Special Education a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof. Giuseppe Sellari
E-mail: giuseppe.sellari@uniroma2.it

CFU: 12
Course code: 804002809
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Period: I semestre
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
The GENERAL PART (Module A) provides an introduction to the main topics of Special Pedagogy, focusing in particular on the challenges of pedagogy of differences, the evolution of the discipline throughout history and the Italian way to inclusion and Special Educational Needs. The MONOGRAPHIC PART (Module B) is dedicated to inclusive didactics in childhood and to vocal and emotional literacy. Teaching provides: -The cultural evolution supporting inclusion; -Differences in the foreground: from the individual to the social and capability model; -Towards the Curriculum for Inclusion; -Finding the touchpoints for inclusive programming; -Being well at school: shared climate and rules; -Activating the buddy resource: educating on emotions and prosociality; -Pupils’ special needs and specific interventions; -Inclusion for a quality school.

Program:

The GENERAL PART (Module A) provides an introduction to the main topics of Special Pedagogy, focusing in particular on the challenges of pedagogy of differences, the evolution of the discipline throughout history and the Italian way to inclusion and Special Educational Needs.
The MONOGRAPHIC PART (Module B) is dedicated to inclusive didactics in childhood and to vocal and emotional literacy.
Teaching provides:
-The cultural evolution supporting inclusion;
-Differences in the foreground: from the individual to the social and capability model;
-Towards the Curriculum for Inclusion;
-Finding the touchpoints for inclusive programming;
-Being well at school: shared climate and rules;
-Activating the buddy resource: educating on emotions and prosociality;
-Pupils’ special needs and specific interventions;
-Inclusion for a quality school.

Text books:
Exam texts GENERAL PART – module A -Lucio Cottini, Didattica speciale e inclusione scolastica, Carocci, Roma 2017. -Italian legislation (teacher’s handouts): presentation of the legislative path in Italy from Differential Classes to Special Educational Needs. MONOGRAPHIC PART – module B -Giuseppe Sellari, La Musica, la Voce e il Canto nel curricolo inclusivo 0-6 anni. Mille sfumature di cielo, Roma, Anicia, 2020. -Giuseppe Sellari, Tullio Visioli (a cura di), Educare alle Emozioni. Promuovere relazioni positive nella scuola, Roma, Universitalia, 2020.

Text books:

Exam texts
GENERAL PART – module A
-Lucio Cottini, Didattica speciale e inclusione scolastica, Carocci, Roma 2017.
-Italian legislation (teacher’s handouts): presentation of the legislative path in Italy from Differential Classes to Special Educational Needs.
MONOGRAPHIC PART – module B
-Giuseppe Sellari, La Musica, la Voce e il Canto nel curricolo inclusivo 0-6 anni. Mille sfumature di cielo, Roma, Anicia, 2020.
-Giuseppe Sellari, Tullio Visioli (a cura di), Educare alle Emozioni. Promuovere relazioni positive nella scuola, Roma, Universitalia, 2020.

Bibliography:
-AA.VV., Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2013. -Canevaro A., Pedagogia speciale. La riduzione dell’handicap, Milano, Bruno Mondadori, 1999; -Canevaro A., L’integrazione scolastica degli alunni con disabilità, Trento, Erickson, 2007; -Cives Giacomo, Marco Antonio D’Arcangeli, Furio Pesci e Paola Trabalzini, Verso la Scuola di tutti. Pedagogisti italiani del Novecento, Roma, UniversItalia, 2013. -Contardi Anna, Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Roma, Carocci, 2014. -Cottini Lucio, Didattica speciale e inclusione scolastica, Roma, Carocci, 2020. -Crispiani Piero (a cura di), Storia della pedagogia speciale. L’origine, lo sviluppo, la differenziazione, Pisa, ETS, 2016. -d’Alonzo Luigi, Pedagogia speciale per l’inclusione, Milano, Scholè, 2018. -d’Alonzo Luigi, Dizionario di pedagogia speciale, Milano, Scholè, 2019. -De Anna Lucia, Pedagogia Speciale. Integrazione e inclusione, Roma, Carocci, 2014. -Fiorin Italo, Scuola accogliente, scuola competente. Pedagogia e didattica della scuola inclusiva, Brescia, La Scuola, 2012 -Fromm Erich, L’arte di ascoltare, Milano, Oscar-Mondadori, 2009. -Gardner Howard, Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Trento, Erickson, 2005. -Goleman Daniel, Intelligenza emotiva. Che cos’è, perché può renderci felici, Milano, BUR, 2005. -Ianes Dario e Sofia Cramerotti, Alunni con BES, Trento, Erickson, 2014. -Montalcini R. L. , L’elogio dell’imperfezione, Garzanti, Milano, 1999; -Montessori Maria (a cura di Claudio Lamparelli), Montessori. Educare alla libertà, Milano, Oscar-Mondadori, 2008. -Schianchi Matteo, Storia della disabilità. Dal castigo degli dèi alla crisi del welfare, Roma, Carocci, 2012.

