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. 1A Sep 27, 2021 Oct 30, 2021
Sem. 1B Nov 15, 2021 Dec 18, 2021
Sem. 2A Feb 21, 2022 Mar 26, 2022
Sem. 2B Apr 20, 2022 May 20, 2022
Exam sessions
Session From To
Sessione Invernale Jan 24, 2022 Feb 19, 2022
Sessione estiva Jun 13, 2022 Jul 23, 2022
Sessione autunnale Aug 29, 2022 Sep 24, 2022
Degree sessions
Session From To
Sessione estiva - 1° Appello Jun 20, 2022 Jun 21, 2022
Sessione estiva - 2° Appello Jul 7, 2022 Jul 12, 2022
Sessione autunnale Nov 3, 2022 Nov 4, 2022
Holidays
Period From To
FESTIVITA' OGNISSANTI Nov 1, 2021 Nov 1, 2021
Festa dell'Immacolata Dec 8, 2021 Dec 8, 2021
Vacanze di Natale Dec 25, 2021 Jan 6, 2022
Vacanze Pasquali Apr 15, 2022 Apr 19, 2022
Festa della Liberazione Apr 25, 2022 Apr 25, 2022
FESTA DEL LAVORO May 1, 2022 May 1, 2022
Festività Santo Patrono di Verona May 21, 2022 May 21, 2022
Festa della Repubblica Jun 2, 2022 Jun 2, 2022
Vacanze estive Aug 8, 2022 Aug 15, 2022
Other Periods
Description Period From To
Laboratori insegnamenti del Sem.1A Lab. 1A Nov 2, 2021 Nov 13, 2021
Laboratori insegnamenti del Sem.1B - VACANZE DAL 24/12 AL 2/01 E RECUPERO LEZIONI E LABORATORI DAL 3/1 ALL'8/1 Lab. 1B Dec 20, 2021 Jan 22, 2022
Laboratori insegnamenti del Sem.2A Lab. 2A Mar 28, 2022 Apr 14, 2022
Laboratori insegnamenti del Sem.2B Lab. 2B May 23, 2022 Jun 11, 2022

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 F G L M P S T U V

Antonello Monica

monica.antonello@univr.it

Badino Massimiliano

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

Bevilacqua Alessia Maria Aurora

alessia.bevilacqua@univr.it 045 8028383

Bianchi Edoardo

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

Biino Valentina

valentina.biino@univr.it

Cantalupo Gaetano

gaetano.cantalupo@univr.it +39 045 812 7123

Crimi Massimo

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

Daffara Claudia

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

De Cordova Federica

federica.decordova@univr.it +39 045 802 8369

Dusi Paola

paola.dusi@univr.it 045/8028616

Florit Elena

elena.florit@univr.it 045 8028065

Gamberoni Emanuela

emanuela.gamberoni@univr.it 045 802 8393

Garbellotti Marina

marina.garbellotti@univr.it 045802 8403

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Gosetti Giorgio

giorgio.gosetti@univr.it 045.8028650

Gregorio Enrico

Enrico.Gregorio@univr.it 045 802 7937

Guzzo Flavia

flavia.guzzo@univr.it 045 802 7923

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

Meyer Anja

anja.meyer@univr.it

Monti Francesca

francesca.monti@univr.it 045 802 7910

Moro Valentina

Valentina.Moro@univr.it +39 045 802 8370

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Pagliaroli Stefano

stefano.pagliaroli@univr.it +39 045 8028056

Pelizzari Nicola

nicola.pelizzari@univr.it

Picotti Michele

michele.picotti@univr.it

Poli Albino

albino.poli@univr.it 045 8027658

Silva Roberta

roberta.silva@univr.it 045/8028385

Sità Chiara

chiara.sita@univr.it 0039.045.8028572

Traina Ivan

ivan.traina@univr.it 045 8028655

Ubbiali Marco

marco.ubbiali79@gmail.com 3391127947

Valbusa Federica

federica.valbusa@univr.it 045 802 8035

Vettorel Paola

paola.vettorel@univr.it +39 045802 8259

Vicini Fabio

fabio.vicini@univr.it +39 045 802 8789

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.

Modules Credits TAF SSD
Between the years: 4°- 5°
Activities to be chosen by the student
8
F
-

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

4S006148

Credits

9

Coordinatore

Marinella Majorano

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

The teaching is organized as follows:

Lezione

Credits

8

Period

Sem. 1A, Sem. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 4]

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 2]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Laboratorio [Gruppo 1]

Credits

1

Period

Lab. 1A, Lab. 1B

Academic staff

Marinella Majorano

Learning objectives

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.

Prerequisites and basic notions

Basic knowledge of educational psychology.

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. T

Bibliography

Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

Didactic methods

he 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.

Learning assessment procedures

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.

Evaluation criteria

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.

Criteria for the composition of the final grade

The final evaluation will take into account: knowledge of theoretical aspects (25%); ability to use a scientific language (25%); methodological knowledge (25%); ability to critically elaborate the didactic program (25%).

