Teaching code

4S006148

Credits

9

Coordinator

Marinella Majorano

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Moodle Seminars 0

The teaching is organized as follows:

Learning outcomes

The course offers students of the combined Bachelor's + Master's degree in Primary School Education a combination of theoretical, epistemological, methodological and educational knowledge and basic skills in the area of children’s disabilities and special educational needs. The course will also allow students to learn to apply their theoretical knowledge in designing intervention programs in infant and primary school, 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 children with disabilities and special educational needs;
b) identify and explain the development of the learning processes in infant and primary schools, with reference to the main theoretical models;
c) identify and explain the principal classifications and characteristics of disabilities and special educational needs in the context of the design of educational projects;
d) analyse individual development and difficulties in the context of the design of educational projects in infants and primary school for promoting well-being and inclusion;
2. Application of knowledge and understanding:
a) choose the best instruments and methodologies in order to design and implement educational programming in infant primary school, 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 with disabilities and special educational needs intended to promote social inclusion.
c) analyse and choose the best instruments for observation, assessment and design in infant and primary school;
3. Making judgements:
a) reflect critically on the learning and language processes at work in educational contexts for disabilities and special educational needs;
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 disabilities and special educational needs 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 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 in infant school. Attention and memory in learning and language impairments.
4) Theoretical model for learning development. Learning difficulties and developmental language disorder (DLD). The relationship between DLD 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 and teachers. Well-being and inclusion in infant and primary school.




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

Zanobini, M., & Usai, M.C. (2011). Psicologia della disabilità e dei disturbi dello sviluppo. Milano: Franco Angeli.
Cornoldi C., Zaccaria, S. (2011). In classe ho un bambino che…. Firenze: Giunti.
Ianes, D. (2005). Bisogni Educativi Speciali e inclusione. Trento: Ed Erickson.


Other recommended tests
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) 

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

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

- are familiar with current knowledge in the field of disabilities and special educational needs– theoretical and methodological –and its application in infant and primary school;
- have understood the main stages and developmental process, in order to observe and project for children with disabilities and special educational needs 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.
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 disabilities and special educational needs 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.