Menù principale
B015477 - DISABILITY AND REHABILITATION PSYCHOLOGY
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2019-20
Coorte 2018 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
Second year - Second Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Credits
6
Teaching Hours
36
Teaching Term
24/02/2020 ⇒ 05/06/2020
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian
Course Content
Theoretical and methodological aspects of Psychology of Disabilities and Neurodevelopmental Disorders (sensorial deficits, neurological and neuromuscolar disorders, intellectual disabilities, learning disorders, attention and hyperactivity disorder, autism, mood disorders). Investigation of the main neurofunctional, cognitive, emotional and social characteristics of the different clinical conditions.
Suggested readings (Search our library's catalogue)
Pecini, C e Brizzolara. Psicologia della disabilità e dei disturbi dello sviluppo. McGraw-Hill , in stampa.
Lectures and scientific papers will be provided after each lesson.
Lectures and scientific papers will be provided after each lesson.
Learning Objectives
Knowledge and understanding:
The course provides basic knowledge on the psychology of disability and neurodevelopment disorders (sensory disabilities, intellectual disability, learning disabilities, attention deficit hyperactivity disorder, anxiety and mood disorders, autism spectrum disorders ; neurological and neuromuscular disorders). The topics covered are: analysis of the neurofunctional, cognitive, emotional and socio-systemic characteristics that underlie the different clinical conditions; acquisition of a functional framework articulated on multiple models of description (behavioral, cognitive, neurobiological) in the definition of rehabilitative and educational interventions; deepening of psychological processes and transversal cognitive functions (eg memory and executive functions) that contribute to the scholastic adaptation and formal learning of children with atypical development. Use of the comparative method between typical and atypical developmental trajectories in planning intervention and rehabilitation.
Applying knowledge and understanding:
The course provides the fundamental skills to reflect and take into account the cognitive and emotional processes underpinnings different developmental disabilities. It provides strategies for the qualitative observation of the psychological functioning of the child with developmental disorders, for monitoring changes and for the empowerment of the underling processes. Trough the discussion of single cases, the course aims to stimulate to the critical reading of the functional diagnosis and of the intervention plans.
The course aims to support students to work in groups to plan and verify studies and educational interventions.
Making judgments:
The course will encourage a critical and attive attitude during discussions, group activities and lessons.
Communication skills:
The course provides the knowledge for using a correct vocabulary and for communicationg with children and adults.
Learning skills:
The course provides skills required for ongoing learning
The course provides basic knowledge on the psychology of disability and neurodevelopment disorders (sensory disabilities, intellectual disability, learning disabilities, attention deficit hyperactivity disorder, anxiety and mood disorders, autism spectrum disorders ; neurological and neuromuscular disorders). The topics covered are: analysis of the neurofunctional, cognitive, emotional and socio-systemic characteristics that underlie the different clinical conditions; acquisition of a functional framework articulated on multiple models of description (behavioral, cognitive, neurobiological) in the definition of rehabilitative and educational interventions; deepening of psychological processes and transversal cognitive functions (eg memory and executive functions) that contribute to the scholastic adaptation and formal learning of children with atypical development. Use of the comparative method between typical and atypical developmental trajectories in planning intervention and rehabilitation.
Applying knowledge and understanding:
The course provides the fundamental skills to reflect and take into account the cognitive and emotional processes underpinnings different developmental disabilities. It provides strategies for the qualitative observation of the psychological functioning of the child with developmental disorders, for monitoring changes and for the empowerment of the underling processes. Trough the discussion of single cases, the course aims to stimulate to the critical reading of the functional diagnosis and of the intervention plans.
The course aims to support students to work in groups to plan and verify studies and educational interventions.
Making judgments:
The course will encourage a critical and attive attitude during discussions, group activities and lessons.
Communication skills:
The course provides the knowledge for using a correct vocabulary and for communicationg with children and adults.
Learning skills:
The course provides skills required for ongoing learning
Prerequisites
Theories and Methods of Developmental Psychology
Teaching Methods
Knowledge and understanding
Lectures, webinars and on-line talks from experts, work in small groups to pan a study/research
Applying knowledge and understanding:
Exercises, individual or small groups work and discussions in the class.
Making judgments:
Group discussions and presentations to class of the group work.
Communication skills:
Presenting group work studies/research in an oral and written form by power point. Use of a correct vocabulary for the studied topics.
