The course aims to provide students with a basic understanding of the theoretical and methodological foundations of disability psychology and inclusion, with a particular focus on assessment and rehabilitation programs that enhance the resources of individuals and communities, promoting a bio-psycho-social approach to health.

Specifically, the acquired knowledge aims to develop awareness and understanding of the several psycho-social, cognitive and emotional, factors related to the main physical-motor, sensory, intellectual, and acquired cognitive disabilities, with particular attention to conditions that affect body image and self. The course also provides basic elements to interact consciously with other healthcare professionals, particularly with neuropsychologists, who deal with clinical conditions (increasingly prevalent due to the growth of life expectancy and the aging population) where cognitive impairment is often associated with motor disabilities.

The program is divided into three parts:

1. Disability in the biopsychosocial perspective (19 hours)

- Introduction, statistical data, and a brief historical overview of disability.
- Theoretical models of disability: the medical model, the social model, the biopsychosocial model; the capability approach.
- Definition and classification according to the World Health Organization: the International Classification of Impairments, Disabilities, and Handicaps (ICIDH) and the International Classification of Functioning, Disability, and Health (ICF).
- The words of disability and inclusion: the effects of culture and language.
- Long-term impact of the COVID-19 pandemic on disability.
- Sensory, physical/motor, intellectual, psychic, and acquired cognitive disabilities: psychological aspects.
- Body, body image, body self, and identity in physical disability; implications of "visible" and "invisible" disabilities.
- Stigmatization, prejudice, and stereotypes about disability: causes, consequences, educational programs, and strategies for promoting change.

2. Disability assessment (12 hours)

- General guidelines for assessment; ecological, qualitative, and quantitative assessment.
- The neuropsychological assessment and the role of the neuropsychologist.
- Behavioral observation, functional analysis, and task analysis.
- From the assessment of deficits to strengths-based approaches: the contribution of Positive Psychology.
- Psychological and social factors influencing resilience and coping abilities.
- Psychophysiology and mind-body relationship: characteristics and methods.

3. Rehabilitation interventions (18 hours)

- Re-habilitation: definition and guidelines.
- Foundations of psychological rehabilitation; cognitive rehabilitation; interventions for the development of life skills.
- The contribution of new technologies: assistive technology, biofeedback, brain-computer interfaces, virtual reality; Design for Diversity.
- Characteristics and promotion of inclusive education and employment.
- Characteristics and promotion of quality of life and social skills.
- Evaluation of the outcomes of rehabilitation interventions.
- Social policies and disability: implications for rehabilitation, research, and education.

None.

Knowledge and understanding:

Upon completion of this course, the student will be required to demonstrate:
a. Knowledge and mastery of the theoretical and methodological principles of the biopsychosocial approach to disability and rehabilitation.
b. Knowledge of the main psychological factors characterizing different types of disabilities throughout the lifespan.
c. Understanding of the role played by individual resources and social context in assessment and rehabilitation programs.
d. Understanding the relevance of the multidisciplinary contribution of educators, healthcare professionals, and social workers to intervention strategies and inclusion processes.

Applying knowledge and understanding:

The student will be required to demonstrate the ability to apply the knowledge learned about the biopsychosocial approach to disability, rehabilitation, and inclusion in their relevant fields, in order to formulate intervention hypotheses by interacting with different professionals operating in the field of health promotion.

Making judgements:

The student will have to demonstrate the basic ability to critically evaluate the role of psychological and social factors involved in disability, rehabilitation, and inclusion, identifying their limitations and implications for professional practice, formulating working hypotheses, identifying unresolved issues, and independently deepening their own knowledge.

Communication skills:

The student will have to demonstrate the ability to clearly and coherently present the knowledge acquired and to master the specific terminology related to the biopsychosocial approach to the study of disability and inclusion, also in order to communicate effectively, within this field, with other professional figures.

Learning skills:

The student will have acquired a good ability to work independently in integrating study materials, in reading and interpreting information related to the multidisciplinary aspects of the main phenomena involved in disability, rehabilitation, and inclusion, as well as the ability to independently retrieve and integrate scientific information to deepen and update their knowledge in this field.

