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Inclusive Pedagogy and Didactics

Semester 2 · 12424 · 5 year master degree in Primary Education - German section · 10CP · DE · IT


See the individual course modules.

Lecturers: Heidrun Demo, Renate Maria Heissl, Simone Seitz, Francesca Berti, Silver Cappello

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
See the individual course modules.

Teaching format
2 lectures & 2 laboratories

Educational objectives
Plan and implement inclusive educational and didactic programmes for the class/kindergarten group or differentiated measures for individual pupils/children. Expected learning outcomes and competences: Knowledge and understanding - Know models and concepts of inclusive school development and inclusive development of kindergartens and be able to reflect on them in a theory-based manner - Know methods of team-based inclusive classroom management and group leadership and be able to reflect on them in a theory-based manner - Know the possibilities of didactic differentiation for heterogeneous learning groups and be able to reflect on them based on theory - Know the WHO ICF-CY classification model and be able to reflect on it based on theory - Know interpretation models of reading, writing and maths processes and the associated difficulties - Analyse potentials and barriers to learning and develop related didactic strategies for action and reflect on them in a theory-based manner - Know methods of educational and learning documentation, dialogue about learning and performance feedback and be able to reflect on them based on theory - Know methods of supported communication - Know and implement pedagogical options for action geared towards participation in the case of challenging behaviour and be able to reflect on them in a theory-based manner Apply knowledge and understanding - Design inclusive school development and inclusive development of kindergartens and be able to reflect on them from a theoretical perspective - Be able to plan educational practice and lessons on a team basis according to aspects of inclusive pedagogy and didactics and reflect on them in a theory-based way - Be able to plan team-based according to the approaches of inclusive pedagogy and didactics and reflect on them in a theory-based manner - Be able to adapt didactic material to inclusive practice in specific situations - Be able to develop and reflect on didactic action strategies for support with regard to learning potential and learning difficulties - Implement procedures for educational and learning documentation, dialogue about learning and performance feedback and reflect on them in a theory-based manner - Create individual educational plans based on specific examples and integrate them into pedagogical-didactic concepts Make judgements - Be able to critically and theoretically reflect on theories, models and concepts of inclusive pedagogy and didactics - Be able to analyse case situations in relation to theory and concepts - Be able to critically analyse pedagogical and didactic material and reflect on it in relation to theory Communication - Know technical terms and be able to use them correctly - Be able to reflect on pedagogical and didactic concepts and guiding principles in a team-based manner Learning strategies - Be able to analyse specific case studies in a theory-based manner and derive pedagogical and didactic options for action from them

Assessment
The exam consists of four parts: 1) answers to 15 closed questions on the content of the two lectures in Italian and German (in presence)(30%) 2) written essay (to be written in German or Italian)(in presence) (30%) 3) Products from the laboratory "Pedagogy and Didactics of Inclusion for Childhood and Adolescence" (20%) 4) Products from the laboratory "Diversity, Learning Difficulties and Learning Disabilities" (20%) More detailed information on the product formats will be announced at the beginning of the semester.

Evaluation criteria
In order to pass the examination, all four parts must be assessed positively. In the event of a negative assessment of the entire module, positively assessed products are deemed to have already been submitted at the next attempt to take the entire module examination. Please note that even in this case, a negative assessment for the entire module will be taken into account when calculating the number of examination attempts. Please note that according to the examination regulations, three attempts without passing will result in a block for three examination dates (see also Article 6, Paragraph 4 of the current examination regulations).

Required readings

Boger, M.-A. (2023). Political Ontologies of Difference and Their Trilemmatic Structure. In Seitz, S., Auer, P. & Bellacicco, R. (Eds.), International Perspectives on Inclusive Education – In the Light of Educational Justice (pp. 19-30). Budrich. DOI: 10.3224/84742698 (open access & online bib unibz)

Booth, T. & Ainscow, M. (2017). Index für Inklusion. Ein Leitfaden für Schulentwicklung. Beltz, S. 12-26 & S. 71-98 (online Ressource bib unibz)

Costantino et al. (2007). L’intervento di Comunicazione Aumentativa e Alternativa in Età Evolutiva, Quaderni acp 14(1):34-38 http://archivi.istruzioneer.it/emr/www.formazione.eu.com/_documents/progetti/uploads/pr_solodanoi/Intervento%20di%20Comunicazione%20Aumentativa%20e%20Alternativa%20in%20Et%C3%A0%20Evolutiva.pdf

Demo H. (2015). Didattica aperta in: Demo H. (a cura di), Didattica delle differenze, Trento: Erickson (cap. 3, pp.73-100) (Il libro è disponibile in biblioteca)

Emili, E.A. (2024). Universal Design for Learning (UDL) e curricolo inclusivo in: d’Alonzo e Giaconi, Manuale per l'inclusione (PDF nella cartella)

Froebus, K., Kink-Hampersberger, S., Mendel, I., Scheer, L. & Schubatzky, J. (2021). Aus Bourdieus Werkzeugkiste: Soziale Ungleichheit und Bildung. In dies., Habitus. Macht. Bildung — Lehr-/Lernmaterialien. S. 1-9 Online: Bourdieus_Werkzeugkiste_12_2021.pdf

Ianes D. e Cramerotti S. (2015). Compresenza didattica inclusiva. Erickson, Trento; Capitolo 3: Che cos’è la compresenza in classe? Modelli operativi e la sua attiazione in classe (il libro è disponibile in biblioteca)

Ianes, D., Demo, H. & Dell’Anna, S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, DOI: 10.1007/s11125-020-09509-7

