Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. IA Sep 28, 2015 Nov 8, 2015
Sem. IB Nov 9, 2015 Jan 17, 2016
Sem. IIA Feb 22, 2016 Apr 24, 2016
Sem. IIB Apr 25, 2016 Jun 5, 2016
Exam sessions
Session From To
Sessione Estiva Jun 6, 2016 Jul 31, 2016
Sessione Autunnale Sep 1, 2016 Sep 30, 2016
Sessione Invernale Jan 23, 2017 Feb 25, 2017
Degree sessions
Session From To
Sesione Estiva Jul 8, 2016 Jul 15, 2016
Sessione Autunnale (Solo Scienze del Serv. Sociale: Ven. 04/11/2016) Nov 21, 2016 Nov 26, 2016
Sessione Invernale Apr 3, 2017 Apr 8, 2017
Holidays
Period From To
Festa di Ognissanti Nov 1, 2015 Nov 1, 2015
Festa dell'Immacolata Dec 8, 2015 Dec 8, 2015
Vacanze Natalizie Dec 23, 2015 Jan 6, 2016
Vacanze Pasquali Mar 24, 2016 Mar 29, 2016
Festa della Liberazione Apr 25, 2016 Apr 25, 2016
Festa dei Lavoratori May 1, 2016 May 1, 2016
Festa del S. Patrono S. Zeno May 21, 2016 May 21, 2016
Festa della Repubblica Jun 2, 2016 Jun 2, 2016
Vacanze Estive Aug 8, 2016 Aug 15, 2016

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

A B C D G L M N P R S T

Bertazzoni Cristina

symbol email cristina.bertazzoni@univr.it

Blezza Silvia

symbol email silvia.blezzapicherle@univr.it symbol phone-number +39 045802 8651

Burro Roberto

symbol email roberto.burro@univr.it symbol phone-number +39 045 802 8743

Capiluppi Claudio

symbol email claudio.capiluppi@univr.it symbol phone-number 045/802.8621

Cecchi Sergio

symbol email sergio.cecchi@univr.it symbol phone-number 0458028034

Cima Rosanna

symbol email rosanna.cima@univr.it symbol phone-number 0458028046

Dal Toso Paola

symbol email paola.daltoso@univr.it symbol phone-number 045/8028281

De Cordova Federica

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De Silvestri Donato

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Dusi Paola

symbol email paola.dusi@univr.it symbol phone-number 045/8028616

Gamberoni Emanuela

symbol email emanuela.gamberoni@univr.it symbol phone-number 045 802 8393

Garbellotti Marina

symbol email marina.garbellotti@univr.it symbol phone-number 045802 8403

Landuzzi Maria Gabriella

symbol email mariagabriella.landuzzi@univr.it symbol phone-number +39 045 802 8547

Lascioli Angelo

symbol email angelo.lascioli@univr.it symbol phone-number +39 045802 8156

Lavelli Manuela

symbol email manuela.lavelli@univr.it symbol phone-number +39 045 802 8136

Lazzarin Gianmarco

symbol email gianmarco.lazzarin@univr.it symbol phone-number 045 802 8391

Lonardi Cristina

symbol email cristina.lonardi@univr.it symbol phone-number 045/8028360
foto,  July 11, 2018

Longo Mario

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Loro Daniele

symbol email daniele.loro@univr.it symbol phone-number +39 045 802 8041

Majorano Marinella

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Melotto Federico

symbol email federico.melotto@univr.it; federicomelotto@hotmail.com

Migliorati Lorenzo

symbol email lorenzo.migliorati@univr.it symbol phone-number 045802 8135

Nicolini Andrea

symbol email andrea.nicolini.uni@gmail.com - andrea.nicolini@univr.it

Pelgreffi Igor

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Pontrandolfo Stefania

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Porceddu Cilione Pier Alberto

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Portera Agostino

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Ronsivalle Gaetano Bruno

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Sità Chiara

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Stoffella Marco

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Tronca Luigi

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Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University. Please select your Study Plan based on your enrolment year.

