Objectives of Programme's Learning Outcomes

• Analyse a situation (individually or collectively) in reference to theories and methodological approaches within psychology.
• Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations.
• Analyse and model a situation (individually or collectively) by critically selecting theories and methodological approaches.
• Justifiably choose an intervention and implement and evaluate it.
• Master knowledge on interventions to improve a given situation (individually or collectively), as well as implement them.
• Critically analyse the extent and limitations of different types of intervention.
• Develop a plan of intervention or management in a rigorous and justified manner, taking into account all relevant factors (including underlying issues and associated risks).
• Implement intervention with reference to theoretical models of intervention, taking into account the constraints and resources in the situation encountered.
• Appropriately apply different types of intervention.
• Evaluate the intervention.
• Alter the intervention.
• 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 the results of a diagnostic evaluation (orally and in writing) and inform various representatives.
• Write a report arguing over an intervention (including evaluation).
• Present research results (orally and in writing).
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals.
• 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.
• Refer to ethical principles to define the framework of their professional practice.
• Assess and pursue professional and personal development.
• Learn from practice (based particularly on assessment). Question themselves.
• Analyse their personal functioning and adapt their professional attitudes. Effectively manage their emotions.

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

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

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

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

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)

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

Q1 UE Resit Assessment Comments (BAB1)

Total of the  examinations for Prevention and diagnosis of atypical development and Methodology of interventions and remediation