AIMS AND CONTENT

LEARNING OUTCOMES

- Understand the theoretical models of Quality of Life. - Explore methodologies for assessing and improving quality of life in various care, educational, and rehabilitation settings. - Develop strategies to integrate the concept of quality of life into service planning and management. - Acquire tools for measuring and evaluating the outcomes of interventions in personal services. - Deepen the understanding of the role of professionals and institutions in promoting self-determination and well-being.

AIMS AND LEARNING OUTCOMES

At the end of the course, students will be able to:

• Describe the key theoretical foundations of QoL, with a specific focus on the contributions of Schalock and Verdugo.

• Illustrate the core dimensions of QoL and their interrelations.

• Analyze educational, health, and social services through the lens of the QoL model.

• Apply qualitative and quantitative QoL assessment tools in real or simulated contexts.

• Advocate for an inclusive culture grounded in the promotion of well-being and human dignity.

• Develop intervention plans that prioritize meaningful personal outcomes, in accordance with the person-centered approach.

Moreover, students will develop the following transversal competences:

1. Effective communication in context; use of diverse sources and tools; critical thinking; ability to process and evaluate information; structured argumentation.

2. Self-awareness in relation to one's skills; critical reflection; management of complexity; decision-making autonomy and task management.

3. Development of imagination and creativity; strategic thinking.

4. Management of social interactions with a collaborative attitude and constructive communication; respect for others and openness to diverse perspectives.

5. Awareness of one’s preferred learning strategies; ability to organize and evaluate personal learning in light of what has been acquired.

TEACHING METHODS

The course includes dialogic lectures (supported by slides) in which issues related to applied models of quality of life in personal care services will be discussed. Practical group-based exercises, case study analyses, structured debate sessions, world café activities, simulations, and video analysis will also be included.

These activities are designed to help students apply theoretical knowledge to practice. Attending students will have the opportunity to earn an OPEN BADGE certifying the acquisition of soft skills in the following key competence areas: advanced functional literacy; advanced personal and social skills; basic "learning to learn" competences; basic project development skills.

AulaWeb is the course's virtual workspace where lecture slides, supplementary materials, and interactive tools to foster student engagement will be uploaded. Students will also have the opportunity to upload relevant materials.

Guest speakers and professionals from disability services may be invited to contribute to the course.

SYLLABUS/CONTENT

MODULE 1

• The construct of Quality of Life: origins, definitions, conceptual evolution, multidisciplinary and international approaches.

• The multidimensional model by Schalock and Verdugo: eight dimensions of QoL; key principles: human rights, self-determination, inclusion, well-being.

• Assessment tools and quality indicators: objective and subjective indicators; examples of tools (SIS, San Martín Scale).

MODULE 2

• From theory to practice in personal services: ICF, person-centered planning and evaluation; the role of coordinators, educators, and social workers.

• QoL and individualized planning: Individualized Educational Plans (IEPs) and life projects; ICF and QoL: operational connections.

• QoL and disability: applications in services for individuals with intellectual disabilities, autism spectrum disorders, sensory impairments.

• Case studies and best practice analysis: experience analysis; reflective workshops.

RECOMMENDED READING/BIBLIOGRAPHY

T

For attending students:

1. Cottini, L. (2021). Didattica speciale per l’educatore socio-pedagogico. Carocci, Rome.

2. Cottini, L., Fedeli, D., & Zorzi, S. (2016). Qualità della Vita nella disabilità adulta. Percorsi, servizi e strumenti psicoeducativi. Erickson, Trento.

3. Additional materials provided by the instructor and available on AulaWeb.

For non-attending students:

1. Cottini, L. (2021). Didattica speciale per l’educatore socio-pedagogico. Carocci, Rome.

2. Cottini, L., Fedeli, D., & Zorzi, S. (2016). Qualità della Vita nella disabilità adulta. Percorsi, servizi e strumenti psicoeducativi. Erickson, Trento

3. Materials provided by the instructor and available on AulaWeb.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The course begins in the first semester.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attending students:

At the end of each module, students will complete an activity aimed at assessing the competences acquired, graded on a scale of 30.

During the course, students will work in groups on a project designed to assess teamwork and the ability to design intervention plans for individuals with disabilities. The project will also be graded on a scale of 30.

The final exam will be a written multiple-choice test (31 questions, each worth 1 point), with the possibility of an oral supplement. The exam will cover the full program content and materials on AulaWeb.

The final grade will be the average of the scores obtained in the end-of-module activities, the group project, and the final exam.

Non-attending students:

The final exam will consist of a written test including 32 multiple-choice questions (0.5 points each) and three open-ended theoretical-applied questions (each worth 5 points). The exam may be supplemented by an oral component and will cover the three assigned texts and the materials available on AulaWeb.

ASSESSMENT METHODS

Learning outcomes will be assessed based on the student's demonstrated ability to acquire knowledge consistent with the expected outcomes and aligned with the learning objectives, according to the Dublin Descriptors.

The end-of-module assessments are designed to evaluate the student's ability to apply theoretical knowledge in practical contexts.
The group project assesses not only planning ability but also teamwork, discussion, debate, and critical decision-making regarding intervention strategies.
The final exam evaluates the theoretical knowledge acquired.

Each assessment will consider the clarity and quality of expression, appropriate use of specialized terminology, and critical reasoning.

FURTHER INFORMATION

For students with disabilities or Specific Learning Disorders (SLD):

Students requiring exam accommodations must first upload the relevant documentation to the University’s online services portal (servizionline.unige.it) under the "Students" section. Documentation will be verified by the Office for the Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, at least 10 days before the exam, the student must email the course instructor, copying the School’s Inclusion Coordinator (Prof. Laura Traverso, laura.traverso@unige.it) and the Inclusion Office (disabili@unige.it; dsa@unige.it; inclusione.studenti@info.unige.it).

The email should specify:

• Course name

• Exam date

• Student’s full name and matriculation number

• Requested accommodations and assistive tools

The Coordinator will confirm the student's eligibility and request the instructor to agree on the accommodations. The instructor will respond confirming whether the requested accommodations can be granted.

Requests must be sent at least 10 days before the exam to allow the instructor to review the documentation. Specifically, in case concept maps or similar tools are to be used... (text continues).