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 particular, the course aims to:

1. introduce the concepts of developmental disorders and disabilities, highlighting their historical evolution, and providing examples related to the students’ experiences;
2. present basic knowledge on the main developmental disorders, their characteristics and known causes, also highlighting the in-progress nature of some knowledge;
3. 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;
4. 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;
5. examine the role of psychological disciplines in the study of developmental disorders and in various areas of clinic intervention;
6. introduce some psychological assessment tools;
7. analyse in-depth neurodevelopmental disorders and psychological processes involved in atypical functioning.

At the end of the course students are expected to:

• acquire knowledge related to the different types of disorder, with particular attention to psychological processes involved;
• understand the relationship among theoretical approaches, research results, assessment tools, and intervention strategies;
• critically compare different points of view, highlighting the strengths and weaknesses of different approaches;
• use appropriate language, avoid judgments and stigmatization, in presenting the contents of the discipline and in participating in classroom discussions.

PREREQUISITES

A basic knowledge of typical developmental processes 

TEACHING METHODS

Dialogue lessons (supported by slides) in which the theoretical contents are linked to some examples of the daily life, results of the studies and research.

During the lesson the active and critical participation from students will be encouraged.

The course will also provide practical (group) exercises, case study analysis, and video analysis followed by group discussions.

The practical exercises and case studies   will have the aim of helping the students to apply in practice what has been learned on a theoretical level.

The group debate will be fundamental to promote the active discussion and the development of critical thinking.These activities will allow attending students to acquire an OPEN BADGE which will certify participation in a course aimed at acquiring soft skills relating to the following key competencies: functional literacy (basic level); personal (basic level); social (basic level); learning to learn (basic level).

Aulaweb is the course workspace where the slides used by the teacher will be inserted (at the end of each lesson), in-depth materials, applications to encourage interaction and active participation by students.

Experts in the disability field may be invited during the lessons

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

For all students (Exam in Italian)

-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.

-Di Nuovo, S. (2024). La diagnosi psicologica per l’infanzia e l’adolescenza. Obiettivi e Strumenti. Franco Angeli (Cap. 1-2-3-5-6-8-9 )

For students who will take the exam in English:

A manual

D. Goodley, Disability studies. An interdisciplinary introduction: second edition, Sage Publishing, 2016.

or

Batshaw and colleagues, Children with disabilities: eight edition, Brookes, 2019 (chapters 11, 12, 14, 15, 17, 18, 19, 20, 25)

One paper chosen from the following list:

Cozzani, F., Zanobini, M., & Usai, M. C. (2016). Promoting language and executive function in educational settings: The Drežančić method. Early Education and Development, 27(6), 770-787.

Tonizzi, I., & Usai, M. C. (2023). Math abilities in autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 139, 104559.

Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mule, A., Benso, F., & Venuti, P. (2021). Effects of cognitive training programs on executive function in children and adolescents with autism spectrum disorder: a systematic review. Brain sciences, 11(10), 1280.

Toffalini, E., Giofrè, D., Pastore, M., Carretti, B., Fraccadori, F., & Szűcs, D. (2021). Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples. Behavior research methods, 1-19.

Sella, F., Onnivello, S., Lunardon, M., Lanfranchi, S., & Zorzi, M. (2021). Training basic numerical skills in children with Down syndrome using the computerized game “The Number Race”. Scientific reports, 11(1), 2087.

TEACHERS AND EXAM BOARD

Exam Board

SABRINA PANESI (President)

LAURA TRAVERSO

LESSONS

LESSONS START

1 semester

The calendar of classes will be published in September 2024 on the DISFOR website (https://disfor.unige.it/).

The lessons will start on Thursday 26 September

Class schedule

PSYCHOLOGY OF DISABILITIES

EXAMS

EXAM DESCRIPTION

For attending students

It will be scheduled a written evaluation in itinere

Or oral exam during official sessions

For non attending students

Oral during official sessions

ASSESSMENT METHODS

Written exam for attending students (in itinere)

The written exam will be divided in two parts: (1) multiple-choice questions, and (2) open-ended questions

The first part will have the aim to evaluate the acquisition of specific contents

The second part will have the aim to evaluate  the clarity of presentation, the use of technical language, the ability to critically analyze theories and concepts acquired and the ability to analyze clinical cases in order to evaluate the ability of critical reasoning and to make connections between the theory and practical implications, also referring to the exercises carried out in the classroom during the course.

Oral exam (during official sessions)

The oral exam will have the  aim to evaluate the contents and skills acquired. In particular, the acquisition of specific contents will be mainly evaluated (e.g. development phases of different skills; development theories); expository clarity, the use of technical language and the ability to critically analyze acquired theories and concepts. The ability to analyze clinical case studies will also be required in order to evaluate critical reasoning ability and to make connections between theory and practical implications.

Exam schedule

FURTHER INFORMATION

For students with disabilities or specific learning disorder (SLD).

Students with disabilities or with DSA are reminded that in order to request adaptations in the exam, they must first enter the certification on the University website at servizionline.unige.it in the “Students” section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and DSA Sector (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, significantly in advance (at least 10 days) of the examination date, an e-mail must be sent to the teacher with whom the examination will be taken, including in the knowledge copy both the School's Teacher Referent for the Inclusion of Students with Disabilities and with DSA (laura.traverso@unige.it) and the above-mentioned Sector using one of the following addresses (disabili@unige.it; dsa@unige.it). The e-mail should specify:

• the name of the course
• the date of the exam
• the student's last name, first name and roll number
• the compensatory tools and dispensatory measures deemed functional and required.

Other

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.