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DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION WITH LABORATORY
Module DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION

Academic Year 2026/2027 - Teacher: ELISABETTA SAGONE

Expected Learning Outcomes

The course aims to promote knowledge of the main contents of the psychology of typical and atypical development and education, with particular reference to the school and social inclusion of people with special educational needs, delving into theoretical and methodological aspects, with attention to the application implications and psychological processes that come into play in educational contexts (school and family). At the end of the course, the student must know the fundamental contents and application areas of the discipline and be able to master the specific terminology. 

The course covers some of the objectives set out in the 2030 Agenda for Sustainable Development, namely ensuring Goal 3: Health and Well-being: Ensuring health and well-being for all and for all ages. Goal 4: Quality, Equitable and Inclusive Education. Target 4.7: Ensure that students acquire clinical and relational skills to work with diverse individuals, developing skills for listening, understanding, and respecting cultural and psychological diversity.

Course Structure

Classes will be held in person and according to the schedule established on the official website. Exercises, seminar and laboratory activities may be provided.

Required Prerequisites

The course involves acquiring basic knowledge of developmental and educational psychology (a discipline already present in the first year of the LM-85bis degree course), which will be further developed by the teacher during in-person lessons.

Attendance of Lessons

Attendance at classes is strongly recommended.

Detailed Course Content

The course aims to provide knowledge on the main theories of developmental psychology for inclusion, focusing on the complex processes related to growth in developmental age and in situations of typical and atypical development, in different life contexts. In particular, the following contents will be covered

Type of deafness and causes; the development of deaf children; Rehabilitation methods

Type of visual impairment; Blindness and low vision; development in the blind child; multiple disabilities; Rehabilitation and educational interventions

Motor disability; cerebral palsy; learning and motor control in children with PCI; spina bifida

Intellectual disability; the causes; assessment; specific learning disabilities; early indicators, diagnosis and intervention

Attention deficit/hyperactivity disorder; diagnosis; intervention;

Autism spectrum disorders

Families facing disability; roles within the family; stages of child and family development; the school context and inclusion at school

Learning Assessment

Learning Assessment Procedures

The final evaluation will be made orally. The necessary variations from what was previously declared may be introduced, in order to comply with the programme laid down and reported in the syllabus.

Examples of frequently asked questions and / or exercises

Autism spectrum disorder

ADHD

Sensory disabilities

Intellectual disability

School and family interventions

Active inclusive methodologies

Legislative references for DSAs