Education and Training Science

The course aims to develop a practical and interdisciplinary understanding of inclusion and environmental sustainability through collaboration with experts and community engagement. Students will be introduced to the theoretical foundations of environmental sustainability, inclusion, and sensory development. The course will then focus on the practical application of this knowledge in educational activities, particularly in contexts supporting individuals with disabilities. In collaboration with experts, participants, and assistants from local organizations with which the Department has established partnerships, students will work on projects that include: - Designing and conducting sensory and inclusive educational activities, with a particular focus on sustainability and sensory development. - Engaging in gardening activities and environmental awareness campaigns using various materials and tools. - Creating accessible educational materials (such as inclusive banners and sensory pathways) to promote environmental awareness among individuals with visual and auditory disabilities. - Participating in community events focused on disability, with the aim of raising awareness on inclusion and environmental sustainability. Throughout the course, a collective reflection will be carried out on how to improve and adapt educational activities to include broader communities and address new challenges in the fields of inclusive education and sustainability.

The course has no specific prerequisites.

During the course, texts will be chosen together, using a combination of collaboratively selected bibliographic sources and input from the involved experts, who will actively interact with students to provide targeted support and guidance.

Face to face

The course evaluation will take place both at the group and individual level. The group evaluation will focus on the quality of the proposal developed in collaboration, the oral presentation of the work carried out, the ability to reflect on the difficulties encountered during the project, the solutions tried, and the learning achieved. The individual evaluation, instead, will be based on the quality of the reflections reported in the personal diary. A positive evaluation on both fronts will lead to eligibility.

Delivery: on-campus (classroom). Methods and indicative weights: interactive lectures/briefings (~30%); classroom labs with low-equipment motor tasks, micro-measurement (time/accuracy/errors) and guided metacognitive debriefs (~50%); group work, case analyses and short presentations (poster + pitch) (~20%). Use of the course Moodle page: - Materials & schedule: repository for slides, worksheets, rubrics; weekly schedule and lab instructions. - Submissions & feedback: upload of the individual diary/portfolio and interim products; visible grading rubrics; formative feedback for individuals/groups within stated timelines. - Forum Q&A: moderated space for questions on content, assignments and logistics. - Self-assessment: short ungraded quizzes, checklists and micro-surveys to monitor learning. Alignment with intended learning outcomes (D1-D5): lectures for D1; labs/applications for D2; reflective diary and guided discussions (in class and on Moodle) for D3; posters/pitches for D4; portfolio and guided study for D5. Inclusion: equivalent alternatives for students unable to perform specific motor tasks; reasonable accommodations for disabilities/SpLDs; all key materials available on Moodle. Contingencies: if needed, synchronous sessions via the University platform and full management of materials/submissions/feedback on Moodle; labs re-designed in a “domestic-friendly” format.