Primary teacher education

FORMATIVE OBJECTIVES The teaching pursues the following objectives: • Know and understand the fundamental aspects of inclusive education. • Know the characteristics of the different specific learning disorders. • Know the Italian regulatory framework for the right to study of students with specific learning disorders. • Know how to organize teaching (observation, planning, evaluation) in relation to students with specific learning disorders. • Know the difficulties encountered by students with specific learning disorders in the study. • Know and understand the importance of promoting the study method as a "first compensatory measure" for students with specific learning disorders. • Know the most relevant components of the study method. • To be able to express their point of view on the scholastic inclusion of pupils with specific learning disorders based on data, experiences and scientific sources. • Develop the skills to learn further ways to promote the study method in an inclusive perspective. • To know the contribution of cognitive neuroscience to inclusive didactics for students with specific learning disorders. • Understand the qualification contribution provided by music in inclusive didactics for students with specific learning disorders. In terms of knowledge and understanding [Dublin Descriptor no. 1] • To know and understand the epistemological dimension of the dialogue between general teaching and special teaching. • Know the aspects related to the normative framework of reference for the right to study of students with specific learning disorders. • Knowing the theories and aspects of inclusive education with particular reference to the full inclusion of students with specific learning disorders in kindergarten and primary school. • Know the basic elements of teaching for specific learning disabilities in kindergartens and primary schools, in terms of designing the Personalized Learning Plans. • Know methods and criteria for the assessment and assessment of students with specific learning disorders, taking into account the Italian legislation, ministerial indications and outcomes resulting from sector studies. • To know the most effective teaching strategies for pupils with specific learning disorders attended the kindergarten and primary school, in the perspective of Evidence Based Education. • Understand the importance of observing and identifying the signs of the risk of specific learning disabilities for the effectiveness of teaching intervention. • Understand the importance of developing an educational and effective relationship in the classes attended by students with specific learning disorders. • Know the skills that teachers need to develop to organize learning for specific learning disorders and to develop inclusive and effective learning environments. • Know and understand the contribution of the International Classification of Functioning, Disability and Health-ICF for teaching aimed at students with specific learning disorders. In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2] • To apply observation and evaluation procedures, also from an ICF perspective, for the identification of risk signals for specific learning disorders in pre-primary and primary school. • Apply didactic modalities related to the use of compensatory tools and dispensative measures in favor of students with specific learning disorders. • Develop Personalized Learning Plans for students with specific learning disorders. • Design, evaluate and document educational itineraries aimed at students with specific learning disorders, with a view to continuous improvement of inclusive processes. • Apply the acquired knowledge to develop the study method of students with specific learning disorders. • Cure the documentation for the transition from kindergarten to primary school of students with specific learning disorders. • Design educational paths for the development of the study method of students with specific learning disorders. In terms of independent judgment [Dublin descriptor no. 3] • Be aware of the teaching function, in terms of ethical and formative responsibility. • Develop autonomy of judgment for the choice of educational-didactic itineraries aimed at students with specific learning disorders attending kindergarten and primary school. In terms of communication skills [Dublin Descriptor no. 4] • Knowing how to interact with awareness and competence in the dialogue between school, family and territory. • Develop the ability to interact with pupils' parents with specific learning disorders in view of adequate design and educational re-design. • Understand the importance of the use of verbal and non-verbal languages in the context of teaching for students with specific learning disorders. • To develop the ability to interact with pupils' parents with specific learning disabilities, in view of adequate planning and educational re-planning. • To create effective synergies between teachers with a view to the full inclusion of pupils with specific learning disorders. In terms of learning capacity [Dublin Descriptor no. 5] • Acquire knowledge and skills in teaching for specific learning disorders in kindergartens and primary schools. • Develop expertise in the preparation of documents necessary for the observation, design and evaluation of pupils with specific learning disorders in kindergartens and primary schools. • To respond concretely and effectively to the specific needs of students with specific learning disorders. • Learning methods and practices of educational-didactic documentation relative to an adequate educational continuity between kindergarten and primary school. • To learn how to observe the scholastic context in which it operates and to be able to reflect critically on the dynamics that characterize it, in order to remove obstacles to the activity and to the participation of students with specific learning disorders.