To show the organization of the course that includes this module, follow this link 
Course organization
The course aims to provide theoretical, methodological and applicative tools useful for understanding, recognizing and operational approaching the Psychology of disability with particular reference to kindergarten and primary school.
Students will be offered the skills needed to know the basic theoretical nodes, the main methodological tools and the observational and evaluation functions, necessary for understanding development and learning processes in children with disabilities and / or with developmental disorders with a psychological / evolutionary, neurobiological integrated approach, based on: individual difference, family styles and risk / protective factors.
At the end of the course, students will be asked to demonstrate and handling: autonomous skills of definition, observation and reflection in reference to the development and learning processes of children with disabilities and developmental disorders; ability to apply the acquired knowledge in order to build and carry out educational projects.
The content of the course (30 hours) will focus on:
a) Major theoretical and epistemological nodes related to disability).
b) definition of the main types of disabilities and developmental disorders, in an integrated approach that sees a strong correlation between individual factors, cognitive, socio-emotional and motivational, relational development of basic processes and of learning.
c) learning disabilities. Definitions and classifications. Specific learning disorders (DSA) and the sottotipologie. Dyslexia; mental retardation; Autism spectrum disorders and disorders of attention. Tips on the latest regulations relating to the diagnosis and educational and instructional interventions.
Recommended texts:
Slides of classes.
Vianello R. (2012). Potenziali di sviluppo e di apprendimento nelle disabilità intellettive, indicazioni per gli interventi educativi e didattici. Trento: Erickson.
Consensus Conference 3 (2010). Disturbi specifici di apprendimento. Ministero della Salute e Istituto Superiore di Sanità. Roma, 6-7 dicembre. http://www.snlgiss.it/cc_disturbi_specifici_apprendimento -
Linee guida per il diritto allo studio degli alunni e degli studenti con Disturbi Specifici di Apprendimento. Ministero dell'istruzione, dell'Università e della Ricerca. Allegate al Decreto Ministeriale 12 Luglio 2011. http://hubmiur.pubblica.istruzione.it/web/istruzione/dsa
| Author | Title | Publisher | Year | ISBN | Note |
| Cornoldi, C. | Le difficoltà di apprendimento a scuola (Edizione 3) | Bologna: Il mulino | 2013 | ||
| Zanobini, M. & Usai, M.C. | Psicologia della disabilità e dei disturbi dello sviluppo (Edizione 8) | Milano: Franco Angeli | 2011 | esclusi cap. 9,10, 11 |
Arrangements for examination:
The exam for the whole "psychology of disability and integration" course will consist of a single written test.
The test will propose six essay questions, three related to the psychology of disability and three related to the Psychology of integration module (total time: two hours).
Evaluation criteria:
The evaluation of the exam will take place on 30th and will take into consideration the different levels of performance: • joint, accuracy and significance in theoretical content acquired;
• Ability to relate properly to methodological tools;
• Ability to discuss critically the contents on the floor.
There is no difference between students attending and not attending regarding the exam.
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