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

Three supplementary seminars will be held by experts in the field:

- Intellectual disabilities: from IQ to adaptive functioning.
- Neuropsychological assessment and rehabilitation in acquired cognitive disabilities associated with motor disabilities: clinical cases.
- Biofeedback for improving cognitive performance, emotional regulation, and well-being.

Teaching

The course will include frontal lectures, seminars, presentation and discussion of clinical cases that will deepen course topics, video-clip projections, participation activities using online instruments.

Innovative teaching methods

Frontal lectures will be enhanced with interactive presentations on the Kahoot!/Mentimeter platforms to promote active learning and self-assessment, as well as to receive real-time feedback from students on the content of the lessons. In addition, guided group discussions will be organized regarding specific topics introduced through the viewing of videos.

Attendance

Attendance is not mandatory, but it is stronlgy recommended.

Course books

- Soresi, S. (2016). Psicologia delle disabilità e dell’inclusione. Il Mulino: Bologna.

The lecture slides, which will be available on the Moodle course platform (Blended Learning Uniurb), are part of the study material.

Assessment

The expected learning outcomes will be assessed through an oral examination during which questions will be asked on various topics covered in the program. The evaluation criteria are as follows: relevance and effectiveness of responses in relation to program content; articulation level of the response; appropriate use of disciplinary language; ability to identify and highlight connections between different topics.

In order to pass the exam, a minimum grade of 18/30 is required, according to the following levels of proficiency:

0-17 (insufficient): the learning outcomes specified in the "knowledge and understanding" section are not achieved.
18-20 (sufficient): the learning outcomes specified in the "knowledge and understanding" section are achieved.
21-23 (fully sufficient): the learning outcomes specified in the "knowledge and understanding" and "applying knowledge and understanding" sections are achieved.
24-26 (good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", and "making judgements" sections are achieved.
27-29 (very good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", "making judgements", and "communication skills" sections are achieved.
30 and 30 cum laude (excellent): the learning outcomes specified in the "knowledge and understanding", "applying knowledge and understanding", "making judgements", "communication skills", and "learning skills" sections are fully achieved.

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.

Teaching

Non-attending students are encouraged to refer to the educational material uploaded on Moodle (lecture slides, videos, practice exercises, etc.), through which they can supplement their study of the materials listed in the "Textbooks" section. Non-attending students may seek explanations and clarifications from the instructor regarding the course topics during the designated office hours.

Attendance

Attendance is not mandatory, but it is stronlgy recommended.

Course books

- Soresi, S. (2016). Psicologia delle disabilità e dell’inclusione. Il Mulino: Bologna.

The lecture slides, which will be available on the Moodle course platform (Blended Learning Uniurb), are part of the study material.

Assessment

The expected learning outcomes will be assessed through an oral examination during which questions will be asked on various topics covered in the program. The evaluation criteria are as follows: relevance and effectiveness of responses in relation to program content; articulation level of the response; appropriate use of disciplinary language; ability to identify and highlight connections between different topics.

In order to pass the exam, a minimum grade of 18/30 is required, according to the following levels of proficiency:

0-17 (insufficient): the learning outcomes specified in the "knowledge and understanding" section are not achieved.
18-20 (sufficient): the learning outcomes specified in the "knowledge and understanding" section are achieved.
21-23 (fully sufficient): the learning outcomes specified in the "knowledge and understanding" and "applying knowledge and understanding" sections are achieved.
24-26 (good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", and "making judgements" sections are achieved.
27-29 (very good): the learning outcomes specified in the "knowledge and understanding," "applying knowledge and understanding", "making judgements", and "communication skills" sections are achieved.
30 and 30 cum laude (excellent): the learning outcomes specified in the "knowledge and understanding", "applying knowledge and understanding", "making judgements", "communication skills", and "learning skills" sections are fully achieved.

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.

Foreign students can contact the instructor to obtain study materials in English. Additionally, if they wish, they can request to take the exam in English by emailing the instructor at least one week before the examination date.

Optional articles (in English) will be made available for each topic on the Moodle platform during the course.