93581 - Workshop on the Psychology of Disability and Integration (G.B)

Learning outcomes

At the end of the lab, the student:

• knows how to apply what was covered in the integrated course within a simulated learning environment;
• knows how to reflect critically in a group on the proposed topics.
  

Course contents

Inclusion is a complex process that concerns both the individual and the interpersonal context. Starting from this premise, the workshop aims to provide some practical ideas (a) for conducting behavioural interventions, based on functional analysis, aimed at the pupil with difficulties, and (b) for conducting programmes aimed at the whole class and designed to foster the participation and inclusion of all pupils. In particular, the workshop addresses the following topics:

• Observation and analysis of problematic behaviour of pupils in difficulty using the ABC model;
  
• Identification of behaviour functions and development of interventions based on differential reinforcement;
• Valuing and empowering classmates as a key resource to foster inclusive educational contexts;
• Identification, through co-participatory ways, of concrete supports aimed at encouraging the participation of all pupils in daily life in the classroom.

Readings/Bibliography

Suggested texts (optional):

• Carradori, G., e Sangiorgi, A. (2017). L’analisi funzionale del comportamento. Principi, metodi e tecniche. Trento: Erickson.

• Foxx, R. M. (2021). Tecniche base del metodo comportamentale. Sviluppare le abilità e ridurre i comportamenti problema. Nuova edizione italiana a cura di F. Celi. Trento: Erickson.

• Ianes, D., e Cramerotti, S. (2012). ADHD a scuola. Strategie efficaci per gli insegnanti. Trento: Erickson.

• Nota, L., Ginevra, C. C., e Soresi, S. (2015). Tutti diversamente a scuola. L’inclusione scolastica nel XXI secolo. Padova: Cleup.

 

Teaching methods

The workshop will include the presentation of the main themes of the course and small group exercises where students will be asked to actively participate.

Attendance is mandatory.

Assessment methods

Students will be assessed in relation to their level of participation and engagement during the meetings. They will also be required to submit a short final written assignment, to be completed at home and sent to the instructor by email within approximately two weeks of the end of the workshop. 

In this paper, a hypothetical case concerning a difficult situation that may occur in the classroom will be presented. Students will be asked to analyse the case, describing (a) how they would conduct a functional analysis of the behaviour, (b) which strategies they would use to modify it, and (c) which interventions they would implement to promote a more inclusive classroom environment.

Artificial Intelligence, AI, may be a useful tool to support individual study through further exploration, summaries and self-assessment activities. As far as the assessment of learning required for the workshop is concerned, namely the writing of the final paper, the use of AI is prohibited. The paper will be subject to validation following the analysis of the work materials produced, also through a possible oral interview.

The outcome may be:

Failed, the workshop must be repeated the following year: participation in the meetings below the minimum required threshold, or paper not submitted, seriously incomplete, not relevant to the assignment, or showing no understanding of the fundamental concepts.

-1 with respect to the mark out of 30 awarded for the final examination of the course: regular but mostly passive participation, and/or a paper showing gaps in two or three of the required areas.

0 with respect to the mark out of 30 awarded for the final examination of the course: regular and active participation; a paper that correctly addresses at least two, or all three, of the required areas, with an adequate level of detail but without elements of particular originality or critical reworking.

+1 with respect to the mark out of 30 awarded for the final examination of the course: regular and active participation; a paper that correctly addresses all three required areas, proposing an accurate functional analysis, well-argued modification strategies, and relevant, original and context-specific interventions for an inclusive environment.

Teaching tools

Lectures will be supported by the use of Power Point.

 

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Consuelo Mameli