recent contribution provided from evidence-based-education and the contribution of information and communication technologies.

In particular, in the first part of the teaching in presence the theoretical-applicative principles underlying pedagogy and special teaching will be taken into consideration, in the second part we will deepen the methods of inclusive organization of teaching.

During online activities, through exercises and case studies related to the design of an inclusive activity, also through technologies, the course will develop from an operational point of view the interdependence between the pedagogical dimension of inclusion and its organizational and didactic dimension.

Calvani A. (2018). Come fare una lezione inclusiva. 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.