Duration
30h Th
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
We start by recalling the main concepts in use in the field of disability and specific disorders in learning. Next, we present successively the ideologies that have founded segregative practices before more integrative practices and today , inclusives practices. The general framework of the Un Convention on the Rigts of Disabled Persons and its implications are presented. The concepts of reasonnable adaptations and universival design are discussed.
The legal and organisational belgian framework and its evolution are approached before presenting an ecosystem and developmental model to guide our practices.
A third part of the lecture analyzes the various integrative and inclusive practices in Belgium and other countries of pupils with learning difficulties or disability, in preschool, primary, secundary and high education.
Finally some instruments to evaluate a process of integration are presented and criteria underlying the analysis are examined.
A more practical part complete the theoretical presentations and students are invited alone or by small groups to work on various topics, by achieving observation and data collection in schools.
Learning outcomes of the learning unit
Students will
- master the various concepts, the differences between them and the understanding of their consequences both historically and presently.
- identify integrative and inclusive practices in school and evaluate processes
- make the analysis of a situation of integration by using pertinent criteria
Prerequisite knowledge and skills
knowledge about the school system
if possible some basic knowledge about learning difficulties and disabilities
Planned learning activities and teaching methods
- Theoretical course
- Reading of texts and resource documents
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Face-to-face course
Additional information:
face to face + suggested readings
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
A refrences list and various documents will be provided
Written work / report
Further information:
Written work / report
Further information:
Work to be handed in on the first day of the May-June 2026 session or on the first day of the August-September 2026 session.
As part of this assignment, students will concretely explore the challenges of inclusion by choosing one of the following options:
Interview professionals or parents
(school psychologists, speech and language therapists, teachers, special educators, youth workers, parents of children, etc.) involved in supporting children with disabilities - broadly defined (dys disorders, ADHD, ASD, intellectual disabilities, disabling metabolic diseases, etc.) - across different settings (mainstream or special education, childcare facilities, sports centers, etc.).
? The aim is to collect information on current practices, their limitations, identified needs, and possible improvements, in order to propose the necessary accommodations for an inclusive project.
Observe a person with a disability in an inclusive setting
? The goal is to understand their role in the group, the challenges they encounter, the adaptations implemented, and to identify accommodations that could strengthen or extend their inclusion.
Meet a professional specifically involved in inclusion and/or the implementation of reasonable accommodations
(teacher, school principal, management staff, inclusion coordinator, etc.).
? The task is to examine their knowledge of the Inclusion Decree and their perception of the inclusive approach, then to confront the situation described with the theoretical concepts studied in class.
Develop a theoretical reflection
as a future health or education professional, by comparing practices observed in the French Community of Belgium with institutional recommendations and international texts relating to inclusion.
Work placement(s)
no work placement
Organisational remarks and main changes to the course
Contacts
By mail a.comblain@uliege.be