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Course organization
The module of Integration Psychology aims to provide knowledge and skills tied to the main theoretical and methodological issues concerning integration processes with particular reference to kindergartens and primary schools.
Students will be offered the skills needed to know the basic aspects related to the processes of school integration, deepening the role of theoretical models, spoiling and facilitator factors related to the context.
For this purpose, during the course will be introduced intervention programs that are up to encourage the integration of the child with special educational needs and able to identify the categories to which the planning needs of integration processes and intervention programs apply: children with special educational needs, children with social and cultural disadvantage, children with social-emotional discomfort.
At the end of the course, students will have to demonstrate the ability to apply the knowledge acquired in order to build and implement educational projects which foster: well-being, social integration and the promotion of inclusive social contexts.
The content of the course (30 hours) will focus on:
1) basic elements of psychology of integration: definitions, main theoretical approaches, facilitators and/or hindering factors towards integration processes, highlighting the role played by context (teachers, peers and family).
2) understanding of specific psychological processes of children with special needs and children with social and cultural disadvantage.
3) theoretical references and methods of intervention connected to situations of psychosocial risk factors in childhood (parental and family psychopathology, maltreatment and abuse, adoption and foster care situations, conflict separations).
4) main theoretical approaches related to learning, with reference to school integration processes.
5) understanding of emotional and relational partner elements related specifically to parenting dynamics in the mentioned cases. Possible approaches to parenting will be investigated as a methodology for kindergarten and primary school Teachers.
Recommended texts:
Slides of classes;
Inguglia C, Lo Coco A. (2013). Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Bologna: Il Mulino.
Zanobini M., Manetti M., Usai C. (2013). La famiglia di fronte alla disabilità. Stress, risorse e sostegni. Trento: Erickson.
Sabatano F. (2015). La scelta dell’inclusione. Progettare l’educazione in contesto di disagio sociale. Milano: Guerini scientifica.
Villano P. (2013). Fuori dai giochi. La psicologia di fronte all’esclusione sociale. Milano: Pearson Eklectica
| Author | Title | Publisher | Year | ISBN | Note |
| Albanese O. e Delle Fave A. | Disabilità, diversità e promozione del benessere | Milano: Franco Angeli | 2015 | 9788891726490 | escluso cap. 4 |
| Morganti, A. | Intelligenza emotiva e integrazione scolastica | Roma: Carocci | 2012 | ||
| Soresi, S. | Psicologia della disabilità e dell’inclusione | Bologna: Il Mulino | 2016 | parte quarta |
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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