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
Basic concepts :
- Terminology and international classifications of disability situations
- Announcement of disability
Intellectual disabilities of genetic origin
- aetiology and prevalence
- psychomotor development
- cognitive development
- communicative and language development
- affective development and attachment
- emotional development
- social development
- etiology and prevalence
- psychomotor development
- cognitive development
- communicative and language development
- affective development and attachment
- emotional development
- social development
Learning outcomes of the learning unit
At the end of the course, students will gain awareness of the main characteristic of the psychological development of people with disabilities and will have a better understanding of the psychological issues of interventions and of the role of the professionals in the follow up of people with disabilities.
Prerequisite knowledge and skills
As the course is based on basic concepts in cognitive psychology, psycholinguistics and neuropsychology, it is strongly recommended to have taken the following 2 courses:
PSYC5868-1 : Cognitive psychology and language langage (partim I)
PSYC5870-1 : Cognitive psychology and language langage (partim II)
These basic concepts are considered to be acquired and are therefore no longer explained in detail in the course.
Planned learning activities and teaching methods
Optional exercises and remediation
Subject-related quizzes will be offered regularly on e-campus.
Automatic feedback will be given justifying the correct answer.
The quizzes are designed to help students study the subject. They are optional and do not count towards the final grade.
These exercises are available throughout the year.
These optional exercises are combined with a discussion forum (on e-campus), which is also open all year round. Students can ask me any questions they may have about the course and the formative assessments.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
Podcast available.
Course materials and recommended or required readings
Recommended
The slides will be posted on e-campus
Documents and ressources on e-campus
Bibliography to go further
Rondal, JA, & Comblain, A. (Eds.) (2001) Manuel de psychologie des handicaps : Sémiologie et principes de remédiation. Mardaga
Nader-Grobois, N. (2015) Psychologie du handicap. De Boeck
Pagès, V. (2015) Handicaps et psychopathologies. Dunod
Poussin, M. & Galiano, AR (Eds.) (2014) Psychologie du handicap : 13 études de cas. Editions In Press
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions )
Further information:
At the end of each chapter, sample questions will be provided for information purposes only.
The exam questions are divided into :
- knowledge: explanation and integration of the concepts covered
- integration of the material and reflection: reflection on concrete cases and application of the theoretical concepts seen in the course to justify and explain the implications.
The mark obtained for each question takes into account:
- the quality of the answers
- the clarity of the answers
- the precision of the technical terms used
N.B.: there is a penalty of up to 'zero' for the question in the event of irrelevant elements or a major conceptual error in the answer, even if the answer is correct overall.
The examination material includes:
- the lecture slides
- the oral lecture (comments on the slides, examples, illustrations)
- illustrative videos (even if not seen in their entirety during the course)
Work placement(s)
Organisational remarks and main changes to the course
Contacts
a.comblain@uliege