First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
PRIMARY TEACHER EDUCATION
Course unit
PSYCHOLOGY OF DISABILITY AND INCLUSION (Sede di Verona)
SUP3050858, A.A. 2017/18

Information concerning the students who enrolled in A.Y. 2014/15

Information on the course unit
Degree course 5 years single cycle degree in
PRIMARY TEACHER EDUCATION (Ord. 2011)
IA1870, Degree course structure A.Y. 2011/12, A.Y. 2017/18
Sf1202
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Degree course track Common track
Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination PSYCHOLOGY OF DISABILITY AND INCLUSION
Department of reference Department of Philosophy, Sociology, Education and Applied Psychology
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in PRIMARY TEACHER EDUCATION (Ord. 2011)

Lecturers
Teacher in charge DANIELA RACCANELLO
Other lecturers CHIARA BARACHETTI

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/04 Psychology of Development and Psychology of Education 9.0

Course unit organization
Period First semester
Year 4th Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Laboratory 1.0 16 9.0 No turn
Lecture 8.0 60 140.0 No turn

Calendar
Start of activities 02/10/2017
End of activities 19/01/2018
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
6 2019/20 01/10/2019 30/11/2020 FERRARI LEA (Presidente)
SGARAMELLA TERESA MARIA (Membro Effettivo)
ZANATTA MARIA TERESA (Membro Effettivo)
5 2018/19 01/10/2018 30/11/2019 FERRARI LEA (Presidente)
GINEVRA MARIA CRISTINA (Membro Effettivo)
SANTILLI SARA (Membro Effettivo)
SGARAMELLA TERESA MARIA (Membro Effettivo)
4 2017/18 01/10/2017 30/11/2018 FERRARI LEA (Presidente)
GINEVRA MARIA CRISTINA (Membro Effettivo)
NOTA LAURA (Membro Effettivo)
SANTILLI SARA (Membro Effettivo)
SGARAMELLA TERESA MARIA (Membro Effettivo)
3 2016/17 01/10/2016 30/11/2017 FERRARI LEA (Presidente)
GINEVRA MARIA CRISTINA (Membro Effettivo)
NOTA LAURA (Membro Effettivo)
SANTILLI SARA (Membro Effettivo)
SGARAMELLA TERESA MARIA (Membro Effettivo)

Syllabus
Prerequisites: To have access to the course, the students have to possess basic theoretical knowledge on developmental and educational psychology.
Target skills and knowledge: The course of Psychology of integration is aimed at promoting knowledge and capacities relating to the main theoretical and methodological issues concerning integrative processes with children with special education needs. Specifically, expected learning results are:
1) knowledge and understanding of basic aspects relating to school integration, examining in depth both theoretical models and contextual risk and promoting factors;
2) knowledge and understanding of basic aspects relating to specific categories of children with special education needs (e.g., children with social and cultural disadvantage) and some domains of the psychological development (e.g., socio-emotional development);
3) ability to plan intervention programs that promote integrative processes relating to children with special education needs, collaborating with the colleagues in the planning activities.
Examination methods: The exam of the whole Psychology of disabilities and integration course will be in written form, including six open questions: three relating to Psychology of disabilities and three relating to Psychology of integration (total time: two hours).
Assessment criteria: The evaluation of the exam will be in thirties and it will take into account different levels of performance:
• Articulation, precision and meaning of the acquired theoretical contents;
• Capacity to refer adequately to the methodological instruments;
• Capacity to discuss critically the contents at the applied level.
Course unit contents: In the first part of the course, we will focus on some basic aspects of the psychology of integration. Particular attention will be devoted to definitional issues, main theoretical approaches, and risk and promoting factors relating to integration processes, taking into account the role played by the context in terms of teachers, peers, and family.
In the second part of the course, we will focus on a specific category of students with special education needs, i.e. children with social and cultural disadvantage. Particular attention will be devoted to understanding psychological processes, theoretical frameworks, and interventions concerning situations of psychosocial risk during childhood (e.g., children with parents affected by psychopathology, maltreated and abused, belonging to minorities, with separated or divorced parents, adopted, etc.).
In the third part of the course, we will focus on a specific domain of the psychological sphere, the socio-emotional domain associated with learning, in light of school integration processes. Particular attention will be devoted to definitional issues, main theoretical approaches, description and explanation of processes of emotional development, and ways of intervening at the socio-emotional level.
Planned learning activities and teaching methods: Lessons will be frontal. Students will be actively involved into discussions, in order to promote critical reflections on topics, also through the analysis of psychological research papers. Therefore, we advise students to be present during the lessons.
Additional notes about suggested reading: The programme is the same both for students who attend the lessons and for students who do not attend them.
Textbooks (and optional supplementary readings)
  • Duca V., Murineddu, M., & Leoni, L., Scuola senza frontiere: valutare e potenziare l'integrazione nella classe multiculturale. --: Giunti O.S., 2010.
  • Inguglia, C., & Lo Coco, A., Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Bologna: Il Mulino, 2013. Capitoli: Introduzione, 1, 2, 3, 4. Cerca nel catalogo
  • Morganti, A., Intelligenza emotiva e integrazione scolastica. Roma: Carocci, 2012. Cerca nel catalogo
  • Raccanello, D., L’adozione dal punto di vista dei bambini: ruolo di età e coinvolgimento personale. --: --, 2012. Psicologia Clinica dello Sviluppo, 16 (3), 507-529.
  • Soresi, S., Psicologia della disabilità e dell’inclusione. Bologna: Il Mulino, 2016. Parti prima, terza e quarta.