Ianes D. e Demo H. (2021). Per un nuovo PEI inclusivo, Integrazione Scolastica e Sociale, 20/2, pp.34-49 https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/2196

Ianes D. (2009). La speciale normalità, Erickson, Trento. Solo capitolo Interventi psicoeducativi sui comportamenti problema gravi: p. 137-166 (Il libro è disponibile in biblioteca)

Seitz, S. (2020). Dimensionen inklusiver Didaktik - Personalität, Sozialität und Komplexität. Zeitschrift für Inklusion 15(2). https://www.inklusion-online.net/index.php/inklusion-online/article/view/570

Seitz, S. (2024). Leistung in der Grundschule - Überlegungen zum professionellen leistungsbezogenen Handeln innerhalb eines inklusiven Bildungssystems. In Demo, H., Capello, S., Macchia, V. & Seitz, S. (Eds.), Vernetzt: costruire comunità (pp 81-94). bu,press. Open access: DOI 10.13124/9788860461964

Urbanek, C. & Quante, A. (2021).  Kooperation im inklusiven Unterricht – Co-Teaching. In Rank, A., Frey, A. &. Munser-Kiefer, M. (Hrsg.), Professionalisierung für ein inklusives Schulsystem (S. 143-162). UTB (online verfügbar über Bibliothek)

 

updates are possible and will be announced before the beginning of the semester.



Supplementary readings

Will be announced at the beginning of the semester

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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 2 · 12424A · 5 year master degree in Primary Education - German section · 3CP · IT · DE

Module A — Special Education for Inclusion in Childhood and Youth

Plan and reflect on inclusive pedagogical-didactic programmes for the class and kindergarten group based on theory

Lecturers: Heidrun Demo, Simone Seitz

Teaching Hours: 30 15 h Deutsch: Prof. Dr. Simone Seitz 15 h Italienisch Prof. Heidrun Demo
Lab Hours: 0

Course Topics
- What is heterogeneity? Representations of Heterogeneity - What is inequty in education? - Inclusive education & sustainability - Inclusive kindergarten development and school development - Open inclusive teaching & cooperative learning / Open Teaching & Co-operative Learning - Individualized Education Plan and Personalized Education Plan - Co-teaching and collaboration between class teacher and integration teacher / - achievement and assessment in inclusive primary school & educational documentation in kindergarten (possible changes will be announced at the beginning of the semester)

Teaching format
The lesson takes place remotely. Lecture, also in "flipped" modality, discussion and work in small groups

Required readings

Boger, M.-A. (2023). Political Ontologies of Difference and Their Trilemmatic Structure. In Seitz, S., Auer, P. & Bellacicco, R. (Eds.), International Perspectives on Inclusive Education – In the Light of Educational Justice (pp. 19-30). Budrich. DOI: 10.3224/84742698 (open access & online bib unibz)

Booth, T. & Ainscow, M. (2017). Index für Inklusion. Ein Leitfaden für Schulentwicklung. Beltz, S. 12-26 & S. 71-98 (online Ressource bib unibz)

Demo H. (2015). Didattica aperta in: Demo H. (a cura di), Didattica delle differenze, Trento: Erickson (cap. 3, pp.73-100) (Il libro è disponibile in biblioteca)

Froebus, K., Kink-Hampersberger, S., Mendel, I., Scheer, L. & Schubatzky, J. (2021). ¿Aus Bourdieus Werkzeugkiste: Soziale Ungleichheit und Bildung. In dies., Habitus. Macht. Bildung — Lehr-/Lernmaterialien. S. 1-9 Online: Bourdieus_Werkzeugkiste_12_2021.pdf

Ianes D. e Demo H. (2021). Per un nuovo PEI inclusivo, Integrazione Scolastica e Sociale, 20/2, pp.34-49 https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/2196

Ianes D. e Cramerotti S. (2015). Compresenza didattica inclusiva. Erickson, Trento; Capitolo 3: Che cos’è la compresenza in classe? Modelli operativi e la sua attivazione in classe (il libro è disponibile in biblioteca)

Seitz, S. (2024). Leistung in der Grundschule - Überlegungen zum professionellen leistungsbezogenen Handeln innerhalb eines inklusiven Bildungssystems. In Demo, H., Capello, S., Macchia, V. & Seitz, S. (Eds.), Vernetzt: costruire comunità (pp 81-94). bu,press. Open access: DOI 10.13124/9788860461964



Supplementary readings

to be announced in the lecture



Semester 2 · 12424B · 5 year master degree in Primary Education - German section · 2CP · IT

Module B — Special Education for Inclusion in Childhood and Youth (Lab.)

Planning and design of individual educational plans and their integration into teaching units and pedagogical concepts based on the contents covered during the lecture

Lecturers: Francesca Berti, Silver Cappello

Teaching Hours: 0
Lab Hours: 20 Gruppe 1, 2 und 3: dr. Francesca Berti Gruppe 4: dr. Silver Cappello

Semester 2 · 12424C · 5 year master degree in Primary Education - German section · 3CP · DE · IT

Module C — Diversity, Learning Difficulties and Impairments

Didactically dealing with diversity in kindergarten and primary school

Lecturers: Heidrun Demo, Simone Seitz

Teaching Hours: 30 15 h Deutsch: Prof. Dr. Simone Seitz 15 h Italienisch: Prof. Heidrun Demo
Lab Hours: 0

Semester 2 · 12424D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — Diversity, Learning Difficulties and Impairments (Lab.)

Dealing with diversity didactically: diversity of learning

Lecturers: Renate Maria Heissl

Teaching Hours: 0
Lab Hours: 20 Gruppe 1 und 2: N.N. Gruppe 3 und 4: Dr. Renate Maria Heissl

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