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.

Monographic section

The educational intervention:

- The principles of functional assessment: the teacher's role.

- Lines of intervention inclusive for students with intellectual disabilities: The student with Down syndrome.

- Lines of intervention with children with autism spectrum disorders.

- Lines of educational intervention on behavior problems.

No

In relation to the subject the student must prove to have:

- the mastery of basic skills;

- understanding of the fundamental concepts of the discipline;

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

– knowledge and understanding;

- communication skills;

- learning skills.

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.

Teaching

Lectures, seminars, laboratory simulations in the classroom.

Attendance

No compulsory attendance

Course books

- Cottini L., L. Rosati (2008). Per una didattica speciale di qualità: dalla conoscenza del deficit all'intervento inclusivo. Morlacchi, Perugia (only the chapters 1, 3, 6, 8, 10, 14, 16).
- Cottini L. (2011). "L'autismo a scuola. Quattro parole chiave per l'integrazione". Carocci, Roma.
- Cottini L. (2019). Vincere le sfide con la sindrome di Down. Anicia, Roma.

Assessment

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

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., L. Rosati (2008). Per una didattica speciale di qualità: dalla conoscenza del deficit all'intervento inclusivo. Morlacchi, Perugia (only the chapters 1, 3, 6, 8, 10, 14, 16).
- Cottini L. (2011). "L'autismo a scuola. Quattro parole chiave per l'integrazione". Carocci, Roma.
- Cottini L. (2019). Vincere le sfide con la sindrome di Down. Anicia, Roma.

Assessment

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

There will be six questions.

The first five 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 first five questions will be evaluated with a score from 0 to 4, while the sixth 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.