All first-level or higher-level degrees awarded pursuant to Ministerial Decree no. 270 of October 22, 2004;
All first-level or higher-level degrees awarded pursuant to Ministerial Decree no. 509 of November 3, 1999;
All degrees awarded pursuant to the system prior to Ministerial Decree no. 509 of November 3, 1999 (old system).

The admission notice can be consulted until December 31, 2025.

The First-level University Master in 'Autism Spectrum Disorders: Diagnosis and Interventions in Life Contexts' provides specialized skills that enhance the professional profile of practitioners working in the field of autism spectrum disorders, such as:

- Medical Doctors (child neuropsychiatrists, psychiatrists, pediatricians): in-depth knowledge of rehabilitative and psychoeducational interventions, in addition to clinical aspects.
- Psychologists: expertise in assessment, care, and evidence-based interventions.
- Professional educators and pedagogists: ability to design individualized and inclusive educational interventions in schools, communities, and specialized centers.
- Speech therapists: targeted treatment of communication and language difficulties.
- Child neuro-psychomotor therapists: interventions for motor, cognitive, and relational development.
- Nurses and social-health operators: daily management and support for people with autism, in synergy with the multidisciplinary team.
- Teachers and support teachers: use of specific teaching strategies for school inclusion.
- Social workers: planning of integrated life projects, coordinating school, family, and services.
In summary, the Master provides theoretical and practical tools to operate in healthcare, educational, and social contexts, with a multidisciplinary approach, improving the quality of care and life projects of people with autism.

The competencies to be acquired, both theoretical and practical, primarily concern the etiology, diagnosis, and evolution of autism spectrum disorders, along with neurocognitive and biological foundations. Subsequently, the different habilitation and rehabilitation interventions outlined in the national guidelines for children/adolescents and adults with ASD will be addressed. It is considered essential to place the skills acquired by healthcare and social-health professionals within the definition of a life project that encompasses every dimension of the quality of life domains of the person with ASD, considering the needs of the individual and of all those around them (caregivers, teachers, social-health operators, peers). Related competencies concern the ability to work in multidisciplinary teams with different professional figures belonging to different organizations and/or institutions.