Special Education a.y. 2026-2027 – 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 semester
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
None

Program:
In the GENERAL SECTION (Module A, Special Education and Teaching for Inclusion), the course provides an introduction to the main themes of Special Education, focusing in particular on the challenges of teaching diversity, the historical development of the discipline, and the Italian approach to inclusion and Special Educational Needs. The MONOGRAPHIC SECTION (Module B, Music and Inclusive Education) is dedicated to inclusive teaching in early childhood: “Music, the Voice and Singing in the Inclusive Curriculum for 0–6-year-olds. A Thousand Shades of Sky”, addresses the new challenges facing Special Education within the integrated system for children aged 0–6 through the medium of music and its many educational applications: the voice, singing, playing together and choral singing. The book “Towards an Inclusive School: Historical and Regulatory Pathways in Italy” examines the evolution of school legislation in Italy, first through the experiences of placement and integration, and subsequently through the inclusive perspective as a holistic and systemic educational paradigm, in which the school establishes itself as a setting capable of welcoming and valuing diversity as a founding principle.

Program:

In the GENERAL SECTION (Module A, Special Education and Teaching for Inclusion), the course provides an introduction to the main themes of Special Education, focusing in particular on the challenges of teaching diversity, the historical development of the discipline, and the Italian approach to inclusion and Special Educational Needs.
The MONOGRAPHIC SECTION (Module B, Music and Inclusive Education) is dedicated to inclusive teaching in early childhood: “Music, the Voice and Singing in the Inclusive Curriculum for 0–6-year-olds. A Thousand Shades of Sky”, addresses the new challenges facing Special Education within the integrated system for children aged 0–6 through the medium of music and its many educational applications: the voice, singing, playing together and choral singing. The book “Towards an Inclusive School: Historical and Regulatory Pathways in Italy” examines the evolution of school legislation in Italy, first through the experiences of placement and integration, and subsequently through the inclusive perspective as a holistic and systemic educational paradigm, in which the school establishes itself as a setting capable of welcoming and valuing diversity as a founding principle.

Text books:
GENERAL SECTION – Module A “Special Education and Teaching for Inclusion” A textbook of your choice, based on your study and research interests: -Ricerca e Sviluppo Erickson, Bisogni educativi speciali al nido e alla scuola dell’infanzia. Strategie efficaci per educatori e insegnanti, Trento, Erickson, 2021. or in alternatively: -Andrea Canevaro, Raffaele Ciambrone, Salvatore Nocera, L’inclusione scolastica in Italia. Percorsi, riflessioni e prospettive future, Trento, Erickson, 2021. MONOGRAPHIC SECTION – Module B ‘Music and Inclusion in Schools’ Both are required: -Giuseppe Sellari (a cura di), Verso una scuola inclusiva. Percorsi storici e normativi in Italia, Roma, Anicia, 2025. -Giuseppe Sellari, La Musica, la Voce e il Canto nel curricolo inclusivo 0-6 anni. Mille sfumature di cielo, Roma, Anicia, 2020.

Text books:

GENERAL SECTION – Module A “Special Education and Teaching for Inclusion”
A textbook of your choice, based on your study and research interests:
-Ricerca e Sviluppo Erickson, Bisogni educativi speciali al nido e alla scuola dell’infanzia. Strategie efficaci per educatori e insegnanti, Trento, Erickson, 2021.
or in alternatively:
-Andrea Canevaro, Raffaele Ciambrone, Salvatore Nocera, L’inclusione scolastica in Italia. Percorsi, riflessioni e prospettive future, Trento, Erickson, 2021.

MONOGRAPHIC SECTION – Module B ‘Music and Inclusion in Schools’
Both are required:
-Giuseppe Sellari (a cura di), Verso una scuola inclusiva. Percorsi storici e normativi in Italia, Roma, Anicia, 2025.
-Giuseppe Sellari, La Musica, la Voce e il Canto nel curricolo inclusivo 0-6 anni. Mille sfumature di cielo, Roma, Anicia, 2020.

Educational goals and expected learning outcomes:
Learning objectives The course aims to provide students with knowledge of the main positions that have developed, especially in Italy, around the themes of Special Pedagogy, examining their theoretical and methodological paradigms with particular reference to Special Educational Needs (SEN). In addition, starting from the historical evolution and functions of the discipline, it will present Italian legislation from the school of exclusion to the school for all and each individual, according to the new ministerial guidelines and the prospects for inclusion within the ICF framework indicated by the WHO. Knowledge and understanding Students must acquire the basic theoretical and methodological-didactic knowledge of Special Pedagogy in order to understand the different educational needs in various inclusive school and out-of-school contexts. Applying knowledge and understanding Students should be able to apply the knowledge acquired in different educational settings, putting their skills at the service of the development and growth of the community or system to which they belong. Judgment autonomy Students are expected to develop autonomous and critical reflection; to be able to problematize special educational phenomena, critically analyze and choose inclusive educational programs and interventions; and to be able to self-assess their own teaching and educational competences. Communication skills Students should be able to communicate information related to inclusive educational and teaching situations; they should possess the skills needed to manage relationships and communication processes with pupils, families, and other professionals. Learning skills Students should be guided in the use of sources and in independently evaluating them, so that they are able to identify and interpret the different types of educational intervention on their own.

Educational goals and expected learning outcomes:

Learning objectives
The course aims to provide students with knowledge of the main positions that have developed, especially in Italy, around the themes of Special Pedagogy, examining their theoretical and methodological paradigms with particular reference to Special Educational Needs (SEN). In addition, starting from the historical evolution and functions of the discipline, it will present Italian legislation from the school of exclusion to the school for all and each individual, according to the new ministerial guidelines and the prospects for inclusion within the ICF framework indicated by the WHO.
Knowledge and understanding
Students must acquire the basic theoretical and methodological-didactic knowledge of Special Pedagogy in order to understand the different educational needs in various inclusive school and out-of-school contexts.
Applying knowledge and understanding
Students should be able to apply the knowledge acquired in different educational settings, putting their skills at the service of the development and growth of the community or system to which they belong.
Judgment autonomy
Students are expected to develop autonomous and critical reflection; to be able to problematize special educational phenomena, critically analyze and choose inclusive educational programs and interventions; and to be able to self-assess their own teaching and educational competences.
Communication skills
Students should be able to communicate information related to inclusive educational and teaching situations; they should possess the skills needed to manage relationships and communication processes with pupils, families, and other professionals.
Learning skills
Students should be guided in the use of sources and in independently evaluating them, so that they are able to identify and interpret the different types of educational intervention on their own.

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:
The Special Education lectures will take place in the first semester.