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. 2020/2021

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 28, 2020 Oct 31, 2020
Sem. 1B Nov 16, 2020 Dec 23, 2020
Sem. 2A Feb 15, 2021 Mar 20, 2021
Sem. 2B Apr 12, 2021 May 15, 2021
Exam sessions
Session From To
Sessione d'esame invernale Jan 18, 2021 Feb 13, 2021
Sessione d'esame estiva Jun 7, 2021 Jul 24, 2021
Sessione d'esami autunnale Aug 23, 2021 Sep 18, 2021
Holidays
Period From To
Festa di Ognissanti Nov 1, 2020 Nov 1, 2020
Festa dell'Immacolata Dec 8, 2020 Dec 8, 2020
Vacanze di Natale Dec 24, 2020 Jan 6, 2021
Vacanze di Pasqua Apr 2, 2021 Apr 6, 2021
Festa della liberazione Apr 25, 2021 Apr 25, 2021
Festa del lavoro May 1, 2021 May 1, 2021
Festa del Santo Patrono May 21, 2021 May 21, 2021
Festa della Repubblica Jun 2, 2021 Jun 2, 2021
Vacanze estive Aug 9, 2021 Aug 15, 2021
Other Periods
Description Period From To
Laboratori insegnamenti 1A Lab. 1A Nov 2, 2020 Nov 14, 2020
Laboratori insegnamenti 1B Lab. 1B Jan 7, 2021 Jan 16, 2021
Laboratori insegnamenti 2A Lab. 2A Mar 22, 2021 Apr 1, 2021
Laboratori insegnamenti 2B Lab. 2B May 17, 2021 May 29, 2021

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.
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Exam calendar

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Academic staff

A B C D F G L M N O P R S T V Z

Antonello Monica

monica.antonello@univr.it

Badino Massimiliano

massimiliano.badino@univr.it +39 045 802 8459

Bianchi Edoardo

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

Biino Valentina

valentina.biino@univr.it

Blezza Silvia

silvia.blezzapicherle@univr.it +39 045802 8651

Caleffi Paola Maria

paolamaria.caleffi@univr.it

Covolan Federico

federico.covolan@univr.it 0458425210

Crimi Massimo

massimo.crimi@univr.it 045 802 7924; Lab: 045 802 7050

Daffara Claudia

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

D'Onofrio Mariapina

mariapina.donofrio@univr.it 045 802 7801

Dusi Paola

paola.dusi@univr.it 045/8028616

Florit Elena

elena.florit@univr.it 045 8028065

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8391

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Gecchele Mario

mario.gecchele@univr.it +39 045802 8651

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Guzzo Flavia

flavia.guzzo@univr.it 045 802 7923

Landi Licia

licia.landi@univr.it

La Rana Adele

adele.larana@univr.it

Majorano Marinella

marinella.majorano@univr.it 0458028372

Mastroeni Isabella

isabella.mastroeni@univr.it +39 045 802 7089

Melodia Festa Beatrice

beatrice.melodiafesta@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

Odini Luca

luca.odini@univr.it

Picotti Michele

michele.picotti@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Richieri Cristina

cristina.richieri@univr.it

Silva Roberta

roberta.silva@univr.it 045/8028385

Simonati Alessandro

alessandro.simonati@univr.it +39 0458126625/4883

Tassinari Giancarlo

giancarlo.tassinari@univr.it +39 0458027153

Tomba Barbara

barbara.tomba@univr.it 0458425210

Valbusa Federica

federica.valbusa@univr.it 045 802 8035

Vannini Lara

lara.vannini@univr.it 3478600758

Vettorel Paola

paola.vettorel@univr.it +39 045802 8259

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:

Lezione

Credits

8

Period

Sem. 1A, Sem. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 1]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 2]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 3]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 4]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Learning outcomes

1. Knowledge and understanding
Infant school
By the end of the course the student will be able to:
- consider critically the relationships between the neuro-biological and the contextual factors that influence the development of preschool children with disabilities and special educational needs;
- identify and explain the development of the learning processes in infant school, with reference to the main theoretical models;
- identify and explain the principal classifications and characteristics of disabilities and special educational needs in the context of the design of educational projects in infant school;
- analyze individual development and difficulties in the context of the design of educational projects in infants school for promoting well-being and inclusion.

