70245 - Cognitive Development and Learning Disabilities

Learning outcomes

Upon successful completion of the course, students will be able to:

• demonstrate knowledge of the main approaches to the study of cognitive development, with particular emphasis on the development of spoken and written language and on Specific Learning Disorders;
• demonstrate knowledge of the principal methods used to investigate cognitive, language, and academic learning development;
• use assessment tools to evaluate cognitive development, language development, and academic learning processes.

Course contents

The course is divided into two teaching modules.

Module I (Prof. Margaret Addabbo)

• Developmental neuropsychology: the neuroconstructivist approach
• Early markers of atypical development
• Acquisition of written language: reading and writing
• Specific Learning Disorders: general overview
• Developmental dyslexia: theoretical models

For each topic, the main developmental theoretical models and selected assessment tools will be presented. Attention will also be given to the relevant legislation concerning intellectual disability, Specific Learning Disorders, and Special Educational Needs.

Module II (Prof. Chiara Suttora)

• Developmental dyslexia: clinical assessment
• Developmental dyscalculia: theoretical models and clinical assessment
• Reading comprehension deficit: theoretical models and clinical assessment
• Developmental dysgraphia: theoretical models and clinical assessment
• Comorbidity among Specific Learning Disorders
• Assessment of cognitive abilities in childhood and adolescence: typical cognitive development, borderline intellectual functioning, and intellectual disability
• Language delay and language disorders

Readings/Bibliography

Required readings for the examination

Selected chapters from the following textbooks:

Vicari S., Caselli M.C. (a cura di, 2017). Neuropsicologia dell'età evolutiva. Bologna: Il Mulino. Capitoli 4, 5, 9, 10, 12, 13 and 17. The textbook is also available in digital format on the publisher's website.

Valenza, E., & Turati, C. (2019). Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Il Mulino. Capitoli I, II, III, V

Scientific articles related to the course topics will be discussed during class.

The lecture materials and supporting documents will be made available on the course's online learning platform, which enrolled students can access using their institutional username and password.

Documents

Consensus Conference 3 (2011). Disturbi specifici di apprendimento. Ministero della Salute e Istituto Superiore di Sanità. Roma, 6-7 dicembre.

Legge 8 ottobre 2010, n. 170 Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico (Gazzetta Ufficiale 18 ottobre 2010, n. 244)

Linee guida per il diritto allo studio degli alunni e degli studenti con Disturbi Specifici di Apprendimento. Ministero dell'istruzione, dell'Università e della Ricerca. Allegate al Decreto Ministeriale 12 Luglio 2011.Raccomandazioni cliniche sui DSA (2011). Documento d'intesa, PARCC 2011. www.lineeguidadsa.it

La diagnosi di discalculia. Documento di accordo AID (2012). Airipa, ottobre 2012.

Criteri per la diagnosi di disgrafia (2011). Una proposta del gruppo di lavoro Airipa.

Consensus Conference sul Disturbo Primario del Linguaggio (a cura di CLASTA e FLI, 2019). www.disturboprimariolinguaggio.it

I DSA e gli altri BES Indicazioni per la pratica professionale (2016). Consiglio Nazionale Ordine degli Psicologi, 26 febbraio 2016

Linee guida: Gestione dei Disturbi Specifici dell’Apprendimento (DSA) 2022.

Zoccolotti P. L. (a cura di, 2021). I disturbi specifici dell'apprendimento. Strumenti per la valutazione. Roma: Carocci.

Teaching methods

• Lectures
• Small-group practical sessions on the administration of assessment tests
• Discussion of clinical cases
• Presentation and discussion of scientific articles

To develop appropriate mastery of the terminology, concepts, and methodologies relevant to the course content and its applications in clinical and educational settings, regular attendance is strongly recommended.

For students who attend classes regularly, the practical activities completed during the course will form part of the student's portfolio. If submitted at the examination, the portfolio will contribute to the overall course grade.

Assessment methods

The assessment consists of a written examination and an oral examination.

The written examination consists of two open-ended questions covering the topics included in the course syllabus, based on the lectures, the materials available on the course platform, and the required readings. The written examination lasts 1 hour.

The oral examination consists of the analysis of a clinical case in developmental neuropsychological assessment, guided by two questions, and is based on the lectures, the materials available on the course platform, and the required readings.

The examination is designed to assess:

• comprehensive and integrated knowledge of the course topics;
• knowledge of the discipline-specific terminology;
• the ability to apply acquired knowledge in clinical and educational settings.

The final grade is awarded on a 30-point scale.

The written examination is worth a maximum of 15 points (up to 7.5 points for each open-ended question). The oral examination is also worth a maximum of 15 points (up to 7.5 points for each response in the clinical case discussion). To pass the course, students must obtain a passing grade in both the written and oral components.

 

Outstanding grades will be awarded to students who demonstrate a thorough and comprehensive knowledge of the course content, an excellent command of the discipline-specific terminology, strong analytical and synthesis skills, and the ability to critically reflect on the application of acquired knowledge in clinical and educational contexts.

Good grades will be awarded to students who demonstrate adequate knowledge of the course content, generally correct but not fully developed explanations, occasional imprecision in the use of discipline-specific terminology, and a predominantly descriptive application of knowledge.

A passing grade will be awarded to students whose knowledge of the course content is only partially developed, with some gaps, limited use of discipline-specific terminology, and limited ability to apply knowledge in clinical and educational contexts.

A failing grade will be awarded to students who demonstrate insufficient knowledge of the course content, significant conceptual gaps, inappropriate use of discipline-specific terminology, and an inability to interpret the course materials or apply the acquired knowledge in clinical and educational settings.

Students must register for the examination through the AlmaEsami online system by the published deadlines.

Regular attendance is strongly recommended to ensure adequate preparation for the examination. Students who are unable to attend classes are expected to consult regularly the teaching materials uploaded by the instructors to the course online platform throughout the semester.

Students with specific learning disorders (SLD) or temporary or permanent disabilities are encouraged to contact the relevant University Office well in advance (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ). The Office will propose any appropriate accommodations for eligible students. Any such accommodations must be submitted to the course instructor at least 15 days before the examination for approval. The instructor will evaluate their suitability in relation to the intended learning outcomes of the course. Before meeting with the instructor, students are encouraged to consult the University guidelines on examination accommodations available at: https://site.unibo.it/studenti-con-disabilita-e-dsa/en .

With regard to assessment, the use of AI is strictly prohibited. Any use of AI constitutes a violation of academic integrity.

Teaching tools

• Lecture slides
• Video and audio recordings of clinical cases
• Neuropsychological test protocols

Students are encouraged to access the course's online learning platform, where the instructors will upload lecture materials and other resources to support preparation for the examination.

Office hours

See the website of Chiara Suttora

See the website of Margaret Addabbo