First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP4060780, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
SU2089, Degree course structure A.Y. 2015/16, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
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 can be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in MANAGEMENT OF EDUCATIONAL SERVICES AND LIFE LONG EDUCATION

Teacher in charge SIMONE VISENTIN M-PED/03

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PED/03 Special Didatics and Pedagogy 6.0

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 30/09/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2015 course timetable

Prerequisites: Knowledge of the basic assumptions of Special Pedagogy: the historical framework of the discipline; the pedagogical vocabulary on the disability topic; the transition from the individual biomedical model to the biopsychosocial model; the main law references, starting from the International Convention on the Rights of Persons with Disabilities.
Target skills and knowledge: At the end of the course the student is expected to be able to:
1. acquire and use the scientific terminology that characterizes the inclusive perspective;
2. know and compare the different conceptual paradigms that distinguish the field of disability (well-being, quality of life, capability approach);
3. develop a systemic reading, in an inclusive perspective, of educational and care settings.
4. identify the key elements that characterize participatory processes in disability services;
5. design a co-design itinerary engaging educational-social services and the community;
6. outline a customized design (in the perspective of the life project), with particular attention to the construct of quality of life;
7. exemplify and critically comment on "best practices" relating to processes of connection between services and the surrounding territory.
Examination methods: The score obtained in the online activity (compulsory for all) is worth up to a maximum of 1/3 of the overall vote and the creation of two products ("Inclusive Provoc-actions") is envisaged: the creation of an initiative aimed at increasing the collaboration between an educational and/or socio-health service, and the reference territory; "Flourishing life project": realization of an individualized project that compares the construct of quality of life with the capability approach. Learning outcomes: 5 and 6).
During the online activity the students will have the opportunity to work in groups and to activate peer evaluation processes using the moodle workshop.

For all non-attending students, the exam takes place in written form with open questions concerning the books indicated in the bibliography (learning outcomes: 1, 2, 3, 4) for a maximum score of 2/3 of the overall grade.

Attending students will have the opportunity to perform intermediate tests in the classroom (for a maximum score equal to 2/3 of the overall grade), consisting of individual tests (learning outcomes: from 1 to 4) and products resulting from group activities that will contribute to co-constructing the shared disciplinary contents with the teacher (Learning outcomes: 5 to 6). In addition, they will be called to comment critically (in the light of the 6 dimensions of meaningful understanding - McThighe & Wiggins, 2004) the "best practices" presented in class by professionals expert in inclusive planning in disability services (learning outcomes: 7).
Assessment criteria: The degree of learning of the knowledge and skills expected at the end of the teaching is assessed through the examination methods described above.

Specifically, the criteria used to evaluate the online laboratory are:
1. Relevance of the proposal
2. Exhibition clarity
3. Richness and articulation
4. Originality

Criteria for the written exam of non-attending students:
1. Correctness of responses
2. Completeness of the answers
3. Ability to create interdisciplinary links
4. Critical reflection capacity

Criteria for individual tests for attending students:
1. Ability to use an appropriate scientific language
2. Exhaustiveness of contents
3. Ability to create interdisciplinary links
4. Critical reflection capacity
5. Ability to propose original and personalized contents

Criteria for group products for attending students:
1. Relevance of the proposed contents
2. Exhibition clarity
3. Ability to create interdisciplinary links
4. Ability to find links between content and professional practices
5. Ability to involve participants
6. Ability to be creative and original
Course unit contents: - From the individual bio-medical model to the biopsychosocial model: the WHO ICF system;
- The inclusive perspective and the Disability Studies;
- Participatory processes for inclusive educational services;
- From the quality of life to the capability approach: similarities and differences;
- Co-designing a life project: the importance of an ecological and systemic look.
Planned learning activities and teaching methods: The methodology will be interactive (thematic analysis, critical reflections, case studies, group work) with support for audiovisual material.
During the lessons 2 meetings are scheduled with professionals operating in the territorial services.
There will be peer assessment and training feedback in progress and at the end of the course.
Additional notes about suggested reading: The suggested bibliography is the main reference for non-attending students, while for attending students the study will focus on contents developed and shared in classroom.
In any case, the material used in classroom (ppt, handouts, case studies ...) will be made available to everyone through the online platform.
In addition, for non-attending students, a study orientation forum is provided on the platform.
Textbooks (and optional supplementary readings)
  • Francescutti C. et al. (a cura di), Disabilit√†: servizi per l'abitare e sostegni per l'inclusione. Rimini: Maggioli, 2016. Cap. 1, 2, 4, 5, 7
  • Medeghini R., Vadal√† G., Fornasa W. e Nuzzo A., Inclusione sociale e disabilit√†. Trento: Erickson, 2013. Prima Parte
  • Ghedin E., Ben-Essere Disabili. Napoli: Liguori, 2009. Cap. 1 e 3 Cerca nel catalogo
  • Savia G. (a cura di), Universal Design for Learning. Trento: Erickson, 2016. Cap. 2 e II parte