Objectives of Programme's Learning Outcomes

• Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different educational devices as well as implement them.
• Critically analyse the extent and limitations of different educational devices.
• Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Rate an educational device.
• Alter an educational device.
• Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Implement the most effective ways of collaboration in a given situation.
• Share knowledge and data to carry out a common project.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Analyse an educational situation (including making a diagnosis regarding disabilities) with reference to theories and methodological approaches resulting from developments in educational sciences, particularly in the specific field of remedial education and social action.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support an educational device and an individual approach (including the field of remedial education and social action), implement and evaluate them.
• Master knowledge about different educational devices as well as implement them.
• Critically analyse the extent and limitations of different educational devices.
• Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Rate an educational device.
• Alter an educational device.
• Communicate and exchange information (including the field of remedial education and social action) in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Act ethically and professionally (including the field of remedial education and social action).
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development (including in the specific field of remedial education and social action).
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.

Learning Outcomes of UE

At the end of the instruction, the students will be able to: manage the main principles of the methodology for the educational training of families; to handle the different conceptual and methodological approaches of training for social actors working in family education; to understand the possible expected and unexpected effetcs appearing during the intervention.

Content of UE

Methods and technics for intervention in family education; theoretical concepts structuring the intervention for family training; family education programs; organizing speech groups for parents; parental support; parental guidance; initiation for training practices in family education; evaluation for training programs; training for teachers in family education

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• N/A

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q2

• Practical test

Q2 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q3

• Practical Test

Q3 UE Assessment Comments

Not applicable

Q1 UE Resit Assessment Comments (BAB1)

Not applicable