OVERVIEW

The main objective of the course is to contribute to the training of professionals in the field of developmental disorders, who will recognize the dynamic nature of the acquisitions in this area and learn to identify bias and stereotypes.

AIMS AND CONTENT

LEARNING OUTCOMES

To present basic psycological knowledge in the field of developmental disorders and disabilities.

AIMS AND LEARNING OUTCOMES

In details, the specific aims are: a) to introduce the concepts of developmental disorders and disabilities, highlighting their historical evolution, and providing examples related to the students’ experiences; b) to present basic knowledge on the main developmental disorders, their characteristics and known causes, also highlighting the in-progress nature of some knowledge; c) to provide for each type of disability/disorder a picture of the state of art in psychological research; d) to promote the understanding of the relationship between theories, research findings and assessment and intervention strategies; d) to promote the understanding of the relationship between disability and major life contexts, with particular attention to the family and school context and to the principles of an inclusive education; e) to examine the role of psychological disciplines in the study of developmental disorders and in various areas of clinic intervention; f) to introduce some psychological assessment tools; g) to analyse in depth neurodevelopmental disorders and psychological processes involved in atypical functioning

At the end of the course students are expected:

a. to acquire the knowledge related to the different the types of disorder, with particular attention to psychological processes involved

b. to understand the relationship among theoretical approaches, research results, assessment tools and intervention strategies

c. to know how to compare different points of view, highlighting the strengths and weaknesses of the different approaches

d. to use an appropriate language, avoiding judgement and stigmatisation, in presenting the contents of the discipline

PREREQUISITES

A basic knowledge of typical developmental processes 

TEACHING METHODS

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Results of research, case studies and viewing of films will be used in order to stimulate the association between theory and practice. Moreover, individual exercises and group discussions will be organized in order to stimulate an active participation of the students and to give them feedback regarding their understanding and interpretation of the topics.

At the end of the course students will have the possibility to discuss the selected texts in small groups.

SYLLABUS/CONTENT

Functioning, disability and environmental factors: definition and boundaries according to the WHO classifications.

ICF and developmental assessment

The types of disorder/disability: sensory; motor; neurodevelopmental disorders: intellectual disability; autism spectrum disorders; specific learning disorders, attention deficit hyperactivity disorders, language disorders:

• The medical diagnosis. Causal factors: genetic, pre-natal, peri-natal and post-natal.
• Diagnostic and assessment tools.
• Cognitive, social, language, emotional-affective development and risk factors.
• Rehabilitation and educational interventions

The life contexts of disabled people: family, school, work environment.

RECOMMENDED READING/BIBLIOGRAPHY

STUDENTS WHO ATTEND THE COURSE

Compulsory textbooks

M. Zanobini, M.C. Usai, Psicologia della disabilità e dei disturbi delle sviluppo. Elementi di riabilitazione e d'intervento. Nuova Edizione aggiornata, Franco Angeli, Milano, 2019.

and

S. Vicari, M. C. Caselli, Neuropsicologia dell'età evolutiva. Prospettive teoriche e cliniche. Il Mulino, Bologna, 2017 (capitoli: I, IV, V, X, XI, XII).

Open choice textbooks

Choose a textbook among one of the following topics:

1. Diagnosis and classifications

M. Zanobini, P. Viterbori, A.M. Scopesi, Le difficoltà e i disturbi del linguaggio attraverso le lenti dell’ICF, Franco Angeli, Milano, 2015.

2. The development of visually impaired children

C. Martinoli, E. Delpino, Manuale di riabilitazione visiva per ciechi e ipovedenti, Franco Angeli, Milano, 2009.

3. The development of hearing impaired children

Basili, C. Lanzara, M. Zanobini, Il metodo Drežančić nei bambini dai primi mesi di vita ai tre anni. Guida all’utilizzo delle prime stimolazioni, dei giochi fonici e dei primi vocaboli, Giunti O.S., Firenze, 2011. and O. Liverta Sempio, A. Marchetti, F. Lecciso, S. Petrocchi, Competenza sociale e affetti nel bambino sordo, Carocci, Roma, 2006.

otherwise

M. Marschark, P.C. Hauser, How deaf children learn: What parents and teachers need to know. Oxford University Press, Oxford - New York, 2012.