CURRICULUM TIPO:
activated in the A.Y. 2016/2017
ModulesCreditsTAFSSD
A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following
activated in the A.Y. 2017/2018
ModulesCreditsTAFSSD
A course to be chosen among the following

2° Year activated in the A.Y. 2016/2017

ModulesCreditsTAFSSD
A course to be chosen among the following
A course to be chosen among the following
A course to be chosen among the following

3° Year activated in the A.Y. 2017/2018

ModulesCreditsTAFSSD
A course to be chosen among the following
Modules Credits TAF SSD
Between the years: 1°- 2°- 3°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S001300

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. IA, Sem. IB

Learning outcomes

The course offers students on the Bachelor’s degree in Education a combination of theoretical, epistemological, methodological and educational knowledge and basic skills in the area of children’s learning difficulties and disabilities and language delay and impairments. The course will also allow students to learn to apply their theoretical knowledge in designing intervention programs, based on observational indices.
The specific learning objectives are that by the end of the course the student will be able to:
Knowledge and understanding:
a) consider critically the relationships between the neuro-biological and the contextual factors that influence the development of learning and language in typical and atypical populations;
b) identify and explain the development of the learning processes infants and primary schools, with reference to the main theoretical models;
c) identify and explain the principal classifications and characteristics of learning difficulties and disabilities in the context of the design of educational projects;
d) analyse language development and language difficulties and impairments in the context of the design of educational projects;
2. Applcation of knowledge and understanding:
a) choose the best instruments and methodologies in order to design and implement educational programming in various educational contexts, particularly for promoting well-being and inclusion in the context of language delays and learning difficulties;
b) identify early risk indicators when planning and designing educational projects for individual, groups and services intended to promote social inclusion.
c) analyse and choose the best instruments for observation, assessment and design in educational settings;
3. Making judgements:
a) reflect critically on the learning and language processes at work in educational contexts for language and learning difficulties;
c) evaluate their own communicative and relational competence when designing projects.
4. Communication skills:
a) use language clearly, including technical terms where appropriate, in discussing the knowledge acquired;
b) communicate with all participants in learning programmes, such that knowledge and understanding are developed at all levels.
5. Learning skills:
a) recognise learning abilities and development processes in a wide range of children and groups, such that they can enhance all learning styles;
b) identify the resources and methods best suited for the development of training arrangements for language and learning difficulties in children.

Program

1) Introduction. The principal theoretical, epistemological, methodological and educational issues in children’s language and learning development. Distinctions between i) language delay and language impairment and ii) learning difficulties and learning disabilities.
2) Linguistic, cognitive, socio-emotional and motivational aspects of children’s language and learning development.
3) Language delay and impairment: definitions, classifications, theoretical models. Language and social development in deaf children. Specific Language Impairment (SLI). Observational procedures in educational and family contexts. Prerequisites and early indicators of language difficulties. Early intervention programs for language delay. Attention and memory in learning and language impairments.
4) Theoretical model for learning development. Learning difficulties and specific learning disabilities (LD). The relationship between SLI and dyslexia. Principal diagnostic categories of learning difficulties and disabilities.
5) Language and learning in children with cognitive disabilities, autism spectrum disorders and ADHD.
6) Prerequisites and early indicators of learning disabilities: the problem of a screening procedure. Recent norms in diagnosis and educational programs. School and specific learning disabilities. Support programs for families, educators and teachers.

Tests to be studies before the exam
Cornoldi, C. (2013). Le difficoltà di apprendimento a scuola. II ed. Bologna: Edizioni Il Mulino.

