PSYCHOLOGY OF HANDICAP EDUCATION
PSICOLOGIA DELL'EDUCAZIONE PER L'HANDICAP
| A.Y. | Credits |
|---|---|
| 2020/2021 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Lucio Cottini | Tuesday from 11 to 12; Wednesday from 11 to 12 (reception on Skype: lucio.cottini) |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
| Date | Time | Classroom / Location |
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Learning Objectives
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.
Program
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.
Bridging Courses
No
Learning Achievements (Dublin Descriptors)
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.
Teaching Material
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
Supporting Activities
Textbooks supported by the material discussed in class and material uploaded in blended learning.
Teaching, Attendance, Course Books and Assessment
- 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).
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 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 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.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- 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 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 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.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
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