AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

DETAILED OBJECTIVES AND LEARNING OUTCOMES

Through attendance and active participation in lectures, small group activities, and individual study, students will:

• Understand the distinction between Movement and Action, and recognize the characteristics of Intention and Purpose within the context of Action.
• Gain an in-depth understanding of Modes of Action and Psychomotor Categories.
• Acquire knowledge of Neuropsychomotor Observation Sheets and tools used for the observation and evaluation of a child’s Sensory, Socio-Emotional, and Developmental Profile.
• Deepen their competence in Observation and Evaluation in the presence of Sensory Deficits.

COURSE OBJECTIVES

The primary goal of the theoretical component is to enable students to:

• Grasp the specific role of the Neuro and Psychomotor Therapist in the developmental age, especially in observational practices.
• Appreciate the importance of collaborative work with the child’s caregivers and other professionals involved in their care.

The course is designed to provide students with:

• Enhanced clarity on neuropsychomotor observation areas, and the interpretation of both qualitative and quantitative assessments, using appropriate tools tailored to the child’s needs.
• An introduction to core competencies and the core curriculum relevant to neuropsychomotor therapy.
• An overview of neurodevelopmental disorders, highlighting key areas for investigation during assessments.
• Practical insights into visual, verbal, and temporal strategies, alongside suggested activities, materials, and games suited for each neuropsychomotor domain.

The course also promotes a critical understanding of assessment methodologies, emphasizing evidence-based outcomes and the importance of results-driven practices.

EXPECTED LEARNING OUTCOMES

Upon successful completion of the course, the student will be able to:

• Independently identify and assess neuropsychomotor areas for further investigation, tailored to the specific characteristics of various neurodevelopmental disorders.
• Utilize appropriate observation tools and strategies to inform evidence-based intervention planning.

PREREQUISITES

Knowledge on the development of motor, psychomotor, cognitive and relational in the developmental age

TEACHING METHODS

Teaching Methodology

The course is delivered through frontal lectures conducted by the instructor, during which theoretical content will be presented and reinforced with practical examples, including photos and videos.

Students are encouraged to engage in individual study and reflection, with opportunities to share insights and questions with the instructor, fostering a collaborative and reflective learning environment.

Attendance is mandatory for at least 75% of the total hours, in accordance with teaching regulations.

Lessons will feature slide presentations and multimedia materials. Student active participation is a core component of the teaching approach and will be encouraged through:

• Group activities
• Interactive surveys and polls, using digital tools and computer-based systems

This blended approach is designed to promote critical thinking, engagement, and the practical application of theoretical knowledge.

SYLLABUS/CONTENT

Alignment with UN Sustainable Development Goals (Agenda 2030)

This teaching module contributes to the achievement of the following UN Sustainable Development Goals:

• Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• Goal 5: Achieve gender equality and empower all women and girls.

Course Content Overview - SOFIA FISCON (Total Duration: 10 hours)

The course begins with a brief introduction to the theoretical foundations of Neuropsychomotor Therapy, providing students with essential context and terminology. The following core topics are then addressed:

1. Movement vs. Action
   • Theoretical and practical distinction between Movement and Action
   • Exploration of Intention and Purpose within the framework of action
2. Modes of Action and Psychomotor Categories
   • Detailed study of the “Ways of Action”
   • In-depth analysis of various Psychomotor Categories
3. Neuropsychomotor Observation and Assessment Tools
   • Introduction to Neuropsychomotor Observation Sheets
   • Evaluation tools for assessing the child’s Sensory, Socio-Emotional, and Developmental Profile
4. Observation and Evaluation in Sensory Deficits
   • Focused module on the observation and interpretation of sensory deficits
   • Application of assessment frameworks to real-world cases

Throughout the course, students engage with practical examples, including photos and videos, to bridge theory and practice and enhance observational and interpretative skills.

