Typical and Special Developmental Psychology (with practices and case-studies)

Knowledge and Ability to Understand (DD1)

- To understand the categories and models of investigation used by the discipline through knowledge of the most relevant issues addressed in the field of typical and atypical developmental psychology. 

Knowledge and Applied Understanding (DD2)

- Connect the theoretical and methodological content learned to the temporal contextualization of psycho-educational approaches. 

- Knowing how to carry out research aimed at psycho-educational intervention. 

- Knowing how to conduct research aimed at psycho-educational intervention through the use of national and international databases. 

- Knowing how to manage self-assessment processes. 

Autonomy and Judgment (DD3)

- Knowing how to synthesize the different approaches present in the psychology of typical and atypical development. 

- Knowing how to adopt the specific lexicon of the discipline in a relevant manner. 

Communication Skills (DD4)

- Knowing how to communicate and share the complexity and characteristics of different types of disabilities.

- To be able to identify the results of research and its possible developments on a methodological level in the construction of psycho-educational interventions and the impact on other disciplines.

The course will focus on the definition and analysis of the main developmental disabilities (e.g., intellectual, motor, visual, auditory disabilities) and on the psycho-educational interventions most commonly used within the current rehabilitation landscape. At the end of the course, students should be able to know the specific language and contents of the discipline in order to apply them in their future professional practice. 

Contribution of teaching to the objectives of the 2030 Agenda for Sustainable Development

The discipline in question will be able to contribute to the deepening of one of the main objectives of the 2030 Agenda for Sustainable Development: 

Goal No. 4: Quality Education

- Build and adapt school facilities to meet children's needs, disabilities, and gender differences, and provide safe, non-violent, inclusive, and effective learning environments for all. 

- Ensure quality, equitable, and inclusive education and promote lifelong learning opportunities for all. 

This objective will be explored further by consulting this site:

https://asvis.it/goal-target-obiettivi-e-traguardi-per-il-2030  

2) Milan, L. (2022). Lo sviluppo del talento e dell'alto potenziale. Erickson, Trento. (dal Cap. 3 al Cap. 14) (pag. totali 170)  

3) Sagone, E., & Indiana, M. L. (2024). La qualità di vita in adolescenza. Traiettorie positive ed esperienze positive. FrancoAngeli, Milano (pag. totali 177).  

4) Cottini, L., Fedeli, D., & Zorzi, S. (2016). Qualità di vita nella disabilità adulta. Percorsi, servizi e strumenti psicoeducativi, Erikson, Trento (pag. totali 172).

5) Materials provided by the teacher, available on the Studium platform. 

- For students attending the workshop: during the meetings, practical and laboratory activities will be offered aimed at deepening the main rehabilitation and strengthening methodologies useful for designing psycho-educational programs in the context of major disabilities.   

- For students NOT attending the workshop: Students who will not attend the workshop will need to delve deeper into the subject in question by choosing one of the following recommended texts:  

1) Barbera, F. (2023). Dislessia. Cosa fare (e non). Scuola Primaria. Guida rapida per gli insegnanti. Erickson, Trento (pag. totali 108). 

2) Zanetti, M.A., Tamburnotti, E. (2020). Famiglie ad alto potenziale. Comprendere e accompagnare la crescita dei figli. Carocci Faber, Roma (pag. totali 125).

Every text is protected by copyright law. It is recalled, therefore, that its reproduction in any way and form (including photocopying, scanning and storage in electronic form) is prohibited and sanctioned. 

DSA and main characteristics 

ADHD and main comorbidities

PCI and motor disability

Intellectual disability 

Hearing and visual impairment

Qulaity of life in adult disability

Quality of life in adolescence

Giftedness and main intervention methodologies