2024-2025 / YSEM0012-1

Professional development for psychologists and teachers: professional practice (Service Learning)

Duration

250h Pr

Number of credits

 Bachelor in psychology and education : general6 crédits 

Lecturer

Laurence Rousselle

Language(s) of instruction

French language

Organisation and examination

All year long, with partial in January

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This training module offers students a project-based learning approach focused on supporting a child with an intellectual disability and/or neuro-motor impairment and/or specific learning disorder(s), with the aim of promoting their inclusion in a school environment.



This project therefore meets a dual objective:

  • Promote the inclusion of children with learning difficulties who are retained in mainstream education, in order to address human and societal needs from a perspective of social justice and sustainable development
  • Enabling students to develop their professional skills and become familiar with the processes of analysis, evaluation, and intervention in the field of disability, to meet the needs of children with difficulties.
Practically, throughout the school year, the student will accompany a child with a disability or learning difficulty (most frequent requests: autism spectrum disorder, developmental language disorder, attention deficit disorder with or without hyperactivity, developmental coordination disorder, etc.). Speech therapy students will work in pairs, each visiting the school half a day a week (at different times). Psychology students will spend two half-days a week at the school.

For more information on the project, interested students are invited to view the short video presentation by clicking on this link

https://www.neuropsy-enfant.uliege.be/cms/c_9900295/fr/suivi-de-l-integration-scolaire-d-un-enfant-porteur-d-une-deficience-intellectuelle-ou-neuro-motrice-ou-d-un-trouble-specifiques-de-l-apprentissage

The practical details for the course organization are presented in the following video

https://dox.ulg.ac.be/index.php/s/bRoUSAWjLjUcOXr

Learning outcomes of the learning unit

Familiarization with the processes of school inclusion in a non-specialized environment, including its challenges and difficulties

Introduction to the orthopedagogical approach in a school setting:

  • Observe the child in their school environment and analyze the disability situations by considering the child's difficulties and resources, the facilitators and obstacles present in the environment, and the child's values and lifestyle habits.
  • Propose adjustments to promote their inclusion and maximize learning opportunities, quality of life, participation in school life, and the child's autonomy within their environment.
  • Evaluate the effects of the intervention.
Develop the soft skills (active listening, empathy, availability, ethics) and hard skills (coordination, communication) necessary to establish effective collaborative relationships with partners (the child, parents, teachers, and clinicians involved in the child's care)

Prerequisite knowledge and skills

  • Observation and communication skills
  • Autonomy, initiative, proactivity
  • Problem-solving skills
  • Knowledge of child development

Planned learning activities and teaching methods

  • Opening meeting of the project, presenting the support objectives and tools available to students
  • Face-to-face practical sessions to discuss clinical situations, present concrete tools for observing and analyzing needs, and consider possible courses of action
  • Supervision of the student by a clinical psychologist, speech therapist or orthopedagogue familiar with the child accompanied in the school context: meetings organized within the school to frame the project at the beginning of the year and fine-tune it at the end of the school year; monthly meetings to supervise the students.
  • Group discussions with Master's students in psychology (or speech therapy) taking the "Orthopedagogical approach to intervention" course: joint discussions based on analysis of the disability situation, provision of scientific references enabling effective interventions to be put in place, evaluation of the effectiveness of the intervention.

Mode of delivery (face to face, distance learning, hybrid learning)

Blended learning

Course materials and recommended or required readings

Platform(s) used for course materials:
- eCampus


Further information:

  • Learning path to be completed on e-campus throughout the year
  • Readings and models made available to students
  • Research in scientific literature

Exam(s) in session

Any session

- In-person

oral exam

Continuous assessment


Further information:

Final assessment rely on : 

  • the quality of the learning path: the student will have "assignments" to post throughout the year illustrating meetings, tasks to be undertaken discussed with the referring clinician and reflections undertaken, particularly concerning the feeling of evolution of skills and knowledge during the year.the
  • the assessment by the referring clinician via evaluation grids completed after each meeting
  • an oral presentation at the end of the project: date to be fixed in May-June (during the session) with members of the department.

Work placement(s)

Accompanying project in a school context

Organisational remarks and main changes to the course

Attendance at the opening session of the project and at the practical work organized during the year is compulsory. For any difficulties encountered during the year, students are asked to contact the academic supervisor.

Contacts

Laurence Rousselle: laurence.rousselle@uliege.be

Fanny Brévers : fanny.brevers@uliege.be

Association of one or more MOOCs