Educational objectives Aims of the course are the acquisition of basic theoretical and methodological knowledges about clinical and experimental neuropsychology, the major neurodegenerative, acquired and developmental neuropsychological syndromes and their theoriterical interpretation.
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Educational objectives 2 Training objectives
2.1 General objectives
The course of "Evaluation and intervention in learning disabilities" is intended to provide basic knowledge about the nature of the difficulties of learning the written language and calculation. Furthermore, it intends to provide basic skills on the use of diagnostic tools and rehabilitative techniques on these disorders.
Italian legislation will be described in the presence of specific learning disorders.
Some experiences of school intervention and some rehabilitation treatment programs of these learning difficulties will be illustrated.
2.2 Specific objectives
2.2.1 Knowledge and understanding
• Know the main learning difficulties and their consequences on the educational path and on the relationship life of the children involved.
• Know the main cognitive models related to reading, writing and calculation.
• Know the main tests used to evaluate reading, writing and calculation difficulties during the school year.
• some general principles on rehabilitative and rehabilitative interventions of learning difficulties
2.2.2 Applying knowledge and understanding
To demonstrate the application of knowledge by:
• interaction within the course forums;
• effective collaborative work behaviours.
2.2.3 Making judgements
• Provide feedback and make suggestions within collaborative activities.
• Compare the characteristics of different tools for evaluating reading, writing and calculation skills
2.2.4 Communication skills
Students will improve their ability to communicate the knowledge learned and/or to report on the results achieved and the procedures followed to reach these results.
2.2.5 Learning skills
In the perspective of the continuation of second and third cycle university studies, search and select information from specialized sites and bibliographic databases.
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Educational objectives The lectures will illustrate the main differences: auditory, visual, motor, intellectual, relational, with a cross-cutting methodology based on definition, diagnosis and intervention.
The discussion of the theoretical concepts will be accompanied by the presentation of clinical situations, which will allow the student to orientate both in the different theoretical models proposed, and in their clinical articulations for the purpose of setting up a life project.
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Educational objectives The course enables to master the main sociological theories of media and communication, with the relative approaches, methods and techniques of social research.
Particularly, it allows to orientate oneself among the established trends and developments of the theory and research on mass media and advertising communication; as well as to frame and to critically evaluate empirical researches on communication and media.
After completing the course, the student will know the main topics of communication sociology and communication research theories, also referring to the specific context of advertising communication, and will be critically aware of the differences between the theoretical models and their application. The student will also know the models of effectiveness of advertising applied to current contexts, and the problems of media education in relation to the contexts in which children are involved.
After completing the course, the student will be able to use acquired knowledge to examine situations in contexts involving the relationship between the individual and the society mediated by traditional and new media, providing the appropriate indications to implement conscious and responsible media consumption strategies aimed at avoiding dysfunctional uses of the mass media.
After completing activities of the course, the student will be able to provide advices to productive organizations operating in communication field, by designing and implementing activities required by organization’s needs. He/she will be also able to suggest possible strategies to organization’s management in this area.
After completing activities of the course, the student will be able to transfer research results in oral and written format at different level of complexity (power point presentation, written technical report) as a function of different types of audience.
In order to promote ability of autonomous learning, students will be required to search independently articles and other study materials in order to elaborate on topics discussed or to find solutions to specific need as part of practical activities proposed in class.
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Educational objectives The general aim of the course is the learning of theoretical and methodological knowldge on language and discourse, taken as vehicles of cultural and examined in natural contexts socialization (family, educational contexts). The course, articulated in 6 CFU , privileges the perspective of ethnopragmatics (Duranti, 2007), with particular regard to the ways in which the communicative context influences language, the selection of lexicon, utterances and texts and how language influences context, shaping interlocutors’ beliefs and actions . The course also focuses on the ethnographic approach of Language Socialization, devoting a particular attention to the study of participation in discourse by children, and the relationship between participation and the development of social and cultural competence in different activity contexts.
The course offers methodological tools in the analysis of utterances and discourse as social practice, and tools for the observation and analysis of discoursive interactios such as video –observation, transcriptions of conversations, Conversation Analysis of interactional exchanges in both ordinary and educational contexts. At the end of the course the student will acquire different perspectives in the study of the acquisition and socialization to language and communication, useful to distinguish different forms of communication and social participation of children and adults to communicative exchanges.
For the students, passing the exam would mean:
learning and identifying different aspects of language and communication within the pragmatic perspective, knowding the main theories in language socialization and the relationship between socialization processes, culture and discourse; knowing and understanding the methodological qualitative tools to observe and analyze the characteristics of language and communicative processes in different contexts (Descriptor 1 : Knowledge and understanding); 2) to apply the epistemological principles of pragmatic, cultural and interactionist perspectives to the main dimensions of communicative processes in different natural, formative and educational contexts; to apply, reflexively, methods and tools of pragmatic analysis of texts and discourses; to analyze different participation frameworks, and their relationships with linguistic and discoursive competence (II Descriptor: Applying knowledge and understanding); 3) to develop critical judgment and interpretive skills to analyze video data and transcriptions of interactions in different activities and communicative contexts, by means of (individual and group) activities that will include the collection and the analysis of research data, and the writing of research reports and their collective discussion (III Descriptor: Making judgments); 4) to develop skills as regards the communication of empirical results of observation and analytical interpretation about the pragmatic dimensions of texts and discourses, by means of group presentations of data and observations in the classroom, group discussions of data and analyses , and the writing of analytical reports regarding collected data, which will be assessed during the course (IV Descriptor: Communication skills); 5) saper proseguire in modo autonomo nell’acquisizione e nell’approfondimento di conoscenze teoriche, metodologiche e applicative utili allo studio dello sviluppo di competenze linguistiche e dei processi comunicativi (V Indicatore Capacità di apprendimento)
5) to develop skills in autonomous learning and the detailed study of theoretical methodological and applied knowledge usable to the study of the characteristics and the acquisition of language and communicative competence (V Descriptor: Lifelong learning skills)
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