Study programme 2018-2019 | Français | ||
Approches du développement atypique | |||
Programme component of Master's Degree in Psychology à la Faculty of Psychology and Education |
Code | Type | Head of UE | Department’s contact details | Teacher(s) |
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UP-M1-MPSYCH-047-M | Compulsory UE | HAELEWYCK Marie-Claire | P319 - Orthopédagogie clinique |
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Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
| Français | 20 | 10 | 0 | 0 | 0 | 5 | 5.00 | 1st term |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
---|---|---|---|---|---|---|---|---|
P-SEOC-201 | Prévention et diagnostic du développement atypique | 10 | 10 | 0 | 0 | 0 | Q1 | |
P-SEOC-202 | Méthodologie d'interventions et remédiation | 10 | 0 | 0 | 0 | 0 | Q1 |
Programme component |
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Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
A the end of this teaching Unit, the students will be able to : - describe the development of the individuals with disability in different areas of human functionning : communication , socialization, language, cognitive functionning and autononmy - describe et use appropriatly developmental scales and tools for a better understanding of the development of the individuals with disability - propose pedagogical strategies to intervene and stimulate capacities of people with disability (notably people with intellectual disability, autism spectrum disorder, ...) - give strategies of primary, secondary and tertiary prevention. They will also be able 1) to propose methods of differentiation on the basis of the difficulties observed 2) to describe the theoretical framework of a cognitive remediation 3) to set up learning strategies for the acquisition of the notion of number and reading 4) to propose Strategies for early intervention
Content of UE
Content will be about : - theoretical framework of typical and atypical human development - validated assessment of developmental level in individiduals on diverse areas of human functionning : autonomy, socialization, communication, langage, cognition - stratégies for primary, secondary, and tertiary prevention. Also We will address the strategies of acquisition of the notion of number and reading, methods of differentiation, non-verbal communication systems. Similarly, we shall see a brief introduction to the history of cognitive remediation; - Which method (s) to select according to what difficulties observed? - Evaluation of the effectiveness of a method of cognitive remediation and quasi-experimental design in a single case. Finally, on the basis of evaluation by developmental tools (example: portage), we will see the techniques of stimulating development in different spheres of human development.
Prior Experience
NA
Type of Assessment for UE in Q1
Q1 UE Assessment Comments
Total of the examinations for Prevention and diagnosis of atypical development and Methodology of interventions and remediation
Type of Assessment for UE in Q3
Q3 UE Assessment Comments
Total of the examinations for Prevention and diagnosis of atypical development and Methodology of interventions and remediation
Type of Resit Assessment for UE in Q1 (BAB1)
Q1 UE Resit Assessment Comments (BAB1)
Total of the examinations for Prevention and diagnosis of atypical development and Methodology of interventions and remediation
Type of Teaching Activity/Activities
AA | Type of Teaching Activity/Activities |
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P-SEOC-201 |
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P-SEOC-202 |
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Mode of delivery
AA | Mode of delivery |
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P-SEOC-201 |
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P-SEOC-202 |
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Required Reading
AA | |
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P-SEOC-201 | |
P-SEOC-202 |
Required Learning Resources/Tools
AA | Required Learning Resources/Tools |
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P-SEOC-201 | Not applicable |
P-SEOC-202 | Not applicable |
Recommended Reading
AA | |
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P-SEOC-201 | |
P-SEOC-202 |
Recommended Learning Resources/Tools
AA | Recommended Learning Resources/Tools |
---|---|
P-SEOC-201 | Not applicable |
P-SEOC-202 | Not applicable |
Other Recommended Reading
AA | Other Recommended Reading |
---|---|
P-SEOC-201 | Not applicable |
P-SEOC-202 | Papy, F., Papy, G., & Schuler, A. (1995). La pensée hors langage. À la rencontre d’adolescents autistes. Paris: Bayard. Inserm. Déficiences intellectuelles. Collection Expertise collective. Montrouge : EDP Sciences, 2016 Bluma, S. M., Shearer, M. S., Frohman, A. H., & Hilliard, J. M. (1976). Guide Portage d’intervention précoce. Montréal, Éditions de la Collectivité. |