LEARNING OUTCOMES

To present basic psycological knowledge in the field of developmental disorders and disabilities.

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; e) to promote the understanding of the relationship between disability and major life contexts, with particular attention to the school context and to the principles of an inclusive education; f) to analyse in depth learning disorders, with a focus on learning assessment tools and intervention strategies for teachers; g) to support the choice of a specific topic.

At the end of the course students are expected:

a. to acquire the knowledge related to the different the types of disorder

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, avoiding judgement and stigmatisation, in presenting the contents of the discipline

e. to apply learning contents in planning interventions in school

TEACHING METHODS

The first part of the course will consist mainly in 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 to stimulate moments of discussion and facilitate links between theory and practice. Moreover, individual exercises  will be organized in order to stimulate an active participation of the students and to give them feedback regarding their understanding and interpretation of the topics.

During the lectures on learning disabilities at school, team work and case discussion will be employed.

SYLLABUS/CONTENT

Functioning, disability and environmental factors: definition and boundaries according to the WHO classifications.

Icf and developmental profile

The types of disorder/disability: sensory; motor; intellectual disability; autism spectrum disorders;  attention deficit hyperactivity disorders:

• The medical diagnosis. Causal factors: genetic, pre-natal, peri-natal and post-natal.
• Cognitive, social, language, emotional-affective development and risk factors.
• Rehabilitation and educational interventions, with particular reference to the role of the school and of inclusive education.

The life contexts of disabled people: family, school, work environment.

Learning disabilities: theoretical models and intervention strategies at school for reading, writing, and mathematical skills.

RECOMMENDED READING/BIBLIOGRAPHY

Compulsory textbooks for all 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.

AA.VV., Le Guide Erickson: Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Erickson, Trento, 2018 

M. Orsolini (a cura di), Pensando si impara. Stimolare l'attenzione, le funzioni esecutive e la memoria di lavoro nei bambini con bisogni educativi speciali, Franco Angeli, Milano, 2019.

For students who will take the exam 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.

- 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.

- O.K. de Camargo, L. S., G. M. Ronen, P. L. Rosenbaum, ICF: A Hands-on Approach for Clinicians and Families, Practical Guides from Mac Keith Press, 2019.