SPECIAL PEDAGOGY

Upon successful completion of this course, students will be able to:

• Knowledge and Understanding (DD1):
• Outline the historical evolution and the Italian and European legislative framework regarding school inclusion (from integration to inclusion; Law 104/92, Law 170/2010, Legislative Decree 66/2017, Legislative Decree 96/2019, Interministerial Decree 182/2020, Legislative Decree 62/2024).
• Comprehend the conceptual models of disability (the medical-individual model, the social model, the ICF bio-psycho-social model, and the Neurodiversity paradigm).
• Master the structure and design logic of the Functioning Profile and the ICF-based Individualized Education Program (IEP / PEI).
• Applying Knowledge and Understanding (DD2):
• Analyze clinical-diagnostic documentation and identify its psycho-pedagogical, instructional, and IEP drafting implications.
• Apply inclusive teaching and metacognitive strategies within learning environments (cooperative learning, peer tutoring, metacognitive instruction strategies, Universal Design for Learning).
• Making Judgments (DD3):
• Critically evaluate environmental, contextual, and relational barriers and facilitators within educational and school settings.
• Formulate integrated psycho-pedagogical intervention plans by connecting the cognitive, emotional-affective, and relational dimensions of development in the presence of disabilities, disorders, or vulnerabilities.
• Communication Skills (DD4):
• Use rigorous scientific language appropriate to special education, free from stereotypes or stigmatizing terminology.
• Foster multi-professional collaboration among clinical team members, general and special education teachers, educators, and families in defining the IEP.
• Learning Skills (DD5):
• Search, review, and critically analyze scientific literature related to educational intervention models and Evidence-Based Education (EBE) in inclusive teaching practices.

The course employs an integrated mix of teaching methods:

• Participatory lectures with slide presentations.
• Analysis and group discussion of clinical-pedagogical case studies.
• Group workshops focused on inclusive instructional micro-design.

The course aims to provide students in Psychological Science and Techniques with the theoretical, regulatory, and methodological framework of Special Education and Inclusive Didactics. Particular focus will be placed on understanding the process of school and community inclusion, analyzing Special Educational Needs (SEN / BES), and examining the synergy between an individual's clinical-neuropsychological profile, educational intervention, and the Individualized Education Program (IEP / PEI).

• Cottini, L. (2017 or subsequent editions). Didattica speciale e inclusione scolastica. Roma: Carocci Editore.
• Mulè, P. (Ed.). (2018). Alternanza formativa e identità professionale dei disabili di scuola secondaria di II grado. Un'indagine esplorativa. Ragusa: Cooperativa Sociale Ragazzi in Volo.

The written exam has a total duration of 60 minutes and consists of 5 open-ended questions. The suggested time management is approximately 10–12 minutes per question.

The exam aims to assess the achievement of the following learning outcomes:

• LO1 (Knowledge and understanding): Acquisition and mastery of the theoretical concepts, conceptual frameworks, and empirical data addressed in the course.

• LO4 (Communication skills): Ability to present knowledge clearly, concisely, and formally correctly, using the subject-specific terminology with precision.

Evaluation Dimensions:

1. Synthesis Ability (Conciseness and relevance)

2. Critical Analysis (Independent elaboration)

3. Disciplinary Lexical Rigor (Appropriate use of language)

Scoring Criteria The final grade (out of 30) is the sum of the points awarded for each question (maximum of 6 points per question):

• 5–6 points (Excellent/Very Good): Complete, focused, and concise answer. Impeccable use of subject-specific terminology, excellent analytical capacity, and critical processing.

• 3–4 points (Satisfactory/Good): Correct and focused answer, but with only partial synthesis or critical analysis skills. Terminology is correct but basic.

• 1–2 points (Sufficient/Below Satisfactory): Partial, overly verbose, or off-topic answer. Presence of conceptual inaccuracies or use of generic and imprecise language.

• 0 points (Unsatisfactory/No Answer): Completely incorrect answer, missing answer, or entirely lacking relevance to the question.