ITA | ENG
B024379 - PSYCHOLOGY OF DISABILITY/HANDICAP & REHABILITATION WITH PSYCHOLOGY OF HANDICAP WORKSHOP
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2021-22
Coorte 2018 - 5-years Single Cycle Degree in PRIMARY TEACHER EDUCATION
Course year
Fourth 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
9
Teaching Hours
60
Teaching Term
21/02/2022 ⇒ 03/06/2022
Attendance required
No
Type of Evaluation
Final Grade
Course Content
show
Course program
show
Lectureship
Teaching Language
Italian
Course Content
Definition of atypical development, impairment and disability according to WHO, ICF. Psychological aspects related to the various sensory, motor and mental disabilities during development. Well-being of people with disabilities and their families.. Neurofunctional, cognitive, emotional and social characteristics of the different clinical conditions. Consensus Conferences for the assessment and the intervention on the developmental impairments and disabilities.
Suggested readings (Search our library's catalogue)
Pecini, C e Brizzolara. Disturbi e traiettorie atipiche del neurosviluppo. Diagnosi e Intervento. McGraw-Hill , 2020. Slides from the lectures and scientific papers.
Learning Objectives
Knowledge and understanding:
The course is aimed to:
- provide the basic knowledge on psychology of atypical development and neurodevelopmental disorders;
- promote the comprehension of the neurodevelopmental, cognitive, emotional and social characteristics underpinning the different conditions of atypical development;
- stimulate the acquisition of multiple factorial models for the definition of the rehabilitative and educational interventions in the case of atypical development;
- using a comparative methods and the comparison between typical and atypical development in planning interventions for empowerment and rehabilitation.
Applying knowledge and understanding:
The course provides the fundamental skills to reflect and take into account the cognitive and emotional processes underpinning different disabilities during development. It provides strategies for the qualitative observation of the psychological functioning of the child with developmental disorders, for monitoring changes and for the controlled empowerment of the underlyng processes. Trhough the discussion of single cases, the course aims to training 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 active attitude with the purpose of promoting the ability to navigate the psychological literature on disability and developmental disorders and identify evidence-based treatments.
Communication skills:
The course provides the knowledge for:
- providing students with the necessary knowledge to conduct interviews with people with disabilities, their families and the professional figures that revolve around children and young people with disabilities;
- enabling students to use an appropriate jargon in relation to disability-related issues, also through specific metalinguistic reflection.
Learning skills:
The course is aimed to:
- promoting the ability to increase knowledge through the study of scientific literature;
- promoting the ability to increase knowledge of evidence-based tools;
- fostering the ability to apply knowledge to specific situations.
The course is aimed to:
- provide the basic knowledge on psychology of atypical development and neurodevelopmental disorders;
- promote the comprehension of the neurodevelopmental, cognitive, emotional and social characteristics underpinning the different conditions of atypical development;
- stimulate the acquisition of multiple factorial models for the definition of the rehabilitative and educational interventions in the case of atypical development;
- using a comparative methods and the comparison between typical and atypical development in planning interventions for empowerment and rehabilitation.
Applying knowledge and understanding:
The course provides the fundamental skills to reflect and take into account the cognitive and emotional processes underpinning different disabilities during development. It provides strategies for the qualitative observation of the psychological functioning of the child with developmental disorders, for monitoring changes and for the controlled empowerment of the underlyng processes. Trhough the discussion of single cases, the course aims to training 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 active attitude with the purpose of promoting the ability to navigate the psychological literature on disability and developmental disorders and identify evidence-based treatments.
Communication skills:
The course provides the knowledge for:
- providing students with the necessary knowledge to conduct interviews with people with disabilities, their families and the professional figures that revolve around children and young people with disabilities;
- enabling students to use an appropriate jargon in relation to disability-related issues, also through specific metalinguistic reflection.
Learning skills:
The course is aimed to:
- promoting the ability to increase knowledge through the study of scientific literature;
- promoting the ability to increase knowledge of evidence-based tools;
- fostering the ability to apply knowledge to specific situations.
