Menù principale
B015477 - DISABILITY AND REHABILITATION PSYCHOLOGY
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2019-20
Course year
First year - Second Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Credits
6
Teaching Hours
36
Teaching Term
24/02/2020 ⇒ 05/06/2020
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian language
Course Content
Presentation of the developmental disabilities and of the corresponding approaches for the psychoeducational intervention, with particular reference to Intellectual Disabilities and to Autism Spectrum Disorders.
Suggested readings (Search our library's catalogue)
Testo obbligatorio: Zanobini, M., Usai, M. C. (2016). Psicologia della Disabilità e dei Disturbi dello Sviluppo. Milano, Angeli, 2016 (o edizioni precedenti).
A text to choose from:
Barkley, R. A. (2018). ADHD: strumenti e strategie per la gestione in classe. Trento: Erickson.
Celentano, S. & Antonietti, A. (2018). Training metacognitivo per la disabilità intellettiva. Potenziare la comprensione e l’autoregolazione nei contesti quotidiani Trento: Erickson.
Fontani, S. I Disturbi dello Spettro Autistico. Percorsi per la didattica inclusiva. Pisa, ETS, 2014.
Fontani S. (2016). Comunicazione aumentativa Alternativa e disabilità. Bergamo: Junior.
Mitchell, D. (2018). Cosa funziona realmente nella didattica speciale e inclusiva. Le strategie basate sull’evidenza. Trento: Erickson
Powell, T. & Malia, K. (2018).Training di riabilitazione cognitiva. Esercizi di memoria, abilità di pensiero e funzioni esecutive dopo una lesione cerebrale. Trento: Erickson.
Vicari, S. Di Vara, S. & Milone, A. (2018). Profili cognitivi e disturbi psicopatologici. Evidenze neurobiologiche, diagnosi, trattamento. Trento: Erickson.
Vivanti, G. & Salomone, E. (2016). L'apprendimento nell'autismo. Dalle nuove conoscenze scientifiche alle strategie di intervento. Trento: Erickson.
Learning Objectives
1. Knowledge and understanding (knowledge and understanding): Development of orientation competences between the different theoretical models.
2. Knowledge and understanding applied (applying knowledge and understanding):
Development of the application skills of theoretical models according to the types of disability and educational contexts.
3. Making judgments (Making judgments): Development of critical comparison skills between the theoretical approaches.
4. Communication skills (communication skills) Development of communication skills essential for the network work in educational settings.
5. Ability to learn (learning skills): Development of skills for the planning of psychoeducational interventions according to the educational needs associated with developmental disabilities.
2. Knowledge and understanding applied (applying knowledge and understanding):
Development of the application skills of theoretical models according to the types of disability and educational contexts.
3. Making judgments (Making judgments): Development of critical comparison skills between the theoretical approaches.
4. Communication skills (communication skills) Development of communication skills essential for the network work in educational settings.
5. Ability to learn (learning skills): Development of skills for the planning of psychoeducational interventions according to the educational needs associated with developmental disabilities.
Prerequisites
Basic knowledge related to Developmental Psychology and to Special Education.
Teaching Methods
Frontal teaching with slides derived from the e-book, provided by teacher in pdf format.
Further information
The teacher suggests the preliminary reading of the e-book before of studying texts.
Type of Assessment
Oral test aimed to verify the orientation skills connect to cognitive and social profiles of the disabilities presented, and to the related educative intervention models.
Course program
Historical foundations of the discipline. ICF perspective. Sensorial disabilities. Intellectual disabilities. Autism Spectrum Disorders. Genetic syndromes. Attention Deficit Disorder with Hyperactivity. Specific learning disabilities. Metacognitive perspective in the psychoeducational intervention. Augmentative Alternative Communication Systems in the communicative disabilities. Family and disability: parent training models.