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

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

The laboratory aims to provide students with the knowledge and practical tools needed for the early identification and educational management of communication and language difficulties in preschool children. Starting from an overview of language delay and developmental language disorder, the laboratory guides students through a process that moves from observation to the design of targeted educational interventions.

In particular, the laboratory addresses the following topics:

• Presentation and use of observational tools that can be applied in educational settings for the early identification of communication and language difficulties;
• Observation and analysis of clinical cases through collaborative learning activities based on video materials, with attention not only to linguistic aspects but also to other relevant developmental indicators, in order to develop students' ability to recognize each child's individual profile, identifying both strengths and areas of difficulty;
• Presentation of activities and evidence-informed strategies to promote communication and language development in educational settings;
• Collaborative design of an educational intervention for an assigned case, tailored to the child's age and developmental profile.

Readings/Bibliography

As this is an integrated laboratory course, there are no mandatory textbooks to be studied for the final assessment.

Suggested texts (optional):

• Sansavini A. (2017). L'osservazione nei contesti educativi dell'infanzia: conoscere l'altro, costruire relazioni e promuovere lo sviluppo. In L. Balduzzi, T. Pironi (a cura di), L'Osservazione al nido. Una lente a più dimensioni per educare lo sguardo (pp. 67-85).
• Caselli, M.C., Bello, A., Rinaldi, P., Stefanini, S., Pasqualetti, P. (2015). Il primo vocabolario del bambino: Gesti, Parole e Frasi. Milano: Edizioni Franco Angeli.
• D'Amico, S., Devescovi, A. (2003). Comunicazione e linguaggio nei bambini. Roma: Carocci.
• Michnick Golinkoff, R. e Hirsh-Pasek, K. (2001). Il bambino impara a parlare. Milano: Cortina.

Teaching methods

The laboratory includes brief lectures introducing the main course topics, small-group activities based on video materials and clinical cases, and practical workshops focused on the design of educational interventions. Students are expected to actively participate in all learning activities.

Attendance is mandatory.

Assessment methods

Students will be assessed on the basis of their participation and engagement throughout the laboratory sessions. In addition, they will be required to analyze an assigned case and design an educational intervention, specifying the intervention objectives, the selected language-enhancing strategies, and the planned implementation in the educational setting. This assignment will be completed collaboratively in small groups and will culminate in the submission of a written report.

The final evaluations can be the following:

• Rejected (need to repeat the lab the following year);
• -1 with respect to the grade in thirtieths on the final exam of the course;
• 0 with respect to the grade in thirtieths on the final exam of the course;
• +1 with respect to the thirtieths grade on the final exam of the course.

The assessment procedures will be explained in detail during the first laboratory session.

With regard to the assessment, students are allowed to make limited, transparent, and non-substantive use of artificial intelligence (AI) tools for support activities, such as summarizing or rephrasing content. Substantive use of AI for completing any part of the assessment is not permitted.

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 Caterina Verganti