First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP3050690, A.A. 2017/18

Information concerning the students who enrolled in A.Y. 2015/16

Information on the course unit
Degree course 5 years single cycle degree in
IA1870, Degree course structure A.Y. 2011/12, A.Y. 2017/18
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Degree course track Common track
Number of ECTS credits allocated 10.0
Type of assessment Mark
Department of reference Department of Philosophy, Sociology, Education and Applied Psychology
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in PRIMARY TEACHER EDUCATION (Ord. 2011)

Teacher in charge ANGELO LASCIOLI
Other lecturers SOFIA CRAMEROTTI

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PED/03 Special Didatics and Pedagogy 10.0

Course unit organization
Period Second semester
Year 3rd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Laboratory 2.0 32 18.0 No turn
Lecture 8.0 60 140.0 No turn

Start of activities 26/02/2018
End of activities 01/06/2018
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
7 2019/20 01/10/2019 30/11/2020 GHEDIN ELISABETTA (Presidente)
AQUARIO DEBORA (Membro Effettivo)
VISENTIN SIMONE (Membro Effettivo)
6 2018/19 01/10/2018 30/11/2019 GHEDIN ELISABETTA (Presidente)
AQUARIO DEBORA (Membro Effettivo)
VISENTIN SIMONE (Membro Effettivo)
4 2017/18 01/10/2017 30/11/2018 GHEDIN ELISABETTA (Presidente)
AQUARIO DEBORA (Membro Effettivo)
VISENTIN SIMONE (Membro Effettivo)
3 2016/17 01/10/2016 30/11/2017 GHEDIN ELISABETTA (Presidente)
AQUARIO DEBORA (Membro Effettivo)
VISENTIN SIMONE (Membro Effettivo)

Prerequisites: Kindergarten:
- knowledge of the main pedagogical and didactic theories in a range from 3 to 6 year age;
- knowledge of the lines of psychological development in the evolutionary range 3-6 years.
For Primary School:
- knowledge of the main pedagogical and didactic theories in the field of primary school;
- knowledge of the lines of psychological development in the primary school.
Target skills and knowledge: At the end of the course, students will have improved the following knowledge and skills:
- knowledge of the main indications, concerning the integration of children with disabilities in primary and secondary schools;
- Knowledge of the fundamental theoretical (documentary) references that inspired the model of inclusion;
- knowledge of theories, of pedagogical type, concerning the inclusion;
- Knowledge of the teaching methods through which it is possible to design inclusive education in the context of primary and secondary school;
- Knowledge of the possible special educational needs in the context of primary and secondary school and how to ascertain them early in order to prepare inclusive educational interventions.
- Know how to recognize the different learning styles from the pupils, and know how to use more suitable teaching strategies.
- Being able to find pertinent and effective sources.
Examination methods: The assessment for learning will take place through a written examination paper that will consist of presenting a series of closed questions and open questions concerning the topics discussed during the course.
Assessment criteria: The following assessment criteria will be considered:
- Including the relevant elements that are the basis of the main theories and the main documents relating to inclusion;
- Including the elements that characterize inclusive didactic action;
- Being able to expose their arguments strictly and in a limited time by identifying and selecting the essential elements for exposure;
- Being able to analyse critically the case studies and the experiences presented.
Course unit contents: - Main differences between the concept of integration and inclusion (with references to the existing integration and inclusion rules);
- The main contents of the fundamental documentary references relating to the theme of inclusion;
- The meaning of "special" normality;
- The bipopsychosocial model (the possible uses of the ICF-CY in the school context);
- Characteristics of Special Educational Needs found in the context of Primary and Primary School;
- Operational models for an inclusive Education;
- Definition and meaning of cognitive style and main learning styles in pupils with DSA;
- The features and principles of the didactics of inclusion;
- Compensatory and dispensing instruments;
- Elements of text simplification;
- Cooperative learning;
- concept maps;
- Metacognitive teaching strategies;
- Methods and techniques in class management;
- Correlation between learning styles and teaching styles.
Planned learning activities and teaching methods: Within the course, different types of didactic methods will be activated:
- Frontal lesson;
- Reading and comment of excerpts;
- Case studies (concerning the Kindergarten and Primary School);
- Laboratory activities;
- Vision of short movies;
- Experiences from the professional context (Primary and Primary School).
Additional notes about suggested reading: Non-attending students can find useful information to pass the exam by reading and studying the reference books.
Textbooks (and optional supplementary readings)
  • A. Lascioli, Verso l'Inclusive education. Edizioni del Rosone: Foggia, 2014. Cerca nel catalogo
  • D. Ianes e S. Cramerotti, Alunni con BES - Bisogni Educativi Speciali. Trento: Erickson, 2013. Cerca nel catalogo
  • G. Stella, L. Grandi, Come leggere la dislessia e i DSA. Firenze: Giunti Scuola, 2011. Cerca nel catalogo
  • L. d’Alonzo, Come fare per gestire la classe nella pratica didattica. Firenze: Giunti Scuola, 2012. Cerca nel catalogo