TEACHING PLANNING AND INCLUSIVE PROCESSES WITH LABORATORYModule EDUCATIONAL PLANNING AND INCLUSIVE PROCESSES
Academic Year 2026/2027 - Teacher: RAFFAELLA CARMEN STRONGOLIExpected Learning Outcomes
The course aims to provide students with the knowledge and tools needed to understand and use the main theoretical and methodological approaches to instructional design, with particular attention to competency-based design, backward design, and the principles of Universal Design for Learning (UDL). Inclusion is addressed as a perspective on instructional design, based on the recognition of the plurality of learners, contexts, and ways of learning. Particular attention will be paid to the relationship between culture, education, and learning, as well as to the principles underlying instructional design that is attentive to the participation and learning of all students. The course also aims to develop the ability to critically examine and evaluate design choices, relating them to learning objectives, activities, and the characteristics of educational contexts.
In accordance with the Dublin Descriptors, the expected learning outcomes are articulated as follows:
Knowledge and understanding (DD1): demonstrate knowledge of the main theoretical and methodological foundations of instructional design, with particular reference to competency-based and backward design, the principles of Universal Design for Learning, and the foundations of inclusive instructional design. Demonstrate an understanding of the relationship between culture, education, and learning processes.
Applying knowledge and understanding (DD2): apply the principles and models studied to the analysis and design of instructional pathways, identifying the coherence among learning objectives, activities, and assessment methods and taking into account the variety of ways in which students learn and participate.
Making judgements (DD3): critically analyse and evaluate instructional design approaches and choices, recognising their underlying assumptions, potential, and limitations. Justify design choices in relation to learning objectives, context, and the characteristics of teaching and learning processes.
Communication skills (DD4): communicate the main concepts relating to instructional design and inclusion clearly and appropriately, using discipline-specific terminology and providing sound arguments to support design choices.
Learning skills (DD5): develop autonomous study and learning skills through the reading and critical analysis of pedagogical and educational literature, acquiring tools for ongoing professional development and for reflecting on instructional design practices.
Course Structure
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Backward Design | |
| 2 | Universal Design for learning | |
| 3 | School Contexts and Educational Models | |
| 4 | Inclusive Pedagogy | |
| 5 | Principles and Practices of Inclusive Teaching |
Learning Assessment
Learning Assessment Procedures
The examination consists of two parts:
- a written test consisting of 20 multiple-choice questions covering the course content, with reference to the texts by Castoldi, Savia, Bocci, and Demo and Seitz. The written test is considered passed with at least 12 correct answers;
- an oral examination aimed at critically discussing and further exploring the content covered in the written test, as well as examining Jerome Bruner’s contribution to the themes of culture, education, and learning.
Passing the written test gives access to the oral examination, which will take place on the same day. The number of correct answers given in the written test does not mechanically determine the final grade, which will be based on the overall assessment of the two examinations.
The final grade is expressed on a 30-point scale. Assessment takes into account the level of knowledge and understanding of the course content, the ability to apply the main theoretical references to the analysis of educational situations, the appropriate use of disciplinary terminology, the ability to establish connections among the topics addressed, and the ability to present and justify answers in a clear, coherent, and relevant manner.
- A satisfactory grade (18–21/30) demonstrates knowledge of the essential content, an adequate understanding of the main concepts, and an appropriate level of oral expression, although with limited autonomy in analysis and in establishing connections among topics.
- A fair to good grade (22–27/30) demonstrates an organized knowledge of the course content, a good ability to apply theoretical references, appropriate use of disciplinary terminology, and a satisfactory ability to argue and establish connections.
- An excellent grade (28–30/30) demonstrates an in-depth and critically elaborated knowledge of the course content, a high level of analytical and connective skills, full command of disciplinary terminology, and an autonomous ability to develop and support arguments.
- Honors (30 cum laude) may be awarded to students who demonstrate full achievement of the intended learning outcomes, an excellent ability to critically elaborate on the course content, and particular effectiveness in argumentation and in the use of disciplinary terminology.
To ensure equal opportunities and in compliance with current legislation, students who require such support may request an individual meeting with the instructor in order to agree on any appropriate compensatory and/or exemption measures, in relation to the learning objectives of the course and their specific needs. Students may also contact the CInAP departmental coordinator (Centro per l’Integrazione Attiva e Partecipata – Services for Disabilities and/or Specific Learning Disorders).