Exam language

italiano

Type D and Type F activities

Gli 8 crediti liberi a scelta dello studente (ambito “D”) hanno lo scopo di offrire allo studente la possibilità di personalizzare il proprio percorso formativo permettendo di approfondire uno o più argomenti di particolare interesse legati al proprio percorso accademico.
Per garantire questo fine, si invitano gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito:

  • almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi) di insegnamenti compresi nei settori scientifico disciplinari previsti nel piano di Studio (oltre ai settori di M-FIL) aventi stretta congruenza con il profilo professionalizzante del corso di laurea; il Collegio didattico ha indicato che sarà possibile scegliere fra i seguenti esami della LM di Scienze pedagogiche (Epistemologia della ricerca educativa - 9 cfu M-PED/01, Ermeneutica pedagogica - 6 cfu M-PED/01, Etnografia nei contesti educativi - 9 cfu M-DEA/01, Fenomenologia della cura - 6 cfu M-FIL/03, Psicologia sociale dei gruppi e delle organizzazioni - 9 cfu M-PSI/05, Teorie e metodi dell'educazione inclusiva - 6 cfu M-PED/03) e gli esami di Geografia applicata - 6 cfu M-GGR/01 della laurea in Scienze psicologiche per la formazione e Geografia BC - 6 cfu M-GGR/01 della laurea in Beni Culturali;
  • massimo 6 cfu relativi a competenze linguistiche (oltre a quelli previsti dal PdS);
  • partecipando ad attività formative espressamente approvate dal CdS;
  • non vengono valutate attività svolte in Erasmus non inserite nei Learning Agreement.

Altre informazioni sono reperibili nella Guida per i crediti liberi che è possibile trovare quì.

Prima parte del primo semestre From 9/27/21 To 11/6/21
years Modules TAF Teacher
4° 5° Summer School: Human Sciences and Society - (HSaS) F Massimiliano Badino (Coordinatore)
Seconda parte del primo semestre From 11/15/21 To 1/12/22
years Modules TAF Teacher
4° 5° Laboratorio “Calendario di Memoria Civile – Giornata della Memoria” F Olivia Guaraldo (Coordinatore)
Prima parte del secondo semestre From 2/21/22 To 3/26/22
years Modules TAF Teacher
4° 5° Introduction to empathic communication for teachers in pre-school and primary school F Jessica Bertolani (Coordinatore)
4° 5° Art education in pre-school and primary school F Franco Bolondi (Coordinatore)
Seconda parte del secondo semestre From 4/20/22 To 5/20/22
years Modules TAF Teacher
4° 5° Neuroscience and Education: practical activities for primary schools F Claudio Girelli (Coordinatore)
4° 5° Rhythm without music. Reading, analysing and composing rhymes F Claudio Girelli (Coordinatore)
4° 5° School-family relationship in pre-school and primary school F Paola Dusi (Coordinatore)
List of courses with unassigned period
years Modules TAF Teacher
4° 5° Laboratorio italiano l2 F Marina Righetti (Coordinatore)
4° 5° Laboratorio legislazione scolastica F Donato De Silvestri (Coordinatore)
4° 5° Laboratorio per la scuola F Roberta Silva (Coordinatore)

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.

Student mentoring


Graduation

Attachments


Linguistic training CLA


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
Doc_Univr_pdf Regolamento 115 KB, 23/06/21 

Practical information for students


Gestione carriere


Area riservata studenti


eTwinning

Il Corso di SFP di Verona fa parte del Gruppo Europeo per la formazione eTwinning per i futuri insegnanti – Initial Teacher Education (ITE). Seminari di presentazione della piattaforma e delle sue potenzialità, introduzione alla comunità e/o laboratori sull’uso della stessa sono proposti annualmente come parte integrante dei Laboratori di Lingua Inglese per la Professionalità Docente, e quindi come parte dell’offerta formativa; per il II anno anche con attività progettuale in lingua inglese, studente-studente o a piccoli gruppi.

Per il I anno, a partire dall’ A.A. 2017/2018 è stato realizzato con il supporto dell’USR Veneto e la collaborazione delle ambasciatrici eTwinning un incontro seminariale di presentazione della comunità e piattaforma eTwinning, come parte del Laboratorio di Lingua Inglese per la Professionalità docente. Gli studenti svolgono attività di ricerca e reperimento materiale nel portale eTwinning, studiano alcuni progetti considerati “buone pratiche” e si confrontano con una breve attività in piccolo gruppo sui primi passi di introduzione e orientamento ad un progetto eTwinning.  Solitamente sono coinvolti circa un centinaio di studenti.

Per il II anno, a partire dall’A.A. 2020/2021, è stato introdotto un Laboratorio eTwinning (12 ore – 1CFU) di progettualità didattica in lingua inglese. Gli studenti svolgono attività individuali all’interno della Comunità volte a costruire una rete di partner e cogliere ogni potenzialità offerta dalla piattaforma. Inoltre, viene proposta una simulazione progettuale, in piccoli gruppi, dall’introduzione dei partner alla valutazione e disseminazione dei risultati di un progetto eTwinning. Solitamente partecipano circa un centinaio di studenti. Al termine del modulo è richiesto un portfolio digitale in lingua inglese. I futuri docenti esercitano contemporaneamente competenze linguistiche, digitali e sociali facilmente riutilizzabili nella professione futura.

Dal prossimo AA 2022/2023 è previsto un Laboratorio eTwinning (12 ore – 1CFU) di progettualità didattica con un altro ITE, parte del Laboratorio di Lingua Inglese V.

Le attività realizzate sono state presentate nell’Incontro di coordinamento eTwinning ITE – “eTwinning per i futuri docenti” a Firenze il 17 e 18 marzo 2022 https://etwinning.indire.it/supporto-e-formazione/formazione-online/materiali-ite/