DISABILITY PSYCHOLOGY

DISABILITY PSYCHOLOGY

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iten
Code
67728
ACADEMIC YEAR
2018/2019
CREDITS
8 credits during the 5th year of 9322 TEACHER EDUCATION (LM-85 bis) GENOVA

6 credits during the 2nd year of 8751 Psychological Sciences and Techniques (L-24) GENOVA

SCIENTIFIC DISCIPLINARY SECTOR
M-PSI/04
LANGUAGE
Italian
TEACHING LOCATION
GENOVA (TEACHER EDUCATION)
semester
2° Semester
Prerequisites
modules
This unit is a module of:
Teaching materials

OVERVIEW

The main objective of the course is to contribute to the training of professionals in the field of developmental disorders, who will recognize the dynamic nature of the acquisitions in this area and learn to identify bias and stereotypes.

AIMS AND CONTENT

LEARNING OUTCOMES

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

AIMS AND LEARNING OUTCOMES

SCIENZE DELLA FORMAZIONE PRIMARIA

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 psychological research and to promote the understanding of the relationship between theories and research findings; d) 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; e) to examine the role of psychological disciplines in the study of developmental disorders and in various areas of clinic intervention; f) to analyse in depth learning disorders, with a focus on intervention strategies for teachers; g) to support the choice of a specific topic.

SCIENZE E TECNICHE PSICOLOGICHE

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 psychological research and to promote the understanding of the relationship between theories and research findings; d) 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; 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; to analyse in depth neurodevelopmental disorders

Teaching methods

SCIENZE DELLA FORMAZIONE PRIMARIA

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Moreover, individual exercises and group discussions 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

Lesson adressed only to Scienze della Formazione Primaria students (2 CFU) will be organized trough theoretical presentations, group discussions and practical exercices.

At the end of the course students will have the possibility to discuss the chosen texts in a small group.

SCIENZE E TECNICHE PSICOLOGICHE

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Moreover, individual exercises and group discussions 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

At the end of the course students will have the possibility to discuss the chosen texts in a small group.

SYLLABUS/CONTENT

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

Application of the ONU Convention on Rights of Persons with Disabilities

The Developmental disorders: main definitions and fields of study.

The types of disorder/disability: sensory; motor; cognitive; autism spectrum; learning disorders, and attention deficit hyperactivity 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, 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 and school.

RECOMMENDED READING/BIBLIOGRAPHY

SCIENZE DELLA FORMAZIONE PRIMARIA

STUDENTS WHO ATTEND THE COURSE

Compulsory textbooks

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, 2011.

and

AA.VV., Le Guide Erickson: Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Erickson, Trento, 2013 (chapters recommended during the course).

Open choice textbooks

Choose a textbook among one of the following topics:

1. Diagnosis and classifications

Zanobini M., Viterbori P., Scopesi A.M. (2015), Le difficoltà e i disturbi del linguaggio attraverso le lenti dell’ICF, Milano, Franco Angeli.

otherwise

D. Ianes, La diagnosi funzionale secondo l’ICF. Il modello OMS, le aree e gli strumenti. Erickson, Trento, 2004.

otherwise

R. Vianello e I.C. Mammarella, Psicologia delle disabilità. Una prospettiva life span, Edizioni Junior, Parma, 2015.

2. The development of visually impaired children

C. Martinoli, E. Delpino, Manuale di riabilitazione visiva per ciechi e ipovedenti, Angeli, Milano, 2009.

3. The development of hearing impaired 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

O. Liverta Sempio, A. Marchetti, F. Lecciso, S. Petrocchi, Competenza sociale e affetti nel bambino sordo, Carocci, Roma, 2006.

