First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Course unit
LEARNING DIFFICULTIES AND DISABILITIES: EDUCATION, INSTRUCTION AND HABILITATION
PSP8083039, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
PS1090, Degree course structure A.Y. 2017/18, A.Y. 2019/20
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Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination LEARNING DIFFICULTIES AND DISABILITIES: EDUCATION, INSTRUCTION AND HABILITATION
Department of reference Department of Developmental Psychology and Socialisation
E-Learning website https://elearning.unipd.it/scuolapsicologia/course/view.php?idnumber=2019-PS1090-000ZZ-2019-PSP8083039-N0
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge BARBARA ARFE' M-PSI/04
Other lecturers IRENE CRISTINA MAMMARELLA M-PSI/04

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 Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 9.0 63 162.0 No turn

Calendar
Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
2 2019 01/10/2019 30/09/2020 ARFE' BARBARA (Presidente)
MAMMARELLA IRENE CRISTINA (Membro Effettivo)
MASON LUCIA (Membro Effettivo)
MULATTI CLAUDIO (Membro Effettivo)

Syllabus
Prerequisites: Basic knowledge of educational psychology and of the characteristics of learning disablities and typical and atypical development.
Target skills and knowledge: The course will promote students’ awareness and abilities necessary for the assessment and designing appropriate intervention for learning disabilities and difficulties in clinical and educational contexts.
Examination methods: Written. Consisting of four open questions, to address in one hour.
Assessment criteria: The exam will assess students' knwoledge and ability to apply it.
Course unit contents: The principles of abilitative intervention addressed to children and adolescents will be presented, and criteria for the identification, assessment and treatment of reading, writing, calculation and visuospatial difficulties will be discussed. Specific learning disabilities or area of specific (reading/writing) difficulty will be treated in details both with reference to national recommendations and guidelines and the broader international literature. Principles of evidence based intervention will be discussed and applied to specific cases. Great attention will be paid during the course both to the neurodevelopmental and emotional and motivational components of learning difficulties and disabilities.
Planned learning activities and teaching methods: The course will be divided in two units, under the responsibility of experts in the assessment and treatment of reading and writing difficulties and disabilities (Prof.ssa Barbara Arfé), dyscalculia, ADHD e non verbal learning disability (Prof.ssa Irene Mammarella).

Lessons will be as interactive as possible and will involve the analysis of laws and national guidelines regulating clinical and educational interventions, the discussion of clinical cases, specific assessment tools, and intervention programs.
Additional notes about suggested reading: Materials provided during the course.

A choice of two articles between the following (one from part A and one from part B):

Parte A)
Arfé, B., Cona, E., Merella, A. (2018) Implicit training of spelling skills in Italian children with dyslexia. Topics in Language disorders, 38, 299-315.

Ammaniti, M., Cornoldi, C. e Vicari, S. (2015). Novità nell’approccio alla psicopatologia dello sviluppo del DSM-5. Psicologia clinica dello sviluppo, XIX,2, 297-343.

Parte B)
Cap. 9. I traning di memoria di lavoro e la loro applicazione
nei disturbi del neurosviluppo. In I.C. Mammarella, R. Cardillo e S. Caviola (2019). La memoria di lavoro nei disturbi del neurosviluppo. Milano: Franco Angeli

Devine, A., Hill., F., Carey, E., & Szucs, (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110, 431-444
Textbooks (and optional supplementary readings)
  • Vio, C., Tressoldi, P.E., & Lo Presti, G., Diagnosi dei disturbi specifici dell’apprendimento scolastico.. --: Erickson, 2012. Cerca nel catalogo
  • Tressoldi, P.E., Vio, C., Il trattamento dei disturbi specifici dell'apprendimento scolastico.. --: Erickson, 2012. Cerca nel catalogo
  • Wengelin, A., Arfé, B., The developmental relationships between reading and writing in struggling writers.. Boston: BRILL, 2018. In B. Miller, P. McCardle, , & V. Connelly (Eds.) Development of writing skills in individuals with writing difficulties
  • Mammarella, I. C., & Cornoldi, C., Nonverbal Learning disability (Developmental Visuospatial Disorder). --: Elsevier, 2019. In A. Gallagher, C. Bulteau-Peyrie, D. Cohen, & J. Michaud. Neurocognitive development:Part II disorders and disabilities

Innovative teaching methods: Teaching and learning strategies
  • Laboratory
  • Problem based learning
  • Case study
  • Interactive lecturing

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Reduced Inequalities