Bonifacio, S. & Zmarich, C. (2010). L'intervento precoce nel ritardo di linguaggio. Il modello INTERACT per il bambino parlatore tardivo. Milano: Franco Angeli. (del cap. 1 solo pp. 24-27, esclusa parte sulla fonetica; cap. 2 tutto; cap. 3 solo par 3.5; cap. 4 fino a p.119; cap. 5 solo 5.1 e 5.2; cap 6 e 7 e 8 tutto; 9 escluso) 

Zanobini, M., & Usai, M.C. (2011). Psicologia della disabilità e dei disturbi dello sviluppo. Milano: Franco Angeli. (esclusi cap. 3, 4, 11)
Vicari, S. & Caselli, M.C. (2017). Neuropsicologia dell'età evolutiva. Bologna: IL Mulino. (solo parte seconda, p. 59-120).
Other recommended tests
D’Amico, S., & Devescovi, A. (2013). Psicologia dello sviluppo del linguaggio . Bologna: Il Mulino. (Cap. I, IV, V, VI, X, XI, XII)
Cornoldi C., Zaccaria, S. (2011). In classe ho un bambino che…. Firenze: Giunti.
Stella, G., Grandi, L. (2011). Come leggere la dislessia e I DSA. Guida base. Firenze: Giunti Scuola. (pp. 1-150)
Fedeli, V., Vio, C. (2017). ADHD iperattività e disattenzione a scuola. Firenze: Giunti Edu.
Lucangeli, D. (2013). La discalculia e le difficoltà in aritmetica. Firenze: Giunti Scuola.

The teaching sessions will be in the form of lectures with the use of videos and clinical case studies to promote the immediate application of theoretical knowledge. The students will be actively involved in group and individual discussions and project work under the supervision of a teacher and a tutor, to promote their critical reflection on the topics covered.

Reference texts
Author Title Publishing house Year ISBN Notes
Cornoldi, C. Le difficoltà di apprendimento a scuola (Edizione 3) Bologna: Il mulino 2013
Bonifacio, S. & Zmarich, C. L'intervento precoce nel ritardo di linguaggio. Il modello INTERACT per il bambino parlatore tardivo. Milano: Franco angeli 2010
Vicari, S. & Caselli, M.C. Neuropsicologia dell'età evolutiva Bologna: Il Mulino 2017
Zanobini, M. & Usai, M.C. Psicologia della disabilità e dei disturbi dello sviluppo (Edizione 8) Milano: Franco Angeli 2011

Examination Methods

1. Objectives and content:
The students will demonstrate that they:

- Are familiar with current knowledge in the field of language and learning difficulties and disabilities – theoretical and methodological –and its application in educational contexts.
- Have understood the main stages and developmental process, in order to observe and project for children with learning and language impairments in various contexts;
- Can discuss their knowledge using technical and critical language, identifying and evaluating the relevant concepts and methodological issues;
- Have understood and can deploy in appropriate language the main arguments in developmental psychology of language and learning, identifying and critically selecting the relevant concepts and methodologies;
- Can critically analyse cases studies and the experience discussed, using bibliographical references appropriately.

The exam:
2. Procedures and evaluation:
There will be a 2-hour written exam with four questions: three on the principal theoretical approaches and on the various difficulties and impairments and one discussing a case.
Each question will be given a mark out of 30 and the final mark will be the average of the four. For students attending the course there will be an intermediate assessment using the same method as the final exam.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Type D and Type F activities

Modules not yet included

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.

Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.


Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Ambienti e contesti di lavoro con minori Various topics
Analisi dei personal network di sostegno Various topics
comunicazioni relative alla tesi Various topics
Il teatro come contesto educativo Various topics
I processi di globalizzazione culturale nella società contemporanea Various topics
La social network analysis applicata allo studio dei contesti educativi Various topics
L'educatore ed i progetti europei Various topics
L'impegno associativo in ambito educativo Various topics
Politiche sociali e contesti educativi Various topics
Progetti di collaborazione con le istituzioni scolastiche Various topics
PROPOSTE TESI AMBITO GEOGRAFICO Various topics
Scuola e capitale sociale Various topics

Linguistic training CLA


Student mentoring


Practical information for students


Stage e Tirocini

Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza. Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:
  • fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
  • approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;
Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.

Nuove Linee Guida per il tirocinio di Scienze dell'educazione.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Attachments


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