The course aims to contribute to the analysis of issues related to the presence of deficits in the development of the person and in his/her learning process, moving on three main areas:

- the analysis of the psychological development of student with disabilities, considering the provision of basic genetics and different life contexts;

- the reference to the theories and scientific experiences, which enabled us to identify the basic principles to help the learning process for students with disabilities (particularly intellectual disabilities);

- attention to personal and relational skills, necessary for the educator to interact adequately with students with disabilities.

Institutional section

- Deficit, development and learning

- Definitions and classifications of disability (ICD-10, DSM 5, ICF).

- The different types of deficits: intellectual, motor, sensory, autism.

- Lines of cognitive and affective-emotional development.

- The risk factors in the development.

- Behavior and relationship disorders.

- The contexts of life: family, school, work, community.

No

In relation to the student discipline:

- show the possession of the mastery of basic knowledge related to the main lines of the scientific debate within disability psychology accordingly with particular reference to its constituent elements (problems and methods) and to relations with the teaching; the characteristics of the theoretical and methodological approaches of the disability psychology for inclusion;

- show an understanding of the scientific concepts, educational and teaching provided by the course; provide examples of didactic transposition for school inclusion of students with disabilities, especially with intellectual disabilities and autism; be able to analyze strategies for school and social inclusion, identifying any weaknesses and strengths;

- show ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts to know the main characteristics of disability, especially intellectual disability and autism and to identify appropriate strategies for school and social inclusion of students with disabilities.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Textbooks supported by the material discussed in class and material uploaded in blended learning.

The topics of the course will be made concrete through exercises provided in the laboratory always taught by the teacher.

Formative assessment tests will be provided, represented by structured tests with an answer key to favor a self-assessment by the students, followed by a reflection on the course in the classroom.

Teaching

Lectures, seminars, laboratory simulations in the classroom.

Attendance

No compulsory attendance

Course books

- Cottini L. (2022). "Lallievo con 'autismo a scuola. Percorsi per l'inclusione". Carocci, Roma.

Assessment

The exam includes a written test with a mix of open-ended  and closed questions  (multiple choice).

There will be five questions.

The first four questions will address the knowledge of the central concepts of the course.

The last question will present a real and concrete task, with a problem solving situation.

The following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason with the logic of the discipline.

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Volume study plans and materials available in blended learning.

Attendance

No compulsory attendance

Course books

Cottini L. (2022). "Lallievo con 'autismo a scuola. Percorsi per l'inclusione". Carocci, Roma

Assessment

The exam includes a written test with a mix of open-ended  and closed questions  (multiple choice).

There will be five questions.

The first four questions will address the knowledge of the central concepts of the course.

The last question will present a real and concrete task, with a problem solving situation.

The following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason with the logic of the discipline.

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.