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Inclusive Pedagogy and Didactics

Semester 2 · 11424 · 5 year master degree in Primary Education - Italian section · 10CP · DE · IT


See the individual course modules

Lecturers: Heidrun Demo

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

Course Topics
Designing and implementing inclusive educational activities, at class and section level, and customised and individualised paths for individual pupils

Teaching format
Two lectures and two labs

Educational objectives
Knowledge and understanding - To know and reflect on approaches for inclusive development at school level - Know and reflect on inclusive team management methodologies - Know and reflect on the main methods of educational differentiation - Know the ICF-CY approach of the WHO organisation and reflect on it - To know specific learning disorders and the difficulties related to them and to reflect on them - to know and reflect on different modalities for formative documentation and evaluation - To know and reflect on different modes of alternative augmentative communication - To know and reflect on lines of intervention in problem behaviours Applied knowledge and understanding - To be able to reflect on concrete cases of inclusive school development processes - To design educational activities in groups according to Inclusive Education perspectives - Adapting teaching materials to different teaching situations and groups of children - Design specific interventions for the early detection, recovery and enhancement of competences of pupils with learning difficulties/disorders - Drawing up an Individualised Educational Plan and a Personalised Educational Plan on the basis of real cases Autonomy of judgement - Critically analyse inclusive education models and approaches, also on the basis of theory - Analysing real cases from different perspectives, also on the basis of theory Communication skills - Know and use specific vocabulary correctly - Discuss and reflect on pedagogical and didactical choices in teams Learning skills - Analysing and hypothesising interventions on the basis of case presentations on the basis of theoretical knowledge learned

Assessment
The examination consists of 4 parts - answers to 15 closed questions on the contents of the two lectures (30%) - short essay on the contents of the two lectures (30%) - products from the lab. "Pädagogik und Didaktik der Inklusion für Kindheit und Jugend" (20%) - products from the lab "Learning Differences, Difficulties and Disorders" (20%) More precise information on the formats of the products will be given at the beginning of the course.

Evaluation criteria
In the case of a negative mark for the whole module, any partial examinations successfully passed will be considered as already passed in the next attempt to sit the whole module examination. It should be borne in mind that, even in this case, a negative mark for the entire module will be counted towards the number of attempts available to take an examination. According to the Regulation of Examinations, if a student fails an examination in three consecutive attempts, he/she may not sit the same examination in the three sessions following the last attempt (Art. 6 (4) of the current Regulation of Examinations).

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)



Supplementary readings

will be communicated at the beginning of the Course




Download as pdf

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

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Modules

Semester 2 · 11424A · 5 year master degree in Primary Education - Italian section · 3CP · IT · DE

Module A — Special Education for Inclusion in Childhood and Youth

Design and reflection of inclusive educational activities at school, class and section level based on theoretical and research references

Lecturers: Heidrun Demo, Simone Seitz

Teaching Hours: 30 Prof. Demo Heidrun (15 ore in italiano) Prof. Seitz Simone (15 ore in tedesco)
Lab Hours: 0

Course Topics
What is heterogeneity? Representations of heterogeneity What is inequality in education? Inclusive practices in primary schools between difference and discrimination Inclusive education and sustainability Inclusive school development Inclusive teaching methodologies: open didactics and cooperative learning Individualised Educational Plan Inclusive competence assessment in primary school and educational documentation in pre-school Collaboration between curricular and support teachers

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

Required readings

See the literature in the overall course description



Semester 2 · 11424B · 5 year master degree in Primary Education - Italian section · 2CP · DE

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

Designing and implementing Individualised Educational Plans in relation to class/section learning units

Lecturers: Claudia Bettina Scochi, Simone Seitz

Teaching Hours: 0
Lab Hours: 20 Gruppo 1 e 2: Prof. Seitz Simone Gruppo 3: Dr. Phil. Scochi Claudia Bettina

Semester 2 · 11424C · 5 year master degree in Primary Education - Italian section · 3CP · DE · IT

Module C — Diversity, Learning Difficulties and Impairments

Managing differences in the classroom and the relationship between individualised planning and inclusive teaching,

Lecturers: Heidrun Demo, Simone Seitz

Teaching Hours: 30 Prof. Demo Heidrun (15 ore in italiano) Prof. Seitz Simone (15 ore in tedesco)
Lab Hours: 0

Semester 2 · 11424D · 5 year master degree in Primary Education - Italian section · 2CP · IT

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

Specific learning difficulties and disorders, managing differences in the classroom and inclusive teaching interventions.

Lecturers: Giorgia Ruzzante

Teaching Hours: 0
Lab Hours: 20 Gruppo 1,2 e 3: dr. Ruzzante Giorgia

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