Dr. Ludovica Barone

Dr. Barone will present the following specialized content:

• A brief overview of core competencies and the core curriculum in neuropsychomotor therapy
• An overview of neurodevelopmental disorders, focusing on assessment priorities based on initial hypotheses
• Presentation of visual, verbal, and temporal strategies
• Suggested activities, materials, and games tailored to each neuropsychomotor area of investigation

RECOMMENDED READING/BIBLIOGRAPHY

MANDATORY

• Berti E, Comunello F, Savini P, Il contratto terapeutico in terapia psicomotoria. Dall’osservazione al progetto. Edizioni Junior, Bergamo - 2001.
• Gison G., Bonifacio A., Minghelli E., Autismo e psicomotricità. Strumenti e prove di efficacia nell’intervento neuro e psicomotorio precoce, Edizioni Erickson, Trento - 2012.

RECOMMENDED

• "Manuale di terapia psicomotoria dell'età evolutiva", A.M.Willie,
•  Berti E, Comunello F, Fattoria sociale. Un contesto competente di sostegno oltre la scuola. Edizioni Erickson, Trento – 2013.
•  Berti E, Comunello F, Corpo e mente in psicomotricità. Pensare l’azione in educazione e terapia. Edizioni Erickson, Trento - 2011.
•  Berti E, Comunello F, Savini P, Il contratto terapeutico in terapia psicomotoria. Dall’osservazione al progetto. Edizioni Junior, Bergamo - 2001.
• Berti E, Comunello F, Nicolodi G, Il labirinto e le tracce. Una ricerca di terapia infantile attraverso la comunicazione non verbale. Giuffré Editore. Milano – 1988.
• Beukelman D., Mirenda P., Manuale di Comunicazione Aumentativa Alternativa. Interventi per bambini e adulti con complessi bisogni comunicativi. Edizioni Erickson, Trento - 2014.
• Cioni, Fazzi, Mercuri (Fondazione Pierfranco e Luisa Mariani ONLUS), Cosa vede il mio bambino, Consigli per lo sviluppo delle capacità visive nel primo anno di vita (2005).
• Luparia, Signorini (Fondazione Pierfranco e Luisa Mariani ONLUS), Non solo occhi per crescere. Vedere, guardare e comprendere 0-3 anni.
• POLLOK N., Sensory integration: A review of the current state of the evidence.
• Siegel D. La mente relazionale, ed Cortina - 2001.
• Manuale Scale di Sviluppo Bayley III + Questionario Socio-Emozionale (Greenspan)
•  Manuale Sensory Profile 2 (W.Dunn).
• SPM e SPM-P, Sensory Processing Measure Preschool, Ed italiana (2020), Simonetta Del Signore, Irene Bressan, Maria Assunta Rizzo, Martina Ruffini e Angela Tenaglia.
• Gison G., Bonifacio A., Minghelli E., Autismo e psicomotricità. Strumenti e prove di efficacia nell’intervento neuro e psicomotorio precoce, Edizioni Erickson, Trento - 2012.
• Massenz M. e Simonetta E., La valutazione psicomotoria, FrancoAngeli, Milano – 2011.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Second semester

Class schedule

The timetable for this course is available here: EasyAcademy

EXAMS

EXAM DESCRIPTION

Examination Method - FISCON e BARONE

The final assessment consists of an oral or written exam featuring open-ended questions.

ASSESSMENT METHODS

Evaluation Criteria

Student evaluation will be based on both:

• Theoretical preparation – understanding and accurate explanation of key concepts, models, and frameworks presented during the course
• Practical application – the ability to apply learned content to real-life scenarios, clinical examples, and observation-evaluation practices

The final grade will reflect the student’s ability to integrate theoretical knowledge with practical skills, demonstrating critical thinking and professional competence.

FURTHER INFORMATION

Accessibility and Inclusive Learning

Students with Specific Learning Disorders (SLD), disabilities, or other educational needs are invited to contact the course instructor and the School/Department disability contact person at the beginning of the course.

This will allow for the planning and implementation of appropriate teaching strategies and support measures, which—while fully aligned with the course objectives—will take into account individual learning styles and needs.

All measures will be adopted in accordance with institutional policies on accessibility and inclusion.