Duration
30h Th
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course presents the main disorders that may affect learning and participation at school. It focuses more specifically on developmental language disorder (DLD), written-language learning disorders (dyslexia and dysorthography), mathematics learning disorder (MLD), and developmental coordination disorder (DCD).
The course also examines the main cognitive processes involved in learning, including language, memory, attention, executive, perceptual-motor, and metacognitive processes. It aims to show how particular characteristics or difficulties affecting these processes, in interaction with the child's characteristics and environment, may contribute to the emergence and persistence of learning difficulties.
Learning outcomes of the learning unit
By the end of this learning unit, students will be able to:
- describe the main characteristics of the learning disabilities covered in the course and their manifestations in school learning;
- distinguish between these disorders and identify the difficulties that may be associated with them;
- analyse a clinical situation or vignette by applying the theoretical knowledge presented in the course;
- identify the main cognitive, developmental, and contextual factors that may contribute to learning difficulties;
- explain the role of the main cognitive processes involved in learning and understand how their interactions may contribute to the different profiles of difficulty observed;
- develop nuanced reasoning that takes account of the heterogeneity of individual profiles and the interaction between the child's characteristics and those of their environment.
Prerequisite knowledge and skills
None
Nevertheless, the student is expected to master the general concepts of the course PSYC5872-1-Neuropsychology
Planned learning activities and teaching methods
The learning unit combines lectures, clinical illustrations, audiovisual materials, practical exercises, and group discussions.
Some sessions adopt a participatory flipped-classroom approach. Before these sessions, students are expected to consult resources made available on eCampus, such as texts, video materials, theoretical content, or clinical situations. Class time is then primarily devoted to analysing situations, solving problems, applying previously prepared concepts, comparing and discussing different viewpoints, and participating in group discussions.
This approach is intended to encourage the active acquisition of knowledge, its application to concrete situations, and the development of clinical reasoning. Consulting the required resources and completing any preparatory activities are therefore essential to effective participation in the relevant sessions.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
The course is primarily taught face-to-face. It alternates between lecture-based sessions and more participatory sessions, some of which adopt a flipped-classroom approach.
Only students enrolled in the MAOC programme benefit from a hybrid-flexible mode of delivery, allowing them to attend sessions either in person or remotely and synchronously.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Course materials are made available on eCampus, in the area dedicated to the learning unit. Some parts of the course are also covered by a course syllabus.
For flipped-classroom sessions, the resources to be consulted and any activities to be completed beforehand will be specified on eCampus. These resources and preparatory activities form an integral part of the teaching and learning approach.
Supplementary readings:
Dehaene, S. (2018). Apprendre ! Les talents du cerveau, le défi des machines. Odile Jacob.
Roy, A., Guillery-Girard, B., Aubin, G., & Mayor, C. (2017). Neuropsychologie de l'enfant. De Boeck Supérieur.
Mazeau, M., Pouhet, A., & Ploix-Maes, E. (2021). Neuropsychologie et troubles des apprentissages chez l'enfant : les dys- au sein des troubles du neurodéveloppement. Elsevier Masson.
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions )
- Remote
written exam ( multiple-choice questionnaire )
Further information:
The final assessment is based on a written exam with open-ended questions
The final grade is based on a written examination held during the examination period and consisting of open-ended questions.
The assessment focuses on students' understanding of theoretical concepts, their ability to establish connections between the different parts of the course, and their ability to apply the acquired knowledge when analysing clinical situations or vignettes. Particular attention is paid to the accurate use of concepts, the relevance and justification of the reasoning, and the nuanced nature of the answers.
If the examination is organised remotely, the assessment format may be adapted, particularly through the use of a multiple-choice questionnaire. The specific arrangements will be communicated to students in accordance with institutional requirements.
Work placement(s)
No work placement is associated with this learning unit.
Organisational remarks and main changes to the course
This learning unit is not available to Erasmus students.
Contacts
Prof. L. Rousselle : laurence.rousselle@uliege.be
Prof Christelle Maillart : christelle.maillart@uliege.be
Prof. Martine Poncelet : martine.poncelet@uliege.be
Marie Geurten, PhD : mgeurten@uliege.be
Assistants :
Fanny Brévers : fanny.brevers@uliege.be
Marie Ponthot : Marie.Ponthot@uliege.be