 | Study programme 2021-2022 | Français | |
| Modèles d'accompagnement inclusif | |||
Learning Activity |
| Code | Lecturer(s) | Associate Lecturer(s) | Subsitute Lecturer(s) et other(s) | Establishment |
|---|---|---|---|---|
| P-SEOC-229 |
|
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term |
|---|---|---|---|---|---|---|---|
| Français | Français | 15 | 0 | 0 | 0 | 0 | Q2 |
Content of Learning Activity
This course will be structured in three modules:
Module 1: conceptual, legal, and functional benchmarks for school inclusion
Module 2: models of inclusive practice and level of evidence available
Module 3: orthopedagogical (clinical) missions in the school context
Required Learning Resources/Tools
Powerpoint presentation
Recommended Learning Resources/Tools
Not applicable
Other Recommended Reading
Mather, S. (eds) (2015) Learning Disabilities and Challenging Behaviors: Using the Building Blocks Model to Guide Intervention and Classroom Management, Third Edition, Brookes Publishing.
Tremblay, P. (2017) Inclusion scolaire: Dispositifs et pratiques pédagogiques. De Boeck
Hall, T. et al. (eds.) (2012). Universal Design for Learning in the Classroom: Practical Applications (What Works for Special-Needs Learners). Guillford Press.
Mode of delivery
- Mixed
Type of Teaching Activity/Activities
- Cours magistraux
Evaluations
The assessment methods of the Learning Activity (AA) are specified in the course description of the corresponding Educational Component (UE)