Objectives of Programme's Learning Outcomes

• Analyse a problematic 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.
• 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 adapted to learners with special needs (including the field of remedial education), 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.
• Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Rate an educational device.
• Alter an educational device.
• Communicate and exchange information (including the field of remedial education) 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.
• Work effectively with different actors as part of a team or a network of professionals (including the specific field of remedial education).
• Share knowledge and data to carry out a common project.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally (including the field of remedial education).
• 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 the specific field of remedial education).
• 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 this Teaching Unit, the student will be able:
- to describe the specificities, strengths and weaknesses of students with intellectual disabilities, autism spectrum disorders and / or behavioral disorders;
- to recognize these specificities when they occur in regular classes;
- to use tools of observation and evaluation of the strengths and weaknesses of students in a perspective of targeted educational intervention;
- to properly develop an individualized learning plan and implement realistic and achievable educational interventions;
- to evaluate the results of its interventions and adjust them if necessary;
- to implement reasonable accommodation in the classroom to allow students to grow in their school environment.

Content of UE

The course content is about the appropriate methodologies for implementation, in ordinary school context, a teaching strategy adapted to students with intellectual disabilities (ID), with autism spectrum disorders (ASD) and / or behavioral disorders (TC). The description of learning and behavioral characteristics of these students will introduce the theoretical course followed by strategies that the future pedagogist will be likely to use in their professional practice to accompany them throughout their schooling.What are the effective inclusion strategies and instruction in the general classroom? What are the observations and assessments to be made in the classroom to meet the needs of students? How to develop an individualized learning plan and act wisely, taking into account the specificities of each student? These are the themes that will be addressed in this course unit.

Prior Experience

Slides on moodle platforms

Type of Assessment for UE in Q1

• Presentation and/or works
• Oral examination
• Written examination

Q1 UE Assessment Comments

Written examination weighted at 70% of the final mark and field work weighted at 30% of the final grade

Type of Assessment for UE in Q3

• Presentation and/or works
• Oral examination
• Written examination

Q3 UE Assessment Comments

Written examination weighted at 70% of the final mark and field work weighted at 30% of the final grade

Type of Resit Assessment for UE in Q1 (BAB1)

• Presentation and/or works
• Oral examination
• Written examination

Q1 UE Resit Assessment Comments (BAB1)

Written examination weighted at 70% of the final mark and field work weighted at 30% of the final grade