Prerequisites
Knowledge of developmental psychology
Teaching Methods
Knowledge and understanding
Lectures, webinars and on-line talks from experts.
Applying knowledge and understanding:
Exercises, small groups works and discussions in the class.
Making judgments:
Discussion on the theoretical issues of the discipline and the tools proposed.
Communication skills:
Presenting group work studies/research in oral or written forms. Use of a correct vocabulary for the studied topics.
Learning skills:
Analysis of the scientific literature to identify evidence-based models for assessment and intervention.
Lectures, webinars and on-line talks from experts.
Applying knowledge and understanding:
Exercises, small groups works and discussions in the class.
Making judgments:
Discussion on the theoretical issues of the discipline and the tools proposed.
Communication skills:
Presenting group work studies/research in oral or written forms. Use of a correct vocabulary for the studied topics.
Learning skills:
Analysis of the scientific literature to identify evidence-based models for assessment and intervention.
Further information
The program, the time-table of the activities, the suggested readings, the methods of teaching and of assessment will be presented at the beginning of the course. All the lectures, activities and news will be progressively uploaded on Moodle during the course.
Type of Assessment
The exam will be in written form. Students will be asked: 25 multiple-choice questions (1.2 points for each right answers, 0 points for missed answers, -0.4% points for wrong answers) and a short questions (max 6 points) on the course materials, for a maximum of 30 points.
The questions will assess students’ acquisition of knowledge, ability to apply knowledge, judgment autonomy and communication skills.
All students will have the opportunity to perform two formative activities that will contribute to the final score (more details will be described on Moodle).
The questions will assess students’ acquisition of knowledge, ability to apply knowledge, judgment autonomy and communication skills.
All students will have the opportunity to perform two formative activities that will contribute to the final score (more details will be described on Moodle).
Course program
Theoretical and methodological aspects of psychology of disabilities and neurodevelopmental disorders (bio-ecological model, cerebral plasticity, neurocostructivism, family- centered care, protective and risk factors).
Neurofunctional, cognitive, emotional and social characteristics of the different clinical conditions.
Multifactorial functional assessment and approaches based on the developmental trajectories to define an appropriate rehabilitative and education plan.
Psychological processes and trasversal cognitive processes (e.g. memory and executive functions) affecting the school adjustment in children with atypical development.
From the critical reading of the functional diagnosis to planning early intervention for prevention, empower and rehabilitation.
1. Definitions of atypical development, neurodevelopmental disorders and disabilities according to the International classifications.
2. Cerebral plasticity, environmental conditions, family engagement.
3. Prematurity. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
4. Neurovisual disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
5. Regulation and sensory processing disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
6. Language and communication disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
7. Neurological and neuromuscolar disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
8. Learning disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
9. Attention and Hyperactivity disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
10. Intellectual Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
11. Disorders of the autistic spectrum. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
12. Behavioral disorders in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
13. Mood and Anxious disorder in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
14. Eating Disorders in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
Neurofunctional, cognitive, emotional and social characteristics of the different clinical conditions.
Multifactorial functional assessment and approaches based on the developmental trajectories to define an appropriate rehabilitative and education plan.
Psychological processes and trasversal cognitive processes (e.g. memory and executive functions) affecting the school adjustment in children with atypical development.
From the critical reading of the functional diagnosis to planning early intervention for prevention, empower and rehabilitation.
1. Definitions of atypical development, neurodevelopmental disorders and disabilities according to the International classifications.
2. Cerebral plasticity, environmental conditions, family engagement.
3. Prematurity. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
4. Neurovisual disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
5. Regulation and sensory processing disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
6. Language and communication disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
7. Neurological and neuromuscolar disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
8. Learning disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
9. Attention and Hyperactivity disorders. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
10. Intellectual Disabilities. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
11. Disorders of the autistic spectrum. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
12. Behavioral disorders in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
13. Mood and Anxious disorder in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.
14. Eating Disorders in development. Nosographic and epidemiological characteristics. Functional assessment. Socio-emotional characteristics. Rehabilitative and educational interventions. Compensative tools.