Menù principale
B026219 - SCHOOL MANAGEMENT & INCLUSIVE LEADERSHIP
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2018-19
Course year
Second year - First Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Credits
12
Teaching Hours
72
Teaching Term
13/09/2018 ⇒ 16/12/2018
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian
Course Content
The “encouraging teacher”, inclusiveteaching, the inclusive pedagogical coordinator, the concept of“Care” as a supporting relationship.
Suggested readings (Search our library's catalogue)
1) L.N. 104 DEL 1992; L. N. 170 DEL 2010 (DSA); Direttiva Ministeriale del 27/12/2012 e C.M. n° 8/13 e Nota 22/11/2013 (BES);
2) R. Medeghini (a cura di), Norma e normalità nei disability studies. Riflessioni e analisi critica per ripensare la disabilità, Erickson Trento, oppure R. Medeghini, S. D'Alessio, A. Marra, G. Vadalà, E. Valtellina, Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento 2013
3) G. Franceschini, Il dilemma del dirigente scolastico, Guerini, Milano; G. Franceschini, R. Russo, Sistemi formativi e dirigenza scolastica in Europa, ETS, Pisa; M. Castagna, Progettare la formazione, Franco Angeli, Milano, M. Bruscaglioni, La gestione dei processi nella formazione degli adulti, Franco Angeli, Milano.
4) F. Dovigo (a cura di) Nuovo index per l'inclusione. Percorsi di apprendimento e partecipazione a scuola, Carocci, Roma 2014;
2) R. Medeghini (a cura di), Norma e normalità nei disability studies. Riflessioni e analisi critica per ripensare la disabilità, Erickson Trento, oppure R. Medeghini, S. D'Alessio, A. Marra, G. Vadalà, E. Valtellina, Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento 2013
3) G. Franceschini, Il dilemma del dirigente scolastico, Guerini, Milano; G. Franceschini, R. Russo, Sistemi formativi e dirigenza scolastica in Europa, ETS, Pisa; M. Castagna, Progettare la formazione, Franco Angeli, Milano, M. Bruscaglioni, La gestione dei processi nella formazione degli adulti, Franco Angeli, Milano.
4) F. Dovigo (a cura di) Nuovo index per l'inclusione. Percorsi di apprendimento e partecipazione a scuola, Carocci, Roma 2014;
Learning Objectives
The educational goals are based on the Dublin descriptors.
1. Knowledge and understanding: to know and to be able to guide ourselves among the models and theories of inclusive pedagogy, paying a special attention to the meaning of the communicative and affective components of the educational relationship, and of socio-cultural life contexts.
2. Applied knowledge and understanding: to know and to be able to apply operational tools for school inclusion; to acquire the know-howon putting the theoretical plans into practice, according to pupils’ needs.
3. Making judgments: to be able to analyze research practices and training on inclusion.
4. Communication skills: know and be able to use an appropriate terminology.
5. Learning Skills: to be able to transfer the theoretical knowledge in the practical school context.
1. Knowledge and understanding: to know and to be able to guide ourselves among the models and theories of inclusive pedagogy, paying a special attention to the meaning of the communicative and affective components of the educational relationship, and of socio-cultural life contexts.
2. Applied knowledge and understanding: to know and to be able to apply operational tools for school inclusion; to acquire the know-howon putting the theoretical plans into practice, according to pupils’ needs.
3. Making judgments: to be able to analyze research practices and training on inclusion.
4. Communication skills: know and be able to use an appropriate terminology.
5. Learning Skills: to be able to transfer the theoretical knowledge in the practical school context.
Prerequisites
Good writing skills; text reading and understanding skills; basic knowledge of pedagogical vocabulary.
Teaching Methods
Lectures, focus groups, PowerPoint presentations, photo and video materials.
Further information
Participation in lessons is recommended.
Type of Assessment
Oral examination
Course program
The Course will be focused on the role and function of the pedagogic coordinator of Early Childhood Education and Care services, therefore deepening all those operational tools that can promote educational inclusion. More specifically, we will deal with the concept of “Care”, as a conscious accompaniment to the subject’s growth, based on a relationship built through significant educational actions, in order to promote a harmonious, inclusive and encouraging educational environment.