Expert in Services and Methodologies for Promoting Inclusion

Course description

Academic year:
Type of course:
€ 500.00
Number of places:
min. 28 - max illimitato

Course organisation

Coordinator of the course:
prof.ssa Giusi Antonia Toto
Scientific area:
Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche
Relevant structure:
Dipartimento di Studi Umanistici. Lettere, Beni Culturali, Scienze della Formazione
Expiry date

Call for tenders

Comunicazioni ed aggiornamenti

Proroga ammissione e immatricolazione

Si comunica che i termini di ammissione e iscrizione sono prorogati fino al 31 ottobre 2023.

Obiettivi formativi

The training objectives of the SeStrI Master's Course are geared towards the acquisition of innovative and design skills that aim to provide an overview of a theoretical and practical nature towards inclusion strategies in the educational, training and social spheres. The first level Master's degree course has, in fact, as its main object the training on new pedagogical approaches in the field of special pedagogy, gender pedagogy and is realised through the use of new technologies and new strategies to promote inclusion also through the use of media and new devices.

The profile of the professional expert Services and Methodologies for Promoting Inclusion that the Master's Course intends to train is as follows

  1. Disciplinary field
    is able to use disciplinary knowledge in coherence with the training dimension proposed by the curricula of the subjects aimed at promoting an inclusive and welcoming climate in the context in which one works;
    is able to transpose disciplinary knowledge in an original way, integrating language and content;
    is able to organise work units according to national and European guidelines for inclusion (with reference to the 2030 agenda).
  2. Methodological-design field
    is able to design service pathways in collaboration with other institutions in the area;
    is able to find, choose, adapt and create media materials and resources to optimise the lesson, also using technological and IT resources;
    is able to independently realise a didactic pathway, employing methodologies and strategies aimed at fostering inclusive disciplinary learning through second/foreign language;
    is able to elaborate and use shared and integrated assessment systems and tools, consistent with the innovative methodology.
    is able to devise and use shared and integrated assessment systems and tools, consistent with the innovative methodology.
  3. Technical field
    is able to design service pathways in cooperation with other institutions in the territory;
    is able to find, choose, adapt and create materials and resources designed with an inclusive perspective and which respond to learning environments that take into account the individuality of each person.
Sbocchi occupazionali e professionali

The profile to be created through the Master's Degree Course in Services and Strategies for Inclusion (SeStrI) aims at involving the enrolled students in a process of knowledge and constructive learning aimat high qualification in the field of strategies for inclusion. In particular, the Master's Course aims to promote critical and advanced knowledge on theoretical and practical issues related to disability, social inclusion issues, the development of active participation, teaching methodologies and the identification in PA of methodologies useful to intensify inclusive processes. The current national and international panorama, in fact, highlights how migratory flows and the increase in diagnoses carried out by specialised centres are leading to greater awareness and are carefully targeting the construction of inclusive and welcoming school, social and living environments.

The OECD Deseco Project aims to promote three categories:

  1. The use of tools in an interactive manner (new technologies, multimedia languages);
  2. Interaction in heterogeneous groups;
  3. Ability to act independently.

Furthermore, the SeStrI Master's Course has its conceptual roots in historical documents that have marked, and continue to mark, the educational and conceptual turning point in the inclusion process. Thus pivotal documents are the Universal Declaration of Human Rights (1948), the Convention on the Rights of Persons with Disabilities and the 2030 Agenda which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all: to eliminate gender disparities in education by 2030 and to ensure equitable access for all, including persons with disabilities. In this perspective, the collaborative learning methodology is at the basis of the technological didactics interventions and allows those enrolled in the master's course, with different levels of performance, to work in groups to achieve a common goal; there is, therefore, a shift of focus from frontal teaching to a student-centred methodology that promotes positive interdependence, individual responsibility and relational skills. Professional Profiles: The SeStrI Master's Course aims at the figure of Expert in Services and Methodologies for Promoting Inclusion. The expert, once he/she has acquired autonomy in the various topics addressed, will be able to spend his/her competences and skills in different contexts: institutions, organisations and services both public and private, profit and non-profit (schools of all levels, companies, cooperatives, non-profit organisations). In particular, male and female trainees will have the useful elements to - Deliver activities of a consultancy nature in terms of inclusion; - Write projects and participate in competitive tenders in the area of inclusion; - Apply innovative teaching methodologies; - Design inclusive learning environment.