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First Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)
[30/46]  PRIMARY TEACHER EDUCATION [46/00 - Ord. 2011]  PERCORSO COMUNE 8 60


Students will have to achieve a specialized knowledge on the concepts of disability and integration through their historical development , with particular reference to: the pioneers of special education; the beginning and the development of both identity processes and social recognition; the processes of education and scholastic instruction; the conceptual and cultural models of “thinking” and accomplishing integration processes; the epistemological basis of Special Pedagogy; the “emerging” dimensions and the challenges involved in inclusion both at school and in society . These key objectives will lead to: understand inclusive processes; strengthen research; answer issues related to these main questions and to further broad interdisciplinary problems. Students will have to intertwine many different areas of knowledge and express personal and critical thoughts.
These objectives are aimed: a) to understanding the reality of inclusive processes; b) to explore in-deep the research field of Special Pedagogy; c) to solve problems related to the main themes and issues developed during the class; d) to integrate these themes in broad interdisciplinary framework; e) to develop autonomous, reflective and critical skills.


Students will have to achieve a comprehensive knowledge on the main contents of the following subjects: History of Pedagogy and educational Institutions, General Pedagogy, General Didactics.


The course aims to promote the knowledge and reflection on diversity, referred to disability conditions. The approach to the learning objects will be coherent with the pedagogical field of research, which is theoretically and practically interested in the educational and formative process of disabled people. Starting from a detailed study of the historical sources at the origin of special pedagogy and didactics, lessons will focus on the specific language of the discipline and on the educational processes supplying both the identity development and the social recognition of the individual affected by disability.
Also considering the obstacles hindering the social and personal fulfilment, all the conditions promoting inclusion at school, at work and in society will be highlighted and analyzed. Thus, the role of the several social actors (family, school, services, …) will be investigated. Furthermore, some classical topics of special pedagogy will be studied on the basis of a historical and current peruse of these issues.
A frame of already tested interventions to accomplish and some still challenging questions will be built, so as to develop a deeper social and professional awareness.
Several interventions will be presented, especially on the school context and focused on profile of figure of inclusive teacher and pupils or students with disability and/or special educational needs. Particular focus will be given to interventions and strategies involving pupils with ADHD.

Teaching Methods

Lectures will be in presence, with online strategies integration, to allow innovative and inclusive attendance, unless otherwise stated

Verification of learning

For attending students, assessment will be realized through 1) an in itinere written test on a part of the programme, that will be provided during the lessons (not to be studied for the oral exam, if successfully passed) and 2) an oral exam in order to verify the knowledge and the ability to establish links between different issues, expressive and scientific language proficiency.
If both knowledge and competences will be demonstrated at a basic level, the mark would be defined up to 24/30. Students who demonstrate an excellent comprehension and management of knowledge and competences, could reach a mark up to 30/30 et laude.


• A. Mura, Diversità e Inclusione. Prospettive di cittadinanza tra processi storico culturali e questioni aperte. Milano, FrancoAngeli, 2016, pp. 229, ISBN: 978-88-917-4369-5
• A. Mura (a cura di), Orientamento Formativo e Progetto di Vita. Narrazione e itinerari didattico educativi, FrancoAngeli, Milano, 2018, pp. 152. ISBN: 978-88-917-6828-5
• A. Mura, A.L. Zurru, I. Tatulli, Theoretical and Methodological Elements of an Inclusive Approach to Education, in “Education Sciences & Society”, FrancoAngeli, 2019, n. 2, pp. 123- 136, ISSN: 2038-9442
• A. Mura, D. Bullegas, ADHD a scuola: strategie e procedure per una didattica inclusiva, in A. Canevaro, R. Ciambrone, S. Nocera (a cura di), L’inclusione scolastica in Italia .Percorsi, riflessioni, e prospettive future, Trento, Erickson, pp. 447-464 2021, ISBN 978-88-590-2533-7
• A. Mura, D. Bullegas, ADHD e famiglia: un’esperienza di supporto alla genitorialità, in Giornale italiano dei disturbi del Neurosviluppo, in Giornale Italiano dei disturbi del Neurosviluppo, Volume 5, n. 2, 2020, pp. 82-93, ISSN2499-6068

More Information

Unless COVID advices, lessons will be given on Monday, Wednesday, Friday, as shown in the academic calendar. Further seminars and events may be planned during the week. The related information could be found on the teacher’s webpage.
The program is referred to the academic year 2021/22

Students with special needs may benefit from a Disabled Office ( that certifies their difficulties in order to arrange individualized programs and exams.

Questionnaire and social

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