AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to promote in future educators greater awareness of the terms: typical, atypical, delay, disorder, disability and even inclusion. Starting from a historical excursus, the current diagnostic systems and the tools useful to outline the level of functioning and adaptation of the person in interaction with the different contexts of life are presented. The main disorders and lines of research are also illustrated. Finally, the principles underlying the intervention methods are described. As a whole, the course aims to provide educators with more skills to understand psychological functioning and to promote greater autonomy and well-being in the context of life.

AIMS AND LEARNING OUTCOMES

In particular, the course aims to:

• introduce the concepts of developmental disorders and disability, highlighting their historical evolution and contextualizing them in relation to the students’ experiences;
• provide basic knowledge of the main deficit conditions, with regard to their defining characteristics and known causes, while also highlighting the evolving nature of some areas of knowledge;
• provide, for each type of disability/disorder, an overview of the research lines related to various areas of development, fostering an understanding of the connections between theories and research findings;
• promote understanding of the relationships between disability and key life contexts, with particular attention to the family and school settings, as well as to the fundamental principles of inclusion;
• explore some intervention techniques aimed at promoting inclusion in educational settings through the use of new digital technologies.

By the end of the course, students are expected to:

• have acquired knowledge about the various types of disorders covered in the lessons;
• demonstrate an understanding of the relationship between theoretical approaches, research findings, and intervention strategies in educational contexts;
• be able to critically compare different perspectives, highlighting the strengths and weaknesses of various approaches;
• use appropriate, non-judgmental, and non-stigmatizing language during classroom discussions and when presenting subject content.

TEACHING METHODS

Interactive lectures are planned (supported by slides), where the theoretical content will be accompanied by real-life examples, study results, and research findings. Students will be encouraged to participate actively and critically in discussions on specific topics. The course will also include practical group exercises, case study analysis, and video viewing followed by group debates. These activities are designed to help students apply the theoretical knowledge in practice. The debates will be essential for fostering active engagement and critical thinking.

These activities will enable attending students to obtain an OPEN BADGE certifying participation in a program aimed at acquiring soft skills related to the following key competencies: learning to learn (basic level), personal competence (basic level), social competence (basic level), and functional literacy (basic level).

Aulaweb is the course workspace where the instructor will upload lecture slides, supplementary materials, and applications to encourage student interaction and active participation.

SYLLABUS/CONTENT

• Functioning, disability, and environmental factors: WHO classifications
• ICF and functioning profile
• Types of disorders/disabilities: sensory disabilities; motor disabilities; neurodevelopmental disorders: intellectual disabilities; autism spectrum disorders; learning disorders; attention deficit hyperactivity disorder (ADHD)
• Main lines of intervention in the educational field
• Life contexts of individuals with developmental disorders
•  In-depth study of school inclusion, including the use of technology

RECOMMENDED READING/BIBLIOGRAPHY

Exam Texts (for attending and non-attending students)

• One textbook: Zanobini, M., Usai, M.C. (2019). Psychology of Disability and Developmental Disorders. Elements of Rehabilitation and Intervention. New updated edition. Milan: Franco Angeli
• One text on school inclusion and the use of digital technologies, which will be indicated by the teacher

Exam Texts (for students taking the exam in English)

One textbook in English:

• Batshaw and colleagues, Children with Disabilities, Eighth Edition, Brookes, 2019 (chapters 11, 12, 14, 15, 17, 18, 19, 20, 25)

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

2 semester

EXAMS

EXAM DESCRIPTION

Written test composed of multiple-choice and open-ended questions. To take the exam, students must register online under the section “written exam.” For grade recording, students must register online under the section “Grade Registration” for any session following the one in which they took the exam. Grades will be recorded online on that date.

INTERNATIONAL STUDENTS

Written exam in English

ASSESSMENT METHODS

The written exam aims to assess the knowledge and skills acquired. Specifically, the multiple-choice questions will primarily evaluate the acquisition of specific content (e.g., main characteristics of the analyzed disorders/disabilities); the open-ended questions will assess, in addition to content knowledge, clarity of expression, use of technical language, and the ability to critically analyze the theories and concepts learned.

FURTHER INFORMATION

For Students with Disabilities or Specific Learning Disorders (SLD)

Students with disabilities or SLDs are reminded that, in order to request accommodations during exams, they must first upload their certification to the University website at servizionline.unige.it in the “Students” section. The documentation will be verified by the University's Office for the Inclusion of Students with Disabilities and SLDs (link to the office).

Afterward, well in advance (at least 10 days) before the exam date, students must send an email to the instructor responsible for the exam. This email must also include in CC both the School Inclusion Representative for students with disabilities and SLDs (Prof. Laura Traverso – laura.traverso@unige.it) and the above-mentioned Inclusion Office, using one of the following addresses: disabili@unige.it or dsa@unige.it.

The email must include the following information:

• The name of the course

• The exam date

• Student’s last name, first name, and student ID number

• The compensatory tools and dispensatory measures requested and considered necessary

The School Representative (Prof. Laura Traverso) will confirm to the instructor that the student is entitled to request accommodations during the exam and that such accommodations must be agreed upon with the instructor. The instructor will then respond to confirm whether the requested accommodations can be used.

Requests must be sent at least 10 days before the exam date to allow the instructor sufficient time to evaluate them. In particular, if the student wishes to use concept maps during the exam (which must be much more concise than those used for studying), failure to meet the deadline may result in insufficient time to make any changes that the instructor might require.

For more information on requesting services and accommodations, please refer to the document: Guidelines for Requesting Services, Compensatory Tools, and/or Dispensatory Measures and Specific Aids.

Other Information

All students are encouraged to regularly check the course page on the University's e-learning platform, AulaWeb (accessible from the University website or directly at: www.aulaweb.unige.it). All information and materials related to this course will be published exclusively on that site.

Any changes in lesson or office hours due to force majeure will be communicated via AulaWeb.