Learning objectives
Know the principles and reference paradigms of special education.
Know regulatory aspects, principles, indicators of integration/s in reference to the scholastic integration of deaf people.
Acquire problem-solving skills in order to be able to act more consciously on teaching for inclusion in the context of using the LIS.
Prerequisites
None
Course unit content
Starting from a reflection on the principles of special pedagogy and didactics for inclusion, the course intends
- outline the reference framework of special education;
- it allows to build a conceptual framework of the discipline also starting from the main problems emerging in the empirical research with reference to the LIS;
- provide some indications for the construction of inclusive contexts.
Full programme
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Bibliography
Further bibliographical references will be provided later.
Teaching methods
Frontal lessons; conversational lessons; exercises; work in a small group in the classroom with subsequent revision in a large group.
Thematic insights through essays, journal articles, regulatory documents, documentation of inclusive practices, video documentaries; consultation of databases and sector magazines; witness seminars.
Assessment methods and criteria
Oral exam and possible exercises
The overall assessment is described as follows:
- insufficiency is determined by a lack of knowledge of the minimum contents of the teaching, as well as a lack of adequate specialised vocabulary and resolution of any proposed exercises, and a lack of independent judgement, analysis, argumentation and communication of the contents;
- grades 18-23/30 describe an acceptable level of student execution of the assessment indicators;
- grades 24-25/30 describe more than sufficient performance;
- grades 26-27/30 describe good execution;
- grades 28-30/30 describe an excellent performance and 30/30 with distinction an excellent performance.
Other information
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2030 agenda goals for sustainable development
reduce inequalities, quality education