3. Autism spectrum disorders

A. Ballerini, F. Barale, S. Ucelli, V. Gallese, Autismo. L'umanità nascosta, Einaudi, Torino, 2006.

otherwise

S. Leopizzi, P. Vicari, S. Solari, Autismo e acquaticità. Esperienze e percorsi educativi. Erickson, Trento, 2010.

4.intellectual Disabilities and rare syndromes

R. Vianello, Potenziali di sviluppo e di apprendimento nelle disabilità intellettive, Erickson, Trento, 2012.

otherwise

L. Marotta, D. Menghini, S. Vicari (a cura di), Lettura, scrittura e calcolo nella sindrome di Down. Percorsi di intervento, Erickson, Trento, 2011.

otherwise

E.M. Dykens, R.M. Hodapp , B.M. Finucane, Ritardo mentale: sindromi a base genetica. Nuove prospettive nella comprensione del comportamento e nell’intervento, Edizioni Junior, Bergamo (Ed. it. cura di Vianello R.), 2003.

otherwise

J.  Waters, La sindrome di Prader Willy. Una guida operativa, Ed. Junior, Bergamo, 2003.

6. The life contexts

F. Grasso, L’ICF a scuola. L’applicazione degli adempimenti della legge 104/92, Giunti O.S., Firenze, 2011.

otherwise

G. De Polo, M. Pradal, S. Bortolot, ICF-CY nei servizi per la disabilità. Indicazioni di metodo e prassi per l'inclusione, 2011.

otherwise

G. Pinto (a cura di) Monografia. Tra scuola e famiglia: transizioni ecologiche e relazioni educative,  Psicologia dell’educazione, 8, 2, 2014.

Supplementary material

Attendant students will find slides and other Didactic material on Aulaweb.

 

STUDENTS WHO DON'T ATTEND THE COURSE

Compulsory textbook

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, 2011.

and

AA.VV., Le Guide Erickson: Dislessia e altri DSA a scuola. Strategie efficaci per gli insegnanti, Erickson, Trento, 2013.

Open choice textbooks

Choose TWO textbooks among TWO of the previously listed topics

 

 

SCIENZE E TECNICHE PSICOLOGICHE

STUDENTS WHO ATTEND THE COURSE

Compulsory textbooks

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, 2011.

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 among one of the following topics:

1. Diagnosis and classifications

M. Zanobini, P. Viterbori, A.M. Scopesi, Le difficoltà e i disturbi del linguaggio attraverso le lenti dell’ICF, Franco Angeli, Milano, 2015.

otherwise

R. Vianello e I.C. Mammarella, Psicologia delle disabilità. Una prospettiva life span, Edizioni Junior, Parma.

2. The development of visually impaired children

C. Martinoli, E. Delpino, Manuale di riabilitazione visiva per ciechi e ipovedenti, Franco Angeli, Milano, 2009.

3. The development of hearing impaired children

D. Bishop, K. Mogford, Language Development in Exceptional Circumstances, cap. 7 (oral language acquisition of the prelinguistically deaf) e cap. 8 (The acquisition of syntax and space in young deaf signers). Lawrence Erlbaum Associates, Hove, Hillsdale, 1993.

otherwise

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. and O. Liverta Sempio, A. Marchetti, F. Lecciso, S. Petrocchi, Competenza sociale e affetti nel bambino sordo, Carocci, Roma, 2006.

otherwise

M. Marschark, P.C. Hauser, How deaf children learn: What parents and teachers need to know. Oxford University Press, Oxford - New York, 2012.

3. Autism Spectrum Disorders 

A. Ballerini, F. Barale, S. Ucelli, V. Gallese, Autismo. L'umanità nascosta, Einaudi, Torino, 2006.

otherwise

S. Vicari, G. Valeri, L. Fava, L'autismo: dalla diagnosi al trattamento, Il Mulino, Bologna, 2012.

otherwise

M. Arduino, Il bambino che parlava con la luce. Quattro storie di autismo, Einaudi, 2014.

4.Intellectual Disabilities and rare Syndromes

S. Di Nuovo, S. Buono, Strumenti diagnostici per il ritardo mentale: l’assessment psicologico nella disabilità intellettiva, Franco Angeli, Milano, 2010.

