OVERVIEW

The main objective of the course is to contribute to the training of future Psychologists in the field of developmental disorders so that they recognize the dynamic nature of the acquisitions in this area and learn to identify biases and stereotypes.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to introduce the concepts of disability, developmental disorders, inclusion, and their evolution over time; to examine various manifestations of atypical development on the basis of classical and recent studies; to address the theme of the interventions in the light of the underlying theories and evidence of efficacy. Constant reference will be made to the role of the context and its possible interactions with individual developmental trajectories.

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 contexts 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 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, avoid judgment and stigmatization, in presenting the contents of the discipline

PREREQUISITES

A basic knowledge of typical developmental processes 

TEACHING METHODS

Before starting the course, the teacher will upload one or more questionnaires on expectations and knowledge on aulaweb that will serve as a basis for shared reflection and refine the course setting.

The course, given the high number of students, will consist mainly of frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Results of research, case studies, and viewing of films will be used in order to stimulate moments of discussion and facilitate links between theory and practice. Moreover, individual exercises, also in aulaweb,  will be organized in order to stimulate the active participation of the students and to give them feedback regarding their understanding and interpretation of the topics.

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 between the following

Blind or partially sighted children​ 

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

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.

Autism Spectrum Disorders

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

Intellectual Disabilities

S. Celentano e A. Antonietti, Training metacognitivo per la disabilità intellettiva. Potenziare la comprensione e l’autoregolazione nei contesti quotidiani, Erickson, Trento, 2018

otherwise

R. Vianello, Fra normalità e disabilità intellettiva lieve: come intervenire, Giunti Edu, Firenze, 2019.

otherwise

J.A. Rondal, G. M. Guazzo, La Sindrome Di Down: Conoscenze Attuali E Prospettive Di Cura, Anicia, Roma, 2021.

Rare Syndroms

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

6. Learning Disabilities

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 chosen chapters).

otherwise

C. Pecini e D. Brizzolara, Disturbi e traiettorie atipiche del neurosviluppo (chapters 7, 8, 9, 12, 13), McGraw-Hill Education, 2020

8. Contexts

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

otherwise

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. 

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.

- 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.

The teacher will take care to make accessible slides available and possibly the recording of some parts of the lessons in order to make the teaching material easily usable to all students.​

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

MARIA CARMEN USAI

LAURA TRAVERSO (President Substitute)

LESSONS

LESSONS START

September, the 30th, 2021

Class schedule

PSYCHOLOGY OF DISABILITIES

EXAMS

EXAM DESCRIPTION

For attending students it will be scheduled a written evaluation in itinere on the compulsory textbook and an oral examination on the second compulsory textbook (chapters indicated in the bibliography) and on the chosen text.

For non-attending students, it will be scheduled a written evaluation on the first compulsory textbook and an oral examination on the second compulsory textbook ((chapters indicated in the bibliography) and on the chosen text.

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 written exam will consist of multiple-choice questions, and short open-ended questions, in order to assess text comprehension, acquired knowledge, oral presentation skills, selection of relevant information, and ability to synthesize.  If the written test takes place remotely, the questions will all be multiple choice.

The oral examination will evaluate text comprehension, acquired knowledge, oral presentation skills, selection of relevant information. It will also be considered the ability to analyze topics in-depth and critically interrelate the different sources of knowledge.

Students with SLD, with disabilities, or with other regularly certified special educational needs will  agree with the teacher on the exam method and the compensatory instruments, by contacting the teacher at least 10 days before the test. They will also be able to take advantage of the additional time required by law.

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.