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

Learning outcomes

At the end of the laboratory, the student:

- knows how to apply what was applied in the integrated course within a simulated learning environment;

- knows how to reflect critically in the group on the proposed topics.

Course contents

Metacognition.

Metacognitive teaching and learning to learn.

Metacognition in learning disabilities and special educational needs.

Metacognitive teaching applied to learning disabilities and special educational needs.

The study method.

Learning styles and teaching styles.

Tools and methodologies.

An overview of the Feuerstein Method.

Readings/Bibliography

-Cornoldi, C. (2001) Metacognizione e apprendimento. Bologna: Il Mulino.

-Cornoldi, C., Caponi, B., Focchiatti, R., Lucangeli, D., Todeschini, M. & Falco, M. (1995) Matematica e metacognizione. Trento: Erickson.

-Cornoldi, C., De Beni, R. & Gruppo MT (2001) Imparare a studiare 2. Strategie, stili cognitivi, metacognizione e atteggiamenti nello studio. Trento: Ediz. Erickson.

-Feuerstein, R., Feuerstein, R.S. & Falik, L. (2010) Il Programma di Arricchimento Strumentale di Feuerstein. Fondamenti teorici e applicazioni pratiche. Trento: ediz. Erickson.

-Feuerstein, R., Rand, Y. & Rynders, J. (1995) Non accettarmi come sono. Milano: Sansoni R.C.S

-Friso, G., Palladino, P. & Cornoldi, C. (2013) Avviamento alla metacognizione. Attività su “riflettere sulla mente”, “la mente in azione”, “controllare la mente.” . Trento: Ediz. Erickson.

-Ianes, D. (2001), Metacognizione e insegnamento. Trento: Ediz.Erickson.

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

Teaching methods

Theoretical exposition.

Individual, couple and group exercises.

Interactive dialogue.

Simulate and role play.

Attendance is mandatory.

Assessment methods

The laboratory is subject to an evaluation whose criteria are linked to the degree of participation and commitment during the meetings. The final work will consist of the creation of a mandatory paper, carried out individually, in pairs or small groups.

Passing the exam is a prerequisite for taking the Disability and Integration Psychology exam.

The outcome can be:

-rejected (the laboratory must be repeated the following year);

-1 compared to the mark out of thirty of the final exam;

0 compared to the mark out of thirty of the final exam;

+1 compared to the mark out of thirty of the final exam.

Teaching tools

The lessons will be supported by the use of Power Point presentations, videos and cards with various exercises

Office hours

See the website of Dora Scarlatella