Learning skills:
This competence will be promoted through group study/search activities.
Lectures, webinars and on-line talks from experts, work in small groups to pan a study/research
Applying knowledge and understanding:
Exercises, individual or small groups work and discussions in the class.
Making judgments:
Group discussions and presentations to class of the group work.
Communication skills:
Presenting group work studies/research in an oral and written form by power point. Use of a correct vocabulary for the studied topics.
Learning skills:
This competence will be promoted through group study/search activities.
Further information
Course program, the time-table of course activities, suggested readings, learning activities, teaching methods and type of assessment will be presented at the beginning of the course. All students are invited to be present at the beginning of the course, even those who cannot attend the course or that can do it rarely. Course frequency is highly suggested.
Syllabus will be online on the e-learning site.
Syllabus will be online on the e-learning site.
Type of Assessment
Knowledge and understanding:
Written exam (open questions) to verify in depth knowledge and critical skills. All students (attending or non attending) have the opportunity to perform two formative evaluation activities, during the course, with self-evaluation and discuss the results in the class group (see calendar on Moodle)
Apply knowledge and understanding
in the written exam, ability to reflect on issues faced during the course and to apply this knowledge to the school context.
Small group homework and collective discussions in classroom will be requested: it will be voluntary and evaluated. Students must apply within and not after the sixth lesson. The students’ personal exposition will be evaluated in regard to: expository clarity, expository complexity, capacity of expressing limits and potentiality of the chosen study/research, respecting scheduled times. The positive evaluation of the group work could result in the addition of up to two points to the final exam evaluation for each student.
Making judgements:
Accessing punctually to knowledge and expressing personal point of view in written test will be evaluated.
Communication skills:
Use of a correct and appropriate vocabulary in written test and during presentation of the small group homework.
Learning skills:
Written test. Study/research tasks carried-out in small groups.
Written exam (open questions) to verify in depth knowledge and critical skills. All students (attending or non attending) have the opportunity to perform two formative evaluation activities, during the course, with self-evaluation and discuss the results in the class group (see calendar on Moodle)
Apply knowledge and understanding
in the written exam, ability to reflect on issues faced during the course and to apply this knowledge to the school context.
Small group homework and collective discussions in classroom will be requested: it will be voluntary and evaluated. Students must apply within and not after the sixth lesson. The students’ personal exposition will be evaluated in regard to: expository clarity, expository complexity, capacity of expressing limits and potentiality of the chosen study/research, respecting scheduled times. The positive evaluation of the group work could result in the addition of up to two points to the final exam evaluation for each student.
Making judgements:
Accessing punctually to knowledge and expressing personal point of view in written test will be evaluated.
Communication skills:
Use of a correct and appropriate vocabulary in written test and during presentation of the small group homework.
Learning skills:
Written test. Study/research tasks carried-out in small groups.
Course program
Theoretical and methodological aspects of Psychology of Disabilities and Neurodevelopmental Disorders (sensorial deficits, neurological and neuromuscolar disorders, intellectual disabilities, learning disorders, attention and hyperactivity disorder, autism). Investigation of the main neurofunctional, cognitive, emotional and social characteristics of the different clinical conditions. Importance of a multifactorial functional assessment (at the behavioral, cognitive and neurofunctional level) to define an appropriate rehabilitative and education plan. Deep analysis of the psychological processes affecting the school adjustment in children with atypical development. From a critical reading of the functional diagnosis to planning early intervention for prevention, empower and rehabilitation.
1. Definitions of Disabilities. International Classifications of the Neurodevelopmental Disorders.
2. Sensorial Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
3. Neurological and neuromuscolar disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
4. Disorders of communication. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
5. Learning disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
6. Attention and Hyperactivity disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
7. Intellectual Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
8. Autistic disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions.
9.Mood and anxiety disorders. Nosographic and epidemiological characteristics. Functional assessment. Rehabilitative and educational interventions.
1. Definitions of Disabilities. International Classifications of the Neurodevelopmental Disorders.
2. Sensorial Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
3. Neurological and neuromuscolar disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
4. Disorders of communication. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
5. Learning disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
6. Attention and Hyperactivity disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
7. Intellectual Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
8. Autistic disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions.
9.Mood and anxiety disorders. Nosographic and epidemiological characteristics. Functional assessment. Rehabilitative and educational interventions.