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| PEDA1171-1 | Support and remediation for the student in special education
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| Duration : | 15h Th, 15h Pr |
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| Number of credits : |
| Master in Psychological Sciences, in-depth approach, 2nd year | | First semester | | 3 |
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| Master in Psychology, professional focus in social, work and organizations psychology, 2nd year | | First semester | | 3 |
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| Master in Psychology, Professional Focus in Clinical Psychology : Psychotherapeutic Process and Change, 2nd year | | First semester | | 3 |
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| Master in Psychology, Professional Focus in Clinical Psychology : Cognitive-Behavioural Psychotherapeutic Approach, Clin, 2nd year | | First semester | | 3 |
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| Master in Psychology, Professional Focus in Cognitive and Behavioural Neurosciences, 2nd year | | First semester | | 3 |
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| Master en sciences psychologiques, à finalité spécialisée en psychologie clinique, 2nd year | | First semester | | 3 |
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| Lecturer : | Jean‑Jacques Detraux |
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Language(s) of instruction :
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| French language |
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Course contents :
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| Critical approach of the system of special education ( philosophy, principles, organization, functioning); analysis of the need and orientation of the pupil to special school. Competencies to be acquired by the learners in various types and forms of the special school; individualized educational plan; functioning of multidisciplinary team; inclusive education. Perspectives after the special school. Methodologies applied in the various types of special schools : illustrations with participation of professionals |
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Learning outcomes of the course :
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| Student will now about the functioning of special school, its characteristics. He/she will be able to reflect in a critical way on the adequate and evidence-based methodology to answer the needs of children with learning dfficulties. He/she will ba able to develop a short sequence of teaching in a classroom in special education by taking into account the articulation between the various disciplines represented in a team |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| None |
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Planned learning activities and teaching methods :
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| Elaboration (into small groups of 2 or 3 students) of a plan of educational activity with a group af pupils; conduct the activity and evaluate it in a special school; oral presentation to all students (after Easter hloidays) |
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Mode of delivery (face-to-face ; distance-learning) :
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| Introduction with invited professionals; preparation into small groups of a project to be conducted into a special school; oral presentation of the work done |
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Recommended or required readings :
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| Distributed documents on the organization of the special school; slides;
References
Manuel de Psychologie de l'éducation (sous la direction de J.A.RONDAL) - vol. IV Psychopédagogie de l'enseignement spécial. Bruxelles : Labor, 1989.Rondal, J.A., & Comblain,A. (Ed) Manuel de psychologie des handicaps: sémiologie et principes des remédiations. Mardaga 2001
D. Mitchell(2007)« What really works in special and inclusive education. Using evidence-based teaching strategies »
L.Saint Laurent (2002) "Enseigner aux élèves à risque et en difficulté au primaire" Gaëtan Morin |
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Assessment methods and criteria :
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| Redaction of a detailled report on the activity done (common report for the group) and critical approach of the work done (individual part in the report); final individual presentation during june session |
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Organizational remarks :
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| Module 2 in Paedagogy : organized if the number of students is sufficient
Possibilities for additional practical work
Course not available fir the ERASMUS students |
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Contacts :
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| Prof.J.-J. Detraux
V.Gouvy, student-assistant
32/4/366 2062 B33 1er étage Sart Tilman |
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