AIMS AND CONTENT

LEARNING OUTCOMES

- Understand the theoretical models of Quality of Life. - Explore methodologies for assessing and improving quality of life in various care, educational, and rehabilitation settings. - Develop strategies to integrate the concept of quality of life into service planning and management. - Acquire tools for measuring and evaluating the outcomes of interventions in personal services. - Deepen the understanding of the role of professionals and institutions in promoting self-determination and well-being.

AIMS AND LEARNING OUTCOMES

At the end of the course, students will be able to:

• Describe the key theoretical foundations of QoL, with a specific focus on the contributions of Schalock and Verdugo.

• Illustrate the core dimensions of QoL and their interrelations.

• Analyze educational, health, and social services through the lens of the QoL model.

• Apply qualitative and quantitative QoL assessment tools in real or simulated contexts.

• Advocate for an inclusive culture grounded in the promotion of well-being and human dignity.

• Develop intervention plans that prioritize meaningful personal outcomes, in accordance with the person-centered approach.

Moreover, students will develop the following transversal competences:

1. Effective communication in context; use of diverse sources and tools; critical thinking; ability to process and evaluate information; structured argumentation.

2. Self-awareness in relation to one's skills; critical reflection; management of complexity; decision-making autonomy and task management.

3. Development of imagination and creativity; strategic thinking.

4. Management of social interactions with a collaborative attitude and constructive communication; respect for others and openness to diverse perspectives.

5. Awareness of one’s preferred learning strategies; ability to organize and evaluate personal learning in light of what has been acquired.

TEACHING METHODS

The course includes dialogic lectures (supported by slides) in which issues related to applied models of quality of life in personal care services will be discussed. Practical group-based exercises, case study analyses, structured debate sessions, world café activities, simulations, and video analysis will also be included.

These activities are designed to help students apply theoretical knowledge to practice. Attending students will have the opportunity to earn an OPEN BADGE certifying the acquisition of soft skills in the following key competence areas: advanced functional literacy; advanced personal and social skills; basic "learning to learn" competences; basic project development skills.

AulaWeb is the course's virtual workspace where lecture slides, supplementary materials, and interactive tools to foster student engagement will be uploaded. Students will also have the opportunity to upload relevant materials.

Guest speakers and professionals from disability services may be invited to contribute to the course.

SYLLABUS/CONTENT

MODULE 1

• The construct of Quality of Life: origins, definitions, conceptual evolution, multidisciplinary and international approaches.

• The multidimensional model by Schalock and Verdugo: eight dimensions of QoL; key principles: human rights, self-determination, inclusion, well-being.

• Assessment tools and quality indicators: objective and subjective indicators; examples of tools (SIS, San Martín Scale).

MODULE 2

• From theory to practice in personal services: ICF, person-centered planning and evaluation; the role of coordinators, educators, and social workers.

• QoL and individualized planning: Individualized Educational Plans (IEPs) and life projects; ICF and QoL: operational connections.

• QoL and disability: applications in services for individuals with intellectual disabilities, autism spectrum disorders, sensory impairments.

• Case studies and best practice analysis: experience analysis; reflective workshops.

RECOMMENDED READING/BIBLIOGRAPHY

For attending students:

1. Pasqualotto L., Lascioli A. (a cura di) (2025), Progetto di vita e disabilità. Guida per genitori, insegnanti e operatori.Carocci Editore, Roma 

3. Materials provided by the instructor and available on AulaWeb.

For non-attending students:

1. Pasqualotto L., Lascioli A. (a cura di) (2025), Progetto di vita e disabilità. Guida per genitori, insegnanti e operatori.Carocci Editore, Roma 

2. Pennazio V., Ricci G. (a cura di) (2025), Dalla crisi al cambiamento, Franco Angeli, Milano

2. Materials provided by the instructor and available on AulaWeb.

TEACHERS AND EXAM BOARD

Exam Board

VALENTINA PENNAZIO (President)

ANDREA TRAVERSO (President Substitute)

LESSONS

LESSONS START

The course begins in the first semester.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attending students

At the end of the modules, students will complete an activity aimed at assessing the competencies acquired in relation to the topics covered, graded on a thirty-point scale.

Students will also be required to complete a group project designed to assess their ability to work collaboratively and to develop a coherent and well-structured proposal, also graded on a thirty-point scale.

A final written examination will be administered to assess the knowledge acquired. The exam will consist of a multiple-choice test with 31 questions, each worth 1 point, including the possibility of obtaining honours through the integration of additional content and/or materials addressed during the course and made available on AulaWeb.

The final grade will be calculated as the average of the marks obtained in the end-of-module activity, the group project, and the final examination.

Non-attending students

The final examination will assess both theoretical knowledge and applied competencies and will consist of a written multiple-choice test with 26 questions, each worth 0.5 points, followed by an open-ended question of a theoretical-applicative nature, graded up to 5 points. It will also be possible to obtain honours  through the integration of additional content and/or materials addressed during the course and made available on AulaWeb.

ASSESSMENT METHODS

Learning outcomes in the discipline will be certified through the student’s demonstrated competence in having acquired a solid knowledge of the topics addressed, in accordance with the expected learning outcomes and the Dublin Descriptors.

The end-of-module assessment is intended to evaluate students’ ability to apply, at an individual level, the knowledge and competencies acquired during the lectures.

The group project is designed to assess not only students’ planning and design abilities, but also their capacity to work collaboratively, engage in discussion and debate, and critically reflect on the selection of the most appropriate intervention strategies.

The final examination is aimed at assessing the knowledge acquired throughout the course.

In each assessment component, particular attention will be paid to clarity of exposition, the appropriate use of specialist terminology, and students’ capacity for critical reflection on the topics studied.

FURTHER INFORMATION

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that, in order to request examination accommodations, they must first submit the relevant certification to the Settore servizi per l’inclusione degli studenti con disabilità e con DSA.

Subsequently, students with disabilities or SLD who wish to request accommodations for examinations are required to complete the form available on the following webpage: “Servizi per studentesse e studenti con disabilità o con DSA | UniGe | Università di Genova.”

Students with SEN, on the other hand, are required to send an email to the course lecturer, copying the School Representative for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the “Student Inclusion” Office (inclusione.studenti@info.unige.it).

The email must specify:

• the title of the course; 
• the date of the examination session; 
• the student’s surname, first name, and student ID number; 
• the compensatory tools and dispensatory measures considered necessary and requested. 

For all students, requests for accommodations must be submitted well in advance (at least 7 working days before the examination date). Requests submitted after this deadline may not be accepted.