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.

A.A. 2018/2019

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. 1A Sep 24, 2018 Oct 27, 2018
Sem. 1B Nov 19, 2018 Dec 21, 2018
Sem. 2A Feb 18, 2019 Mar 23, 2019
Sem. 2B Apr 8, 2019 May 18, 2019
Exam sessions
Session From To
Sessione d'esame Invernale Jan 21, 2019 Feb 16, 2019
Sessione d'esame Estiva Jun 17, 2019 Jul 27, 2019
Sessione d'esame Autunnale Aug 26, 2019 Sep 21, 2019
Degree sessions
Session From To
Sessione Invernale Feb 27, 2019 Mar 13, 2019
Sessione Estiva - I appello Jun 10, 2019 Jun 24, 2019
Sessione Estiva - II appello Jul 3, 2019 Jul 16, 2019
Sessione Autunnale - I appello Oct 9, 2019 Oct 21, 2019
Sessione Autunnale - II appello Dec 4, 2019 Dec 17, 2019
Holidays
Period From To
Festa di Ognissanti Nov 1, 2018 Nov 1, 2018
Festa dell’Immacolata Dec 8, 2018 Dec 8, 2018
Vacanze di Natale Dec 22, 2018 Jan 6, 2019
Vacanze di Pasqua Apr 19, 2019 Apr 23, 2019
Festa della liberazione Apr 25, 2019 Apr 25, 2019
Festa del lavoro May 1, 2019 May 1, 2019
Festa del Santo Patrono - S. Zeno May 21, 2019 May 21, 2019
Festa della Repubblica Jun 2, 2019 Jun 2, 2019
Other Periods
Description Period From To
Prima parte del primo semestre Lab. 1A Oct 29, 2018 Nov 10, 2018
Seconda parte del primo semestre Lab. 1B Jan 7, 2019 Jan 19, 2019
Prima parte del secondo semestre Lab. 2A Mar 25, 2019 Apr 6, 2019
Seconda parte del secondo semestre Lab. 2B May 20, 2019 Jun 1, 2019

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

Antonello Monica

monica.antonello@univr.it

Bianchi Edoardo

edoardo.bianchi@univr.it +39 045 802 8108

Biino Valentina

valentina.biino@univr.it

Caleffi Paola Maria

paolamaria.caleffi@univr.it

Daffara Claudia

claudia.daffara@univr.it +39 045 802 7942

Dusi Paola

paola.dusi@univr.it 045/8028616

Gecchele Mario

mario.gecchele@univr.it +39 045802 8651

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Landi Licia

licia.landi@univr.it

Majorano Marinella

marinella.majorano@univr.it 0458028372

Melodia Festa Beatrice

beatrice.melodiafesta@univr.it

Meyer Anja

anja.meyer@univr.it

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Monti Francesca

francesca.monti@univr.it 045 802 7910

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Nitti Paolo

paolo.nitti@univr.it

Picotti Michele

michele.picotti@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Renna Dora

dora.renna@univr.it

Silva Roberta

roberta.silva@univr.it 045/8028385
TACCONI,  November 12, 2016

Tacconi Giuseppe

giuseppe.tacconi@univr.it +39 045 802 8655

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.

ModulesCreditsTAFSSD
9
B
(L-ART/02 ,L-ART/03 ,L-ART/06)
Training (5th year)
9
F
-
Final exam
9
F
-

5° Year

ModulesCreditsTAFSSD
9
B
(L-ART/02 ,L-ART/03 ,L-ART/06)
Training (5th year)
9
F
-
Final exam
9
F
-
Modules Credits TAF SSD
Between the years: 4°- 5°

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S006148

Credits

9

Coordinatore

Marinella Majorano

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Language

Italian

The teaching is organized as follows:

Lezioni

Credits

8

Period

Sem. 1A, Sem. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 1]

Credits

1

Period

Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 2]

Credits

1

Period

Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 3]

Credits

1

Period

Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 4]

Credits

1

Period

Lab. 1B

Academic staff

Marinella Majorano

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.

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.

Bibliografia

Reference texts
Activity Author Title Publishing house Year ISBN Notes
Lezioni Ianes, D. Bisogni educativi speciali e inclusione Erikson 2005
Lezioni C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011
Lezioni Cornoldi, C. Le difficoltà di apprendimento a scuola (Edizione 3) Bologna: Il mulino 2013
Lezioni Zanobini, M. & Usai, M.C. Psicologia della disabilità e dei disturbi dello sviluppo (Edizione 8) Milano: Franco Angeli 2011
Laboratorio Reffieuna, A. Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe Trento: Erickson 2012
Laboratorio Reffieuna, A. Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe Trento: Erickson 2012
Laboratorio Reffieuna, A. Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe Trento: Erickson 2012
Laboratorio Reffieuna, A. Come funziona l’apprendimento. Conoscere I processi per favorire lo sviluppo in classe Trento: Erickson 2012

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.

Graduation


Gestione carriere


Linguistic training CLA


Student mentoring


Stage e Tirocini

Le attività di tirocinio indirette e dirette, per complessive 600 ore pari a 24 crediti formativi universitari, come stabilito dal D.M. 249/2010, hanno inizio nel secondo anno di corso e si svolgono secondo modalità tali da assicurare un aumento progressivo del numero dei relativi crediti formativi universitari fino all'ultimo anno.
 
La struttura generale del tirocinio prevede:
- II annualità 100 ore di tirocinio pari a 4 CFU
- III annualità 100 ore di tirocinio pari a 4 CFU
- IV annualità 175 ore di tirocinio pari a 7 CFU
- V annualità   225 ore di tirocinio pari a 9 CFU.
 
Il tirocinio è seguito da insegnanti tutor coordinatori e da tutor organizzatori distaccati, rispettivamente a tempo parziale e a tempo pieno, presso il CdS. Esso prevede attività che si sviluppano secondo modalità di partecipazione periferica e modalità di partecipazione attiva: tali attività dovranno essere, adeguatamente documentate da parte dello studente e saranno supervisionate dai tutor competenti.
La frequenza alle attività di tirocinio è obbligatoria.
 

Attachments

Title Info File
pdf Regolamento 115 KB, 23/06/21 

Practical information for students


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.