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

The course aims to provide knowledge relative to the concepts of disabilities and developmental disorders; to offer the basis for understanding current research about atypical development; to offer theoretical and empirical basis to approach some of the main intervention methods and to examine the relationships between disabilities and life contexts. Some topics related to specific neurodevelopmental disorders will be studied in depth.

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

Based on the provisions of the University and the Department related to phase 3 of the health emergency, the lessons will take place remotely.

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, both with spoken questions and through chat. 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

Compulsory textbooks (for attending students)

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, XII).

One selected text beeteen the following

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.

otherwise

R. Vianello e I.C. Mammarella, Psicologia delle disabilità. Una prospettiva life span, Edizioni Junior, Parma, 2015.

2. Blind or partially sighted children​ 

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

otherwise

Brambring, Lo sviluppo nei bambini non vedenti. Osservazione e intervento precoce, Franco Angeli, Milano, 2011.

3. Deaf 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.

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

D. Rollo, Disturbi dello spettro autistico e intersoggettività. Strategie per potenziare le capacità comunicative. Franco Angeli, Milano, 2020.

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

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

R. Vianello, Disabilità intellettive, Edizioni Junior, Bergamo, 2015.

5. Rare Syndroms

P. Alfieri, S. Vicari, Disabilità intellettiva e sindromi genetiche. Profili neuropsicologici e comportamentali, Erickson, Trento, 2018.

otherwise

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.

otherwise

C. Bachmann, Nuove frontiere per i DSA. Indicazioni per la diagnosi funzionale, Franco Angeli, Milano, 2020.

7. Neurodevelopmental Disorders

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

otherwise

C. Vio, C. Toso, M.S. Spagnoletti, L'intervento psicoeducativo nei disturbi dello sviluppo, carocci, Roma, 2015 (5 capitoli a scelta).

8. Contexts

S. Di Nuovo, Alunni speciali, bisogni speciali. Interventi psicologici per i BES, Il Mulino, Bologna, 2018.

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: parte QUARTA e QUINTA (pp161-335), Il Mulino, Bologna, 2016.

Compulsory textbooks for non attending students

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, XIX).

Open choice textbooks

Choose a textbook from one of the previously listed topics​

For students who will take the exame in English:

D. Goodley, Disability studies. An interdisciplinary introduction: second edition, Sage Publishing, 2016.

Two texts chosen from the following list:

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

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

F. Volkmar (Ed.), Autism and pervasive developmental disorders. Cambridge: Cambridge University Press, 2019.

O.K. de Camargo, L. S., G. M. Ronen, P. L. Rosenbaum, ICF: A Hands-on Approach for Clinicians and Families, Practical Guides from Mac Keith Press, 2019.

- C. Nilholm, Research about inclusive education in 2020 – How can we improve our theories in order to change practice?, European Journal of Special Needs Education, https://doi.org/10.1080/08856257.2020.1754547, 2020.                                                              and                                                                                                                                                      G. Vivanti, M. Prior, K. Williams, C. Dissanayake, Predictors of outcomes in autism early intervention: why don’t we know more? Frontiers in Pediatrics, Child and Neurodevelopmental Psychiatry, 2, 2014.

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

MARIA CARMEN USAI

LESSONS

LESSONS START

September, the 24th, 2020

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

For attending students 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, and will take place remotely on aulaweb.

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.

Students with DSA, disability or other special educational needs are recommended to contact the teacher at the beginning of the course, in order to organize teaching and assessment, taking in account both the class aims and the student's needs and providing suitable compensatory instruments.

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.