AIMS AND CONTENT

LEARNING OUTCOMES

To contribute to the realization of inclusive contexts as educators, you can experiment with useful tools to understand psychological functioning and to project in the educational field.

AIMS AND LEARNING OUTCOMES

At the end of the laboratory, students will be able to:
• analyse educational cases involving people with different types of disabilities, identifying needs, resources, and contextual factors;
• interpret educational situations using the main theoretical models and concepts addressed in the Psychology of Disabilities course;
• design activities and educational strategies aimed at participation, autonomy, and inclusion;
• identify facilitators and barriers in educational contexts, also with reference to ICF principles;
• critically evaluate the contribution of digital technologies in promoting inclusion and participation;
• collaborate effectively in groups to analyse complex educational problems and develop intervention proposals;
• use professional, respectful, and non-stigmatizing language when describing people with disabilities and educational situations.

By the end of the laboratory, students are expected to:
• apply theoretical knowledge to concrete educational situations;
• demonstrate critical analysis skills regarding cases and inclusive practices;
• develop educational proposals consistent with individuals' needs and contextual characteristics;
• know examples of technological tools that can support inclusion, participation, and accessibility;
• actively and collaboratively participate in laboratory activities.

TEACHING METHODS

Laboratory activities involve the active participation of students through:
• cooperative work in small groups;
• case analysis and discussion;
• educational problem-solving activities;
• debates and guided reflections;
• design of inclusive interventions;
• analysis of tools and digital technologies supporting inclusion.

The activities are intended to foster connections between the theoretical content addressed in the Psychology of Disabilities course and its application in educational and training contexts.

SYLLABUS/CONTENT

• Analysis and discussion of educational cases involving different types of disabilities.
• Reading and interpretation of functioning profiles and educational needs.
• Identification of facilitators and barriers in educational settings.
• Design of activities and interventions aimed at participation and inclusion.
• Inclusive educational strategies in educational services and school settings.
• Digital technologies for inclusion: analysis of tools, resources, and good practices.
• Group work, guided discussions, and critical reflections on experiences, cases, and materials presented during the laboratory.

RECOMMENDED READING/BIBLIOGRAPHY

• Zanobini, M., Usai, M.C. (2019). Psychology of Disability and Developmental Disorders. Elements of Rehabilitation and Intervention. Updated Edition. Milan: Franco Angeli.
• Panesi, S., Pennazio, V., Zanobini, M. (2025). School Inclusion in the Digital Era. From Theory to Practice. Milan: Franco Angeli.

TEACHERS AND EXAM BOARD

Exam Board

SABRINA PANESI (President)

ELISA GAGGERO (President Substitute)

LESSONS

LESSONS START

2 semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attendance and the products developed through group work will be assessed.

FURTHER INFORMATION

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) who wish to request exam accommodations must first submit their certification to the University's Inclusion Services.
Subsequently, students with disabilities or SLD must complete the official request form available on the University of Genoa website. Students with SEN must send an email to the instructor, copying the School Inclusion Representative and the Student Inclusion Office, specifying:
• course title;
• exam date;
• name, surname, and student ID number;
• requested accommodations and compensatory measures.
Requests must be submitted well in advance (at least 7 working days before the exam date). Late requests may not be accepted.

Students are encouraged to regularly consult the AulaWeb page of the course. All information and materials related to this laboratory are published exclusively on AulaWeb.