THREE-DIMENSIONAL MODELING

Course objectives

The teaching pursues the achievement of the following goals. In terms of knowledge and understanding [Dublin Descriptor no. 1]: • Know and understand the epistemological and methodological field of general education. • Knowing the fundamental aspects of inclusive education with particular reference to full inclusion. • Develop an organic knowledge of teaching, its theories, the implementation devices and the research methods it uses. • Know the teachers’ skills to develop inclusive learning environments. • Know the concept of "human functioning" elaborated by the World Health Organization. • Know the most effective teaching strategies according to the perspective of Evidence Based Education. • Know the tools for assesment and evaluation. In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]: • Apply the acquired knowledge to build inclusive contexts in kindergarten and primary school, with attention to affective-relational and cognitive aspects. • Design, evaluate and document educational and teaching interventions with a view to continuous improvement of inclusive processes. • Apply didactic-evaluative methods consistent with the normative indications of the Italian school and with the prospect of full inclusion. In terms of independent judgment [Dublin descriptor no. 3]: • Develop awareness of the ethical and formative responsibility connected to the exercise of the didactic function and the consequent duties towards the students, the families, the school in which it operates and the territory. • Acquire skills aimed at evaluating educational-educational situations and actions on the basis of appropriate documentation for the taking of appropriate decisions. • Knowing how to choose the fundamental methodologies for educational planning and the construction of evaluation tools. • Develop awareness of the relationship between design, choice of teaching strategies and evaluation processes. In terms of communication skills [Dublin Descriptor no. 4]: • Develop communication skills with colleagues, students and families. In terms of learning capacity [Dublin Descriptor no. 5]: • Developing skills, attitudes and expertise in the field of nursery and primary school to respond adequately to the many different needs of students, in a dynamic perspective of training. • Be able to observe the contexts in which we operate and be able to reflect critically on the dynamics that characterize them.

Channel 1
IRENE STANZIONE Lecturers' profile

Program - Frequency - Exams

Course program
Teaching for Specific Learning Disorders Master’s Degree in Primary Education Sciences ECTS: 6 (56 total hours) Lecture hours: 44 | Mandatory lab hours: 12 Module 1 – Epidemiological and Epistemological Elements Related to Specific Learning Disorders (SLD) Objective: To introduce the key concepts related to the epidemiological and epistemological processes of Specific Learning Disorders. Week 1 Epistemological and regulatory framework for SLD Cognitive model of dyslexia (reading, writing, text comprehension) Materials: Traversetti, Italiano e dislessia. Teorie e metodi per l’apprendimento, Carocci, 2023. Week 2 Teaching Italian to students with dyslexia and dysorthography Early intervention in preschool and primary school Materials: Traversetti, Italiano e dislessia. Teorie e metodi per l’apprendimento, Carocci, 2023. Week 3 Teaching History to students with dyslexia and text comprehension disorder Teaching Geography to students with dyslexia, dysgraphia, and text comprehension disorder Didactic mediation for comprehension and study of Italian, History, and Geography texts (linguistic, content, and graphic adaptation) Materials: Traversetti, Insegnare storia e geografia ad allievi con dislessia, Carocci, 2021. Week 4 Assessment tests for students with SLD Personalized assessment for students with SLD Materials: Traversetti, Insegnare storia e geografia ad allievi con dislessia, Carocci, 2021. Week 5 Mathematics and dyscalculia between research and teaching Mathematical competence Materials: Rizzo, Monaco, Matematica e allievi con discalculia, Carocci, 2024. Week 6 Causal model of numerical abilities Mathematical problem-solving Materials: Rizzo, Monaco, Matematica e allievi con discalculia, Carocci, 2024. Week 7 Etiological framework of dysgraphia Classification of motor coordination disorders and teaching strategies Materials: Traversetti, Rizzo, Mastroianni, Disgrafia e strategie didattiche. Prevenzione e compensazione, Carocci, 2025. Week 8 Writing processes: difficulties and disorders In-depth reading of diagnostic certificates and pedagogical-didactic implications Materials: Traversetti, Rizzo, Mastroianni, Disgrafia e strategie didattiche. Prevenzione e compensazione, Carocci, 2025. Week 9 Observing risk indicators for dyslexia and dysorthography Didactic design for dyslexia and dysorthography Materials: All exam texts Week 10 Observing risk indicators for dysgraphia and dyscalculia Didactic design for dysgraphia and dyscalculia Materials: All exam texts Laboratory Activities – 12 hours (mandatory) Objective: To develop a Personalized Educational Plan (PEP) for students with SLD and to assess the emergence of risk indicators for SLD. Drafting of PEPs based on real cases of each disorder (dyslexia, dysgraphia, dysorthography, dyscalculia) Design and adaptation of didactic paths for students with SLD Creation of personalized assessment tests for students with SLD Reading and interpreting diagnostic certifications Group work with peer review of designed projects Program – General Didactics Master’s Degree in Primary Education Sciences ECTS: 6 (56 total hours) Lecture hours: 44 | Mandatory lab hours: 12 Module 1 – Foundations of General Didactics Objective: To introduce the key concepts of didactics as a scientific and professional discipline. Week 1 What is didactics: definitions, educational and relational function The didactic action: intentionality, mediation, communication Materials: Nigris, Teruggi, Zuccoli (2021) Week 2 Didactic transposition Didactic mediators Materials: Nigris, Teruggi, Zuccoli (2021) Week 3 Didactic strategies and teaching styles The professional paradigm of the teacher Materials: Nigris, Teruggi, Zuccoli (2021) Module 2 – The Effective Lesson Objective: To analyze the phases of an effective lesson and the related methodological and evaluative indicators. Week 4 The effective lesson: definition and evidence-based approach Indicators of effectiveness Materials: Calvani (2018) Week 5–6 Lesson design: objectives, phases, timing Module 3 – Didactics for Inclusion and SLD (Total: 24 hours – 12 theoretical + 12 lab) Objective: To analyze strategies, tools, and approaches for the inclusion of students with SLD. Week 7 Legislation on inclusion Specific Learning Disorders (SLD) Materials: Chiappetta Cajola & Traversetti (2017) Week 8 Compensatory and dispensatory strategies Epistemological aspects related to study methods Materials: Chiappetta Cajola & Traversetti (2017) Week 9–10 Techniques for text analysis and re-elaboration PQ4R study method Motivation, emotions, and learning Study setting and emotional climate Materials: Chiappetta Cajola & Traversetti (2017) Laboratory Activities – 12 hours (mandatory) Objective: To actively experiment with the application of theoretical content. Creation of simplified teaching materials (maps, worksheets, visual tools) Simulations of school–family meetings on teaching topics Group work with peer review of designed projects Laboratory assessment method: Mandatory attendance and final project work.
  • Academic year2025/2026
  • CoursePrimary teacher education
  • CurriculumSingle curriculum
  • Year3rd year
  • Semester2nd semester
  • SSDM-PED/03
  • CFU6