Bibliography:

-AA.VV., Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Trento, Erickson, 2013.
-Canevaro A., Pedagogia speciale. La riduzione dell’handicap, Milano, Bruno Mondadori, 1999;
-Canevaro A., L’integrazione scolastica degli alunni con disabilità, Trento, Erickson, 2007;
-Cives Giacomo, Marco Antonio D’Arcangeli, Furio Pesci e Paola Trabalzini, Verso la Scuola di tutti. Pedagogisti italiani del Novecento, Roma, UniversItalia, 2013.
-Contardi Anna, Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Roma, Carocci, 2014.
-Cottini Lucio, Didattica speciale e inclusione scolastica, Roma, Carocci, 2020.
-Crispiani Piero (a cura di), Storia della pedagogia speciale. L’origine, lo sviluppo, la differenziazione, Pisa, ETS, 2016.
-d’Alonzo Luigi, Pedagogia speciale per l’inclusione, Milano, Scholè, 2018.
-d’Alonzo Luigi, Dizionario di pedagogia speciale, Milano, Scholè, 2019.
-De Anna Lucia, Pedagogia Speciale. Integrazione e inclusione, Roma, Carocci, 2014.
-Fiorin Italo, Scuola accogliente, scuola competente. Pedagogia e didattica della scuola inclusiva, Brescia, La Scuola, 2012
-Fromm Erich, L’arte di ascoltare, Milano, Oscar-Mondadori, 2009.
-Gardner Howard, Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Trento, Erickson, 2005.
-Goleman Daniel, Intelligenza emotiva. Che cos’è, perché può renderci felici, Milano, BUR, 2005.
-Ianes Dario e Sofia Cramerotti, Alunni con BES, Trento, Erickson, 2014.
-Montalcini R. L. , L’elogio dell’imperfezione, Garzanti, Milano, 1999;
-Montessori Maria (a cura di Claudio Lamparelli), Montessori. Educare alla libertà, Milano, Oscar-Mondadori, 2008.
-Schianchi Matteo, Storia della disabilità. Dal castigo degli dèi alla crisi del welfare, Roma, Carocci, 2012.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to provide students with knowledge of the main positions that have developed, particularly in Italy, around the themes of Special Pedagogy by examining its theoretical and methodological paradigms with particular reference to Special Educational Needs (BES). Moreover, starting from the historical evolution and the functions of the discipline, the Italian regulations will be illustrated from the school of exclusion to the school of all and everyone according to the new ministerial directives and the perspectives for inclusion of the ICF indicated by the WHO. KNOWLEDGE AND UNDERSTANDING: Students must acquire the basic theoretical and methodological-educational knowledge of Special Pedagogy in order to understand the different educational needs in the various inclusive school and extracurricular contexts. APPLYING KNOWLEDGE AND UNDERSTANDING: Knowing how to use the knowledge acquired in the various educational fields in the development and enhancement of the system. MAKING JUDGEMENTS: Students are required to be able to reflect autonomously and critically; to be able to problematise special educational phenomena, to critically analyse and choose inclusive educational programmes and interventions; to be able to self-assess their didactic-educational skills. COMMUNICATION SKILLS: Being able to communicate information related to inclusive education and teaching situations; possessing skills in managing the relationship and communication processes with pupils, families and other professionals. LEARNING SKILLS: Orient students to the use of sources and their autonomous evaluation, so that they are able to independently identify and interpret different types of educational intervention.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to provide students with knowledge of the main positions that have developed, particularly in Italy, around the themes of Special Pedagogy by examining its theoretical and methodological paradigms with particular reference to Special Educational Needs (BES). Moreover, starting from the historical evolution and the functions of the discipline, the Italian regulations will be illustrated from the school of exclusion to the school of all and everyone according to the new ministerial directives and the perspectives for inclusion of the ICF indicated by the WHO.
KNOWLEDGE AND UNDERSTANDING: Students must acquire the basic theoretical and methodological-educational knowledge of Special Pedagogy in order to understand the different educational needs in the various inclusive school and extracurricular contexts.
APPLYING KNOWLEDGE AND UNDERSTANDING: Knowing how to use the knowledge acquired in the various educational fields in the development and enhancement of the system.
MAKING JUDGEMENTS: Students are required to be able to reflect autonomously and critically; to be able to problematise special educational phenomena, to critically analyse and choose inclusive educational programmes and interventions; to be able to self-assess their didactic-educational skills.
COMMUNICATION SKILLS: Being able to communicate information related to inclusive education and teaching situations; possessing skills in managing the relationship and communication processes with pupils, families and other professionals.
LEARNING SKILLS: Orient students to the use of sources and their autonomous evaluation, so that they are able to independently identify and interpret different types of educational intervention.

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Lessons in Special Pedagogy will take place in face-to-face mode in the first semester. The lessons will be held from October through December on Mondays and Tuesdays from 4 to 7 p.m. in classroom T12B. The first class is scheduled for Wednesday, October 6 at 4 p.m.