Primary teacher education

Learning goals 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 special education. • Know the fundamental aspects of inclusive education • Know the teachers’ skills to develop inclusive learning environments • Know the importance of dialogue and cooperation between multiple skills for inclusion of diversity • Know the concept of "human functioning" elaborated by the World Health Organization and its application in the ICF classification • Know the most effective teaching strategies according to the perspective of Evidence Based Education • Know the tools for assessment and evaluation for the development of the potential of students with special educational needs 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 individualized/personalized educational plans focused on cognitive, emotional and relational characteristics for students with special educational needs, with disabilities or with socio-economic-linguistic and cultural disadvantage. • 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 in the inclusive perspective • 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.