PEDAGOGY AND DIDACTIC OF INCLUSION

SPECIAL EDUCATION AND INCLUSIVE TEACHING – This course is one of the practical educational activities associated with the Master's degree programmes in PHILOSOPHY and HUMAN SCIENCES (and EDUCATION) [FM61] and in LANGUAGE SCIENCES [LM5]. It enables students to acquire knowledge and understanding of the foundations of Special Education and to carry out a critical analysis of the integration process and the inclusive educational path of students with special educational needs (SEN).
This course analyses the importance of the concept of "inclusion", the relationship between pedagogy and inclusion, the opportunities and the conditions under which to generate inclusion, how teaching can support inclusion by promoting inclusive projects and contexts.
The course aims at exploring inclusion not from a mere theoretical perspective or as a deontological duty, but as a practice of attitudes and behaviour closely connected with a certain way of thinking.

Expected learning outcomes:

Knowledge and understanding: Knowing and mastering key elements such as epistemology and terminology, problems and methods of Special Education and Inclusive Teaching.
Knowing the learning features of students with disabilities and other types of difficulties.
Knowing the key concepts of special education, i.e. integration and inclusion at school; individualisation and personalization of teaching; self-determination and quality of life; special educational needs (SEN) and obstacles to learning and participation; educational success for all students.
Applied knowledge and understanding: knowing and applying inclusive teaching strategies; being able to design and perform inclusive practices for students with special educational needs (SEN).
Autonomy of judgement: carrying out a critical outline of current challenges and the ethical implications of inclusion practices at school. Suggest, implement and support activities.
Communication skills: Using the principles of Transactional Analysis to activate supportive relationships towards students with SEN, families, schools and local organizations.
Learning ability: Developing learning from and within helping, support and educational care relationships, operating and interacting in various inclusive educational contexts.

Prerequisites:

No specific requirements. Students of different Master's degree courses within the University who are interested in the issues of educational inclusion can also attend the course.

Contents:

- The theoretical and methodological foundations of Special education and Inclusive teaching. The concepts of reception, integration and inclusion.
- Disability in history. Between horror and marginalization, compassion and acceptance, stereotypes and discrimination
- The International Classification of Functioning, Disability and Health (ICF)
- From the functional profile to educational and learning design(EIP, functional profile, life design)
- Universal design for learning and inclusive teaching design
- Inclusive teaching strategies and the role of the class group
- The pupil with special educational needs in the classroom: integration and inclusion perspectives
- The difficult relationships of the adolescent with SEN. The interview in the helping relationship.

A) Cottini Lucio (2018), Didattica speciale e inclusione scolastica, Carocci Editore.
B) Caldin R. (a cura di),Pedagogia Speciale e didattica speciale. Le origini, lo stato dell'arte, gli scenari futuri, Erickson, Trento, 2020.
Teaching material available on the University's digital platform.
C) Giaconi C. (a cura di), del Bianco N. (2025). La pedagogia speciale per il progetto di vita. La Pensa, Lecce, 2025.

Assessment methods
- Written test with open-ended questions on texts A and B and on the online teaching material (learning outcome n. 1-3).
- Interview with a person with a disability - text analysis - short critical report (learning outcomes n. 2-3-4-5). Groups or individual students who carry out the interview during the course will do an in-person presentation of their work to the class.

written

The lecturer has a duty to ensure that the rules regarding the authenticity and originality of exam tests and papers are respected. Therefore, if there is suspicion of irregular conduct, an additional assessment may be conducted, which could differ from the original exam description.

Grading Criteria
The final grade will be determined based on the following assessment levels:
A. Scores in the 18–22 range will be awarded for:
• Sufficient knowledge and applied understanding of the course syllabus.
• Limited ability to gather and/or interpret data to formulate independent judgments within specific professional practice contexts.
• Sufficient communication skills, particularly regarding the use of specialized terminology related to adult education and organizational training.
B. Scores in the 23–26 range will be awarded for:
• Satisfactory knowledge and applied understanding of the course syllabus.
• Satisfactory ability to gather and/or interpret data, formulating independent judgments based on both theoretical frameworks and specific professional practice contexts.
• Satisfactory communication skills, specifically in the use of technical language pertaining to both professional practices and the primary theoretical models analyzed.
C. Scores in the 27–30 range will be awarded for:
• Good to excellent knowledge and applied understanding of the course syllabus and real-world case studies.
• Good to excellent ability to gather and/or interpret data, formulating independent judgments within specific professional practice contexts.
• Fully appropriate communication skills, demonstrating mastery of the specialized language related to training practices in adult and organizational settings.
D. Honors (30 cum laude) will be awarded for:
• Outstanding knowledge, applied understanding, independent judgment, and communication skills, demonstrating excellence in both the analysis and application of professional practices.

Teaching methods
Lectures and participatory teaching. Active analytical and decision-making techniques (case study, incident, autobiography), simulation (role play, dramatization, script), situational (action learning, demonstrations and exercises, tutorials), social (brainstorming, cooperative learning, peer tutoring).

Further information
Ca' Foscari applies the Italian law (Law 17/1999; Law 170/2010) for the support and services available to students with disabilities or specific learning disabilities. Students with a motor, visual, hearing or other disability (Law 17/1999) or a specific learning disorder (Law 170/2010) who require support (classroom assistance, technological aids during exams, personalised exams, accessible material, notes, personalised study tutoring, interpreters or other) please contact the Disability and DSA office.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development