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.

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.

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.
- 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 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.

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

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.
- 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 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.

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.