3. Autism Spectrum Disorders 

A. Ballerini, F. Barale, S. Ucelli, V. Gallese, Autismo. L'umanità nascosta, Einaudi, Torino, 2006.

otherwise

S. Vicari, G. Valeri, L. Fava, L'autismo: dalla diagnosi al trattamento, Il Mulino, Bologna, 2012.

otherwise

M. Arduino, Il bambino che parlava con la luce. Quattro storie di autismo, Einaudi, 2014.

4.Intellectual Disabilities and rare Syndromes

S. Di Nuovo, S. Buono, Strumenti diagnostici per il ritardo mentale: l’assessment psicologico nella disabilità intellettiva, Franco Angeli, Milano, 2010.

otherwise

R. Vianello, Potenziali di sviluppo e di apprendimento nelle disabilità intellettive, Erickson, Trento, 2012.

otherwise

S. Di Nuovo, R. Vianello, Deterioramento cognitivo: forme, diagnosi e intervento. Una prospettiva life span, Franco Angeli, Milano, 2013.

otherwise

V. Renzo, Disabilità intellettive, Edizioni Junior, Bergamo, 2015.

B. Dalllapiccola, S. Vicari, La sindrome di Williams. Genetica, clinica e riabilitazione, Franco Angeli, Milano, 2012.

otherwise

S. Maggiolini, Le sindromi genetiche rare: percorsi educativi, Ed. Junior, Bergamo, 2011.

6. Learning Disabilities

P. E. Tressoldi e C. Vio, Il trattamento dei disturbi specifici dell'apprendimento scolastico - NUOVA EDIZIONE, Erickson, Trento, 2012.

otherwise

M. Orsolini (a cura di), Quando imparare è più difficile. Dalla valutazione all'intervento. Carocci Faber, Roma, 2011.

7. Neurodevelopmental disorders

I. Mammarella, R. Cardillo e  S. Caviola (2019), La memoria di lavoro nei disturbi del neurosviluppo: dalle evidenze scientifiche, alle applicazioni cliniche ed educative, Angeli, Milano, 2011 (5 chapters).

8. The life contexts

S. D’Alessio, Inclusive Education in Italy. A critical analysis of the policy of integrazione scolastica, Sense Publisher, Rotterdam, 2011.

otherwise

G. Pinto (a cura di) Monografia. Tra scuola e famiglia: transizioni ecologiche e relazioni educative,  Psicologia dell’educazione, 8, 2, 2014.

otherwise

S. Soresi, Psicologia delle disabilità e dell'inclusione: 4th and 5th parts (pp. 161-335), Il Mulino, Bologna, 2016.

Supplementary materials

Attendant students will find slides and other Didactic material on Aulaweb.

STUDENTS WHO DON'T ATTEND THE COURSE

Compulsory textbooks

M. Zanobini, M.C. Usai, Psicologia della disabilità e dei disturbi delle sviluppo. Elementi di riabilitazione e d'intervento. Nuova Edizione aggiornata,, Franco Angeli, Milano, 2019.

and

S. Vicari, M. C. Caselli, Neuropsicologia dell'età evolutiva. Prospettive teoriche e cliniche. Il Mulino, Bologna, 2017 (capitoli: I, IV, V, X, XI, XII, XVIII,  XIX, XX).

Open choice textbooks

Choose a textbook from one of the previously listed topics​

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

MARIA CARMEN USAI

LESSONS

LESSONS START

September, the 24th, 2019

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

For attending students (at least 70% attendance) it will be scheduled a written evaluation in itinere on the compulsory textbooks and an oral examination on the chosen text.

For non-attending students it will be scheduled an oral evaluation covering the entire program. 

REPEAT EXAM: Students can attend the exams after regular registration without restrictions in every official sessions. Non-official sessions will NOT be scheduled.

We recommend students who fail the exam more than once to take an appointment with the professor, in order to plan the best study strategies together.

ASSESSMENT METHODS

The oral examination will evaluate text comprehension, acquired knowledge, oral presentation skills, selection of relevant information. It will also be considered the ability to analyse topics in depth and critically interrelate the different sources of knowledge.

The written exam will consist of multiple-choice questions, open-ended questions and completion tasks, in order to assess text comprehension, acquired knowledge, oral presentation skills , selection of relevant information and ability to synthesize. The oral test will assess the ability to analyse topics in depth and critically interrelate the different sources of knowledge.

Exam schedule

FURTHER INFORMATION

All the students MUST visit the Aulaweb page (www.aulaweb.unige.it) regularly. All the information and materials related to this course are exclusively published on this website.

Any shifts in lectures timetable or office hours will be announced on aulaweb.

Thesis requests must be made at students’ office hours or by appointment.

The thematic areas for the thesis can cover any topic of the course. Students are encouraged to make specific proposals, accompanied by a bibliography.

The following topics will be considered for research theses:

typical and atypical language development;

quality assessment of inclusive education;

cognitive profiles in children with autism.

Specific learning disabilities