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.
• Appropriately use presentation materials.
• 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.
• 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 (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.
• Continue to train and improve their skills.

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, ...) 

Content of UE

It is important to take an interest in the pivotal periods of development of the individual in order to provide adequate support. Thus, we will address early childhood (with available services), schooling, the school-to-work transition, and the socio-professional integration of people with disabilities. Their active involvement plays an important role in overcoming their isolation. We will therefore see how to encourage their participation in order to guarantee the sustainability of any development-accompaniment action. We will also discuss the essential and transversal spheres of leisure, relational, emotional and sexual education and the notions of accessibility (physical and cultural).

Prior Experience

Not applicable

Type of Assessment for UE in Q2

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

Q2 UE Assessment Comments

Exam 70%  work 30%

Type of Assessment for UE in Q3

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

Q3 UE Assessment Comments

Exam 70%  work 30%