Duration
250h Pr
Number of credits
Bachelor in psychology and education : general | 6 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
All year long, with partial in January
Schedule
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.
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.
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