AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

Teaching aims to:
- provide students with the basics of neuroplasticity and functional recovery;
- provide students with a general understanding of the principles of the rehabilitative approach in the different areas of atypical development, with a focus on Language Specific Disorders (DSL) and Learning (DSA) and Autism Spectrum Disorders (ASD);
- introduce the issues related to the different existing rehabilitation tools;
- develop in students the knowledge about the neuropsychological functioning of the subject (functional mapping) in physiological development and in relation to the different pathologies specific to the evolutionary age as the basis for the design of multidisciplinary enabler/rehabilitation care according to a cognitive approach. 

EXPECTED LEARNING RESULTS
At the end of the teaching, the student will be able to
- Recognize in the functional neuropsychological profile of the individual subject the strengths and weaknesses, the acquired functions, the emerging and those not acquired, the objectives of short, medium and long-term intervention;
- Design and implement the automation/rehabilitation therapy plans, according to rigorous and effective techniques, for the child and adolescent;
 - Know, explain and apply some enabler/rehabilitative tools, critically assessing their effectiveness and developing the ability to work in groups and supervision.

TEACHING METHODS

The lessons are conducted in the front with interactive and participatory mode by the students in order to make the contents of the program even more explicit and experiential.

The program is then carried out with the support of slides(Power Point),, integrated with the presentation of clinical cases (sometimes also with video) and implementation of simulations/tutorials.

SYLLABUS/CONTENT

Neuroplasticity and functional recovery 

Taking charge and neuropsychological rehabilitation:

- Principles of the rehabilitative approach

- General principles and language rehabilitation nods

Neuropsychology and Autism Spectrum Disorders

- The neuropsychology of autism;

- From evaluation to integrated multidisciplinary take-over;

- Evolutionary/cognitive behavioural therapeutic interventions; 

- Sensory perception: tools for evaluating/creating sensory-perceptual profiles; nods to the intervention.

- Presentation of some intervention tools (e.g. social stories)

 Specific Learning Disorders 

- Dyslexia/ Dys spelling/ Dysgraphia/ Discalculia

- From Assessment (clinical and functional diagnosis) to Multidisciplinary Load

- Know and Apply some Enable/Rehabilitation tools (both computerized and paper).

RECOMMENDED READING/BIBLIOGRAPHY

The examination will mainly focus on handouts, documents and articles provided by the teacher.

Recommended Texts:

- Vicari S., Caselli MC. (a cura di), “Neuropsicologia dello sviluppo”, Il Mulino, Bologna,2010.

Recommended reading

Vicari S., Valeri G., Fava L., “L’autismo. Dalla diagnosi al trattamento, Il Mulino, Bologna, 2012.

- Dawson G. e Rogers S., Earl Start Denver Model. Intervento precoce per l’Autismo. Linguaggio, apprendimento e reciprocità sociale. Omega Edizioni, Torino, 2010.

- Marotta L., Caselli MC, “Disturbi del linguaggio. Caratteristiche, Valutazione, Trattamento”.  Ed.Erickson, Trento, 2014.

- Cornoldi C. “Difficoltà e disturbi dell’apprendimento”, Il Mulino, Bologna, 2007

Battaglia F.M, Epidendio V., Schenone S., Pyrovolaki P., La giornata di Niki. Una storia con attività di potenziamento della comunicazione. Ed.  Erickson, Trento, 2015.

TEACHERS AND EXAM BOARD

Exam Board

EUGENIA DUFOUR (President)

SAMANTHA ARMANI

DONATELLA COLINA

ELISA DE GRANDIS

SIMONETTA LUMACHI

FRANCESCA PASSANO

DEBORAH PREITI

FRANCESCA MARIA BATTAGLIA (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

You can refer to the hour voice of lessons

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

Exam schedule

FURTHER INFORMATION

The examination may not be supported unless the relative propedeucity   is respected.                                                                     As these are integrated course exams, not passing a single discipline involves the repetition of the entire exam.