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.

Bibliography

Examination Methods