Primary school
By the end of the course the student will be able to:
- consider critically the relationships between the neuro-biological and the contextual factors that influence the development of children in primary school with disabilities and special educational needs;
- identify and explain the development of the learning processes in primary schools, with reference to the main theoretical models;
- identify and explain the principal classifications and characteristics of disabilities and special educational needs in the context of the design of educational projects in primary school;
- analyze individual development and difficulties in the context of the design of educational projects in primary school for promoting well-being and inclusion.

2. Application of knowledge and understanding
Infant school
By the end of the course the student will be able to:
- choose the best instruments and methodologies in order to design and implement educational programming in infant school, particularly for promoting well-being and inclusion in the context of language delays and learning difficulties;
- identify early risk indicators in infant school when planning and designing educational projects for individual with disabilities and special educational needs intended to promote social inclusion;
- analyse and choose the best instruments for observation, assessment and design in infant school.
Primary school
By the end of the course the student will be able to:
- choose the best instruments and methodologies in order to design and implement educational programming in primary school, particularly for promoting well-being and inclusion in the context of language delays and learning difficulties;
- identify early risk indicators in primary school when planning and designing educational projects for individual with disabilities and special educational needs intended to promote social inclusion;
- analyse and choose the best instruments for observation, assessment and design in primary school.

3. Making judgements
Infant school
By the end of the course the student will be able to:
- reflect critically on the learning and language processes at work in infant school for disabilities and special educational needs;
- evaluate their own communicative and relational competence when designing projects with reference to infant school.
Primary school
By the end of the course the student will be able to:
- reflect critically on the learning and language processes at work in primary school for disabilities and special educational needs;
- evaluate their own communicative and relational competence when designing projects in reference to primary school.

4. Communication skills
Infanto school
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing the knowledge acquired with reference to infant school;
- communicate with all participants in learning programmes in infant school, such that knowledge and understanding are developed at all levels.
Primary school
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing the knowledge acquired with reference to primary school;
- communicate with all participants in learning programmes in primary school, such that knowledge and understanding are developed at all levels.

5. Learning skills
Infant school
By the end of the course the student will be able to:
- recognise learning abilities and development processes in a wide range of preschool children and groups, such that they can enhance all learning styles;
- identify the resources and methods best suited for the development of training arrangements for disabilities and special educational needs in preschool children.
Primary school
By the end of the course the student will be able to:
- recognise learning abilities and development processes in a wide range of children and groups in primary school, such that they can enhance all learning styles;
- identify the resources and methods best suited for the development of training arrangements for disabilities and special educational needs in children in primary school.

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. Developmental Language Disorders (DLD). 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.
The activity included in the laboratory will focus on projecting interventions to favour the integration of children with special education needs and/or disabilities in different educational contexts, referring to linguistic, cognitive, and socio-emotional development.
By the end of the course the student will be able to:
1) analyse and choose the best instruments for observation, assessment and design in preschool and in school;
2) choose the best instruments and methodologies in order to design and implement educational programming in preschool and in school particularly for promoting well-being and inclusion for children with disabilities and special educational needs.
The activity included in the laboratory will propose active didactic strategies, based on collaborative learning, problem solving and peer discussion.

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.
The activity included in the laboratory will result into the production of a project. During the laboratory, the teacher will explain how to elaborate the project.

Bibliografia

Reference texts
Activity Author Title Publishing house Year ISBN Notes
Lezione Ianes, D. Bisogni educativi speciali e inclusione Erikson 2005
Lezione C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011
Lezione Cornoldi, C. Le difficoltà di apprendimento a scuola (Edizione 3) Bologna: Il mulino 2013
Lezione Vicari, S. & Caselli, M.C. Neuropsicologia dell'età evolutiva Bologna: Il Mulino 2017
Lezione Zanobini, M. & Usai, M.C. Psicologia della disabilità e dei disturbi dello sviluppo (Edizione 8) Milano: Franco Angeli 2011
Laboratorio C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011
Laboratorio C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011
Laboratorio C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011
Laboratorio C. Cornoldi , S. Zaccaria In classe ho un bambino che... Giunti 2011

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.

Linguistic training CLA


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Practical information for students


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 

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