70245 - Cognitive Development and Learning Disabilities

Learning outcomes

At the end of the course, the student: - knows the main approaches of developmental psychology to cognitive processes and language; - knows the main methods of inquiry in cognitive and language development and learning; - knows the main tools for evaluating cognitive and language development and learning abilities; - knows the main developmental models of language disorders and specific learning disabilities; - knows the tools for diagnosing language disorders and specific learning disabilities.

Course contents

The course takes place in the second semester (from February to May 2016) and is aimed at students of the first year of the Master. Classes are held at the headquarters of Cesena (FC) of the School of Psychology and Education Science, Piazza Aldo Moro, 90.

The course consists of two parts. Part 1. (21 hours, Professor Alessandra Sansavini)

Acquisition of oral language

Language disorders

Learning the written language: reading and writing

Specific learning disabilities: general overview

Developmental dyslexia and developmental dysorthography

Effects of preterm birth on language development and learning abilities.

For each of the topics, the main developmental approaches and assessment tools will be presented. Furthermore, the legislative indications regarding specific learning disorders will be referred to.

Part 2. (24 hours, Dr. Veronica Andreini)                  

Assessment of cognitive skills in children: WPPSI-III, WISC-IV, LEITER 3, Matrices.

Developmental dyscalculia , theoretical models and clinical investigation

Dysgraphia and visuo-motor/visuo-spatial impairments

Comorbidity among learning disabilities

Assessment of specific learning disorders at high school

The first topic explains how the WISC -IV, which is the most common scale for assessing the intellectual abilities in children and adolescents, is used. Dysgraphia is then explained. Developmental dyscalculia is the third topic, with a broad overview of the developmental models of computation and disorders of numerical processing and calculation and the assessment tools of these skills .

Readings/Bibliography

Bibliography for the exam

Selected chapters of the following volumes:

· Vicari S., Caselli M.C. (a cura di, 2017). Neuropsicologia dello sviluppo. Bologna: Il Mulino.Saranno indicati i capitoli a lezione.

· Vio C., Tressoldi P. E., Lo Presti G. (2012). Diagnosi dei disturbi specifici dell'apprendimento scolastico (nuova edizione). Trento: Erickson. Capitoli 1, 2, 3, 4, 5, 6, e Appendici.

. Guidetti V. (2005) , Fondamenti di Neuropsichiatria dell’infanzia e dell’adolescenza. Il Mulino. Capitoli 2, 6, 7.

· Marotta L., Caselli M. C. (a cura di, 2014). I disturbi del linguaggio: Caratteristiche, valutazione, trattamento. Trento: Erickson. Introduzione e capitolo 1.

Some scientific papers will be also presented and discussed during the lectures.

 

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.

 

Further references for students interested in the topics of the course

Brotini, M. (2000). Le difficoltà di apprendimento: come affrontare disgrafie, disortografie, dislessie, discalculie / Mario Brotini; presentazione di Pietro Pflanner. – 6. ed. – Tirrenia: Edizioni del Cerro.

Cornoldi, C. (2007). Difficoltà e disturbi dell'apprendimento. Bologna: Il Mulino.

Cornoldi, C. (2013). Le difficoltà di apprendimento a scuola. Bologna: Il Mulino.

Lang M, Di Pierro P., Michelotti C., Squarza C. (2017). WISC-IV Wechsler Intelligence Scale for Children: lettura dei risultati e interpretazione clinica. Capitoli: L’evoluzione degli strumenti (pagg. 15-22); Innovazioni nell’architettura (pagg. 37-41); I quattro indici (pagg 168-179).

Ruggeri M, Franzoni E. (2012), Neurologia e Psichiatria dello sviluppo. Elsevier. Capitoli 28,31.

Sabbadini, L. (2013). Disturbi specifici del linguaggio, disprassie e funzioni esecutive. Milano: Springer

Stella, G. (2004). La dislessia. Bologna: Il Mulino.

Stella, G., Grandi, L. (a cura di, 2011). Come leggere la dislessia e i DSA. Firenze. Giunti Scuola.

Zoccolotti P.L, Angelelli P., Judica A., Luzzatti C. (2005). I disturbi evolutivi di lettura e di scrittura, manuale per la valutazione. Roma: Carocci.

Teaching methods

Lectures
Training in small group on assessment tools
Discussion of clinical cases
Presentation of scientific papers
Class attendance is recommended to achieve mastery of terminology, concepts and methodology regarding the topics of the exam and their applications in clinical and educational contexts.

Assessment methods

The exam consists of a written test with 4 open questions concerning the topics of the exam, by referring to the bibliography for the exam and to the lessons. The duration of the exam is 2h.

The exam aims to assess:
- the knowledge of the topics of the exam;
- the knowledge of the specific terminology characterizingthe topics of the exam;
- the mastery of the knowledge acquired for the application in clinical and educational contexts.

The student is required to complete the online registration (Almaesami) within the terms in order to be admitted to the exam. In case of technical problems the student is required to promptly contact the Segreteria Studenti and email prof. Sansavini (within the terms) who will consider the request and decide about the admission.

Teaching tools

Slides
Videos of clinical cases
Protocols of neuropsychological tests

Office hours

See the website of Alessandra Sansavini

See the website of Veronica Andreini