otherwise

R. Vianello, Potenziali di sviluppo e di apprendimento nelle disabilità intellettive, Erickson, Trento, 2012.

otherwise

S. Di Nuovo, R. Vianello, Deterioramento cognitivo: forme, diagnosi e intervento. Una prospettiva life span, Franco Angeli, Milano, 2013.

otherwise

B. Dalllapiccola, S. Vicari, La sindrome di Williams. Genetica, clinica e riabilitazione, Franco Angeli, Milano, 2012.

otherwise

J.  Waters, La sindrome di Prader Willy. Una guida operativa, Ed. Junior, Bergamo, 2003.

6. Learning Disabilities

P. Zoccolotti, P. Angelelli, A. Iudica, C. Luzzatti, I disturbi evolutivi di lettura e scrittura, Carocci Faber, 2005.

otherwise

P. E. Tressoldi e C. Vio, Il trattamento dei disturbi specifici dell'apprendimento scolastico - NUOVA EDIZIONE, Erickson, Trento, 2012.

otherwise

M. Orsolini (a cura di), Quando imparare è più difficile. Dalla valutazione all'intervento. Carocci Faber, Roma, 2011.

7. The life contexts

S. D’Alessio, Inclusive Education in Italy. A critical analysis of the policy of integrazione scolastica, Sense Publisher, Rotterdam, 2011.

otherwise

G. Pinto (a cura di) Monografia. Tra scuola e famiglia: transizioni ecologiche e relazioni educative,  Psicologia dell’educazione, 8, 2, 2014.

otherwise

S. Soresi, Psicologia delle disabilità e dell'inclusione: 4th and 5th parts (pp. 161-335), Il Mulino, Bologna, 2016.

Supplementary materials

Attendant students will find slides and other Didactic material on Aulaweb.

STUDENTS WHO DON'T ATTEND THE COURSE

Compulsory textbooks

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, 2011.

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, XVIII,  XIX, XX).

Open choice textbooks

Choose a textbook from one of the previously listed topics​

TEACHERS AND EXAM BOARD

Ricevimento: DISFOR, Corso Podestà 2, fourth floor, Tuesdays at 10-12. Tel: 01020953705; e-mail: mirella.zanobini@unige.it.

Exam Board

MIRELLA ZANOBINI (President)

ANGELO BEDIN (President)

LESSONS

Teaching methods

SCIENZE DELLA FORMAZIONE PRIMARIA

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Moreover, individual exercises and group discussions 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

Lesson adressed only to Scienze della Formazione Primaria students (2 CFU) will be organized trough theoretical presentations, group discussions and practical exercices.

At the end of the course students will have the possibility to discuss the chosen texts in a small group.

SCIENZE E TECNICHE PSICOLOGICHE

The course, given the high number of students, will consist mainly in frontal lectures, with constant attention to stimulating requests for clarification and in-depth learning. Moreover, individual exercises and group discussions 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

At the end of the course students will have the possibility to discuss the chosen texts in a small group.

LESSONS START

February the 19th, 2019

ORARI

L'orario di tutti gli insegnamenti è consultabile su EasyAcademy.

Vedi anche:

DISABILITY PSYCHOLOGY

EXAMS

Exam description

For attending students (at least 70% attendance) it will be scheduled a written evaluation in itinere on the compulsory textbooks and an oral examination on the chosen text.

For non-attending students it will be scheduled an oral evaluation covering the entire program. 

Assessment methods

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

The written exam will consist of multiple-choice questions, open-ended questions and completion tasks, in order to assess text comprehension, acquired knowledge, oral presentation skills , selection of relevant information and ability to synthesize. The oral test will assess the ability to analyse topics in depth and critically interrelate the different sources of knowledge.

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.

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.

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.

The following topics will be considered for research theses:

typical and atypical language development;

quality assessment of inclusive education;

cognitive profiles in children with autism.