Psychology of disabilities and integration - Psicologia dell'integrazione (2015/2016)

Learning outcomes

The course of Psychology of integration is aimed at giving basic knowledge relating to the main theoretical and methodological issues concerning integrative processes with children with special education needs. Moreover, we aim at giving specific knowledge relating to both specific categories of children with special education needs and specific domains of the psychological development.
Specifically, expected learning results are:
1) knowledge and understanding of basic aspects relating to school integration, examining in depth both theoretical models and contextual risk and promoting factors;
2) knowledge and understanding of basic aspects relating to specific categories of children with special education needs (e.g., children with social and cultural disadvantage) and some domains of the psychological development (e.g., socio-emotional development).

In the first part of the course, we will focus on some basic aspects of the psychology of integration. Particular attention will be devoted to definitional issues, main theoretical approaches, and risk and promoting factors relating to integration processes, taking into account the role played by the context in terms of teachers, peers, and family.
In the second part of the course, we will focus on a specific category of students with special education needs, i.e. children with social and cultural disadvantage. Particular attention will be devoted to immigration and adoption/custody phenomena, with reference to salient characteristic concerning the psychological development.
In the third part of the course, we will focus on a specific domain of the psychological sphere, the socio-emotional domain associated with learning, in light of school integration processes. Particular attention will be devoted to definitional issues, main theoretical approaches, description and explanation of processes of emotional development, and ways of intervening at the socio-emotional level.


Lessons
Lessons will be frontal. Students will be actively involved into discussions, in order to promote critical reflections on topics. Therefore, we advice students to be present during the lessons.

Texts
Following texts are mandatory.
FIRST PART
Soresi, S. (2007). Psicologia della disabilità. Bologna: Il Mulino (second and third parts).
SECOND PART
Duca V., Murineddu, M., & Leoni, L. (2010). Scuola senza frontiere: valutare e potenziare l'integrazione nella classe multiculturale. Giunti O.S.
Brodzinsky, D. M., & Palacios, J. (2011). Lavorare nell’adozione. Dalle ricerche alla prassi operativa. Milano: FrancoAngeli (chapters 4, 5, 6, 7). Edizione italiana a cura di M. Chistolini.
THIRD PART
Morganti, A. (2012). Intelligenza emotiva e integrazione scolastica. Roma: Carocci.

Following texts are optional.
FIRST PART
Arcuri, L., & Cadinu, M. (2011). Gli stereotipi. Bologna: Il Mulino.
Muzzatti, B. (2008). Gli atteggiamenti verso la disabilità: credenze, reazioni emotive e comportamenti delle persone non disabili. Giornale Italiano di Psicologia, XXXV, 313-334.
Soresi, S., & Nota, L. (2001). La facilitazione dell'integrazione scolastica. Pordenone: Erip.
SECOND PART
Colombo, M., & Ongini, V. (2014). Alunni con cittadinanza non italiana. L’eterogeneità dei percorsi scolastici. Rapporto nazionale A.s. 2012/2013. Milano: Fondazione ISMU-MIUR. http://www.istruzione.it/allegati/2014/Miur_2012_2013.pdf
Raccanello, D. (2012). L’adozione dal punto di vista dei bambini: ruolo di età e coinvolgimento personale. Psicologia Clinica dello Sviluppo, 16 (3), 507-529.
Rosnati, R. (a cura di) (2010). Il legame adottivo. Contributi internazionali per la ricerca e l’intervento. Milano: FrancoAngeli.
THIRD PART
Battacchi, M. W. (2004). Lo sviluppo emotivo. Bari: Editori Laterza.
Grazzani Gavazzi, I. (2014). Psicologia dello sviluppo emotivo. Bologna: Il Mulino.
Grazzani Gavazzi, I., Ornaghi, V., & Antoniotti, C. (2011). La competenza emotiva dei bambini. Trento: Erikson.
Lafortune, L., Doudin, P. A., Pons, F., & Hancock, D. R. (2012). Le emozioni a scuola. Riconoscerle, comprenderle e intervenire efficacemente. Trento: Erikson. Edizione italiana a cura di O. Albanese e C. Fiorilli.
Mariani, U., & Schiralli, R. (2012). Intelligenza emotiva a scuola. Percorso formativo per l’intervento con gli alunni. Trento: Erikson.

The exam of the whole Psychology of disabilities and integration course will be in written form, including six open questions: three relating to Psychology of disabilities and three relating to Psychology of integration (total time: two hours).

STUDENT MODULE EVALUATION - 2015/2016