TERAPIA OCCUPAZIONALE IN ETA' SCOLARE

General Module

Course Sheet

Course code:

TO32C5A

Academic Year of enrolment:

2017

Year of supply:

2019/2020

Type of Course:

Characterising

Degree:

Course of 1st Cycle Degree in Occupational therapy

Disciplinary Sector:

Neuropsychiatric and Rehabilitation Nursing

Is part of:

TERAPIA OCCUPAZIONALE IN AMBITO SCOLASTICO

Location:

CHIETI

Credits:

Programme Year:

Professor and Collaborators:

SALVATORE ELENA

Cycle:

Second semester

Obligatory attendance:

Yes

Hours of classroom activity:

Individual study hours:

Prerequisites:

The main stages of neurodevelopment;
The bio-psychosocial ICF model

Objectives

1. Recognize functioning profiles in neurodevelopmental disorders
2. Identify potential and emerging areas to develop targeted learning programs
3. Define "what", "how" and "why" in the learning program of a single user
4. History and research between education and rehabilitation
5. School laws and inclusion
6. Plan adapted and integrated learning at school
7. Recognize and enhance the school age occupational therapist like "facilitator"

Contents

The course trains the student on neurodevelopmental disorders according to DSM V and guides him to recognize the functioning according to the bio-psychosocial model. A historical excursus will lead the student to recognize the scientific dimension of learning and the rehabilitative function of the adapted didactic proposal. Particular study will be given to the UDL - Universal Design for Learning model: the student will develop the studies in an operational way through the drafting of occupational therapy projects integrated into school curricula. The learning programs will be targeted in relation to the various development profiles and school orders; this program will give particular importance to participation, acquisition of autonomy and self-determination.

Extended Syllabus

The course lasts 20 hours and it is divided into four units of five hours each.
Each unit is organized in the following way:
I. Development and learning
1. Development and neurodevelopment
2. Neuroscience and learning
3. Neurodevelopmental disorders according to DSM V
4. "Functioning" according to the ICF model
5. The 5 ICF questions in the main neurodevelopmental disorders
6. Introduction to case studies
II. History and news in neurodevelopmental disorders in relation to the school
1. Philippe Pinel; Jean-Marc Gaspard Itard and Victor; Edouard Séguin; Maria Montessori; from "idiots" to "differential classes"
2. Introduction to school legislation: from the abolition of differential classes to school inclusion
3. From “functioning” to individual education planning (the IEP according to the ICF)
III. "Functioning" and learning: case studies and educational films
1. Sensory disability
2. Physical disability
3. Mental disability
4. Disabilities of genetic origin
5. Some insights for teaching programming
a. Specific Learning Difficulties - when the disorder occurs in school skills – “PDP” (study plan) and "common" learning
b. Autism spectrum disorders - school between facilitator and barrier - curricular learning, for “minimum objectives” and with “differentiated programming”
IV. OT and teaching according to the participation model
1. The participation model
2. Barriers and opportunities, skills and performance; facilitators and participation
3. Occupational therapy and participation, school and inclusion: projects and integration
4. Experiences of participation supported by Augmentative Alternative Communication interventions in different functioning: a. unintentional and non-symbolic - concrete and realistic object-oriented learning support; b. presymbolic and preverbal - linguistic learning support with use of photos, symbols associated with objects and action verbs; c. verbal and conversational - visual structuring of sentences, writing, metacognitive organization.
5. Design according to UDL - Universal Design for Learning
a. Design tailored learning according to “functioning”
b. Universal Design for Learning principles: what, how and why of learning
c. The goal of learning remains common: everyone learns the “what”
d. Modify and adapt the “how”: the way of learning determines the teaching style
is. Enhance the “why” by constantly reinforcing motivation and interest with modern methods and also alternatives to ordinary ones.
6. Plan OT interventions at school by integrating principles and tools
7. Creativity and planning in the curriculum of each OT at school - professional knowledge and competence integrated in the dimension of personal passion and motivation - teaching and rehabilitation: specialization and integration

Recommended Bibliography

Basic texts
Diagnostic and Statistical Manual of Mental Disorder, Fifth Edition, American Psychiatric Publishing, Arlington, 2013; trad. It. Manuale Diagnostico e Statistico dei Disturbi Mentali, Quinta edizione, Raffaello Cortina Editore, Milano 2014, (only pages about the neurodevelopmental disorders)

Universal Design for Learning in Action : 100 Ways to Teach All Learners, Whitney H. Rapp, Brookes Publishing Co, Baltimore, United States, 2014 – English version
Testi di approfondimento
Implementing the Group-Based Early Start Denver Model for preschoolers with autism, Vivanti G., Ducan E., Dawson G., Rogers S., Springer International Publishing AG, Switzerland, 2017 – (traduzione italiana: “Implementazione dell’Early Start Denver Model in Gruppo (G-ESDM) per bambini con autismo in età prescolare”, Giovanni Fioriti Editore, Roma, 2019)
ICF, International Classification of Functioning, Disability and Health, World Health Organization, Geneva, 2001; trad. It. ICF, Classificazione Internazionale del Funzionamento, della Disabilità e della Salute, Edizioni Erickson, Gardolo (TN), 2002; ICF-CY - Children and Youth version, published by the same publiser then the previous one for English and Italian version, 2007
Augmentative & Alternative Communication, Beukelman D. R., Mirenda P., Brookes Publishing Co., Baltimore, United States, 2012
Introduzione alla pedagogia speciale, Caldin Populin R., CLEUP scarl, Padova, 2002 –(only Italian version)
Autismo, come e cosa fare con bambini e ragazzi a scuola, Cottini L., Vivanti G. (a cura di), Giunti Edu S.r.l., Firenze, 2017 (only Italian version)
Respecting Autism, Greenspan S. I., Tippy G., MetSchools Publishing, New York, 2011
Comunicazione aumentativa e apprendimento della letto-scrittura, Solari S., Edizioni Erickson, Trento, 2009 (only Italian version)
L’apprendimento nell’autismo, Vivanti G., Salomone E., Edizioni Centro Studi Erickson S.p.A., Trento, 2016 (only Italian version)
The Child with Special Needs, S. I. Greenspan, S. Wieder, Da Capo Press, Boston, Massachusetts, 1997

Teaching Methods

Frontal lesson and group experiences guided on the illustrated contents; case-studies and literary and cinematographic references will be presented

Evaluation methods

Verification of learning:

The course is organized on four units of five hours each; at the end of each of them an oral sharing with the students can become a test about the learning in that moment; last unit involves to write a project with the guidance and support of the teacher. The final exam will consist of an oral test and a project based on UDL principles.

Contacts/More Information

Intervention models that integrate occupational therapy and special teaching will be shared; special reference about international experiences based on evidence based models

Università degli Studi
"G. d'Annunzio"

Chieti - Pescara

Aree