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(objectives)
The course aims to promote and analyze the methodological and practical teaching skills to design, plan and manage inclusive learning environments that refer to a school able to respond coherently to the cultural and environmental complexity that characterizes the present society.
In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School.
With the study of Inclusive Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes;
- knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model;
- knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference.
In terms of applying knowledge and understanding:
- skills to apply real-class procedures and strategies to develop an inclusive environment;
- skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students.
In terms of Making judgements
- Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have.
In terms of Communication skills:
- be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general;
- be able to develop forms of networking in order to create a context of inclusive school community.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
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Code
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22910052 |
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Language
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ITA |
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Type of certificate
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Profit certificate
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Credits
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10
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Scientific Disciplinary Sector Code
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M-PED/03
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Contact Hours
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75
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Type of Activity
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Basic compulsory activities
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Teacher
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BOCCI FABIO
(syllabus)
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
- investigate the intersectional perspective, both through reference scholars, and from the point of view of the different cultures and network
- 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
- analysing and testing inclusive teaching (for differences)
- 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.
- analysing and discussing social representations (particularly those conveyed by the media) of disability and diversity
(reference books)
10 CREDITS TO BE CARRIED OUT (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.
DE CASTRO M., Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva, FrancoAngeli, Milano, 2023.
One book of your choice from the following:
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
ZONA U., L’intersezionalità come pedagogia inclusiva. La speciale lezione di Cyril Lionel Robert James, Edizioni del Rosone, Foggia (in pubblicazione)
9-8 CFU TO BE CARRIED OUT
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.
One book of your choice from the following:
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
DE CASTRO M., Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva, FrancoAngeli, Milano, 2023.
ZONA U., L’intersezionalità come pedagogia inclusiva. La speciale lezione di Cyril Lionel Robert James, Edizioni del Rosone, Foggia (in pubblicazione)
7-5 CFU TO BE CARRIED OUT
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.
4-3 CFU TO BE CARRIED OUT
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 BE CARRIED OUT
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
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Dates of beginning and end of teaching activities
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From to |
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Delivery mode
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Traditional
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Attendance
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not mandatory
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Evaluation methods
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Oral exam
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Teacher
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ZONA UMBERTO
(syllabus)
By means of the course, it is intended to describe the main features of the systems approach applied to education from the perspective of the inclusive processes that must characterize today's schools and society.
Specifically, it is intended to:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify teaching methodologies and strategies by integrating learning models and teaching patterns
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements of educational and instructional design
- analyze the characteristics and implications of the new role assumed by the teacher in light of research on the multidimensional nature of intelligence
- delve into the perspective of Disability Studies and their critical view of school policies
- delve into the intersectional perspective, both by means of reference scholars and scholars, from the perspective of networks and cultures
- analyze the thought and work of Lev Vygotsky also from the perspective of inclusion
- delve into Howard Gardner's theory of multiple intelligences
- analyze the perspectives and possible areas of application of the theory of multiple intelligences in the context of instructional design
- analyze and experiment with inclusive teaching (for differences)
- identify and describe real teaching situations at school to compare with digital and non-digital lesson models and learning environments
- analyze the impact of new digital media on students' learning processes and related teaching strategies
- explore the new modes of communication and interaction introduced by social media and connect them to the complexity of cognitive and relational processes in light of evolving learning theories
- analyze and discuss social representations (particularly those conveyed by the media) of disablity and diversity
(reference books)
0 CREDITI DA SOSTENERE (TOTALE DEI CFU DEL PROGRAMMA)
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.
DE CASTRO M., Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva, FrancoAngeli, Milano, 2023.
un libro a scelta tra i seguenti:
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
ZONA U., L’intersezionalità come pedagogia inclusiva. La speciale lezione di Cyril Lionel Robert James, Edizioni del Rosone, Foggia (in pubblicazione)
9-8 CREDITI DA SOSTENERE
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.
un libro a scelta tra i seguenti:
BOCCI F., STRANIERO A.M. Altri corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma Tre-Press, Roma, 2020 scaricabile gratuitamente su https://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
DE CASTRO M., Culture, Intersezioni, Reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva, FrancoAngeli, Milano, 2023.
ZONA U., L’intersezionalità come pedagogia inclusiva. La speciale lezione di Cyril Lionel Robert James, Edizioni del Rosone, Foggia (in pubblicazione)
7-5 CREDITI da sostenere
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.
4-3 CREDITI da sostenere
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 CREDITI/O DA SOSTENERE
BOCCI F., DE ANGELIS B., FREGOLA C., OLMETTI PEJA D., ZONA U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.
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Dates of beginning and end of teaching activities
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From to |
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Delivery mode
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Traditional
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Attendance
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Mandatory
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Evaluation methods
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Oral exam
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Università Roma Tre