Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Quality education Gender equality

Academic Year 2019/2020

Learning outcomes

The aim of course is to offer an analytic and up-to-date survey of knowledge in the field of learning and memory deseases. At the end of the course participants will learn: a) to project an educational plan for the learning deficit b) to evaluate a rehabilitation program c) to monitor the efficacy of educational plan for learning difficulties depending on biological and/or environmental deseases.

Course contents

The course surveys many fundamental areas within the field of cognitive processes. A principal focus is on how cognitive psychology explains specific learning diseases and on which strategies normally are used for the rehabilitation of specific cognitive functions. In particular Dyslessia, Development Dyscalculia, Attention Deficit Hyperactivity Disorder – ADHD, language disorders, problem solving and comprehension difficulties will be considered. Particular attention will be paid to the autism spectrum disorder due to the educational and social relevance of  this pathological syndrome.


Cornoldi C., (a cura di ). Difficoltà e disturbi dell'apprendimento. Il Mulino 2007.

Consensus Conference 2010

Strepparava M.G. Iacchia E. Psicopatologia cognitiva dello Sviluppo, Cortina ed. 2012


Bonifacci, P. Apprendere nella scuola dell'infanzia. Lo sviluppo dei prerequisiti. Roma: Carocci, 2017

Teaching methods

Frontal lectures in powerpoint presentation.

Assessment methods

The examination aims to verify the achievement of the following objectives: Good knowledge of the topics which are in the program in order to verify the student's ability to use the information acquired in the various areas of intervention.

For attending students: The exam will be held in oral form and will provide a degree between 18 and 30. The student must demonstrate that she/he has acquired a good knowledge and can apply it in situations in which cognitive difficulties are present.

For non-attending students: in addition to oral exam a written report on a learning disorder is required. the report must be sent to the teacher a week before the exam. The format of the report should be as follows:

1- behavioral manifestation (a few lines)

2- What does not function? Specific cognitive processes impaired

3- Intervention Tools

Length: 3 pages

Teaching tools

Consensus Conference is available at the following link:


Office hours

See the website of Miranda Occhionero