 | Study programme 2021-2022 | Français | |
 | Modèles d'accompagnement inclusif | ||
Programme component of Graduate Certificate in orthopégagie à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-U1-ORTHOP-002-M | Compulsory UE | RINALDI Romina | P319 - Orthopédagogie clinique |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 0 | 0 | 0 | 0 | 2 | 2.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SEOC-229 | Modèles d'accompagnement inclusif | 15 | 0 | 0 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Learning Outcomes of UE
To understand concepts related to the academic and social inclusion of students with special needs
To know and understand the evidence-based models of inclusive practices
To understand and be able to envision the evaluation and intervention of inclusive educational systems within the framework and mission of clinical orthopedagogy in inclusive school settings
To be able to reflexively, critically and comparatively evaluate inclusive systems in their construction and operation and in terms of their ability to mobilize all dimensions of inclusion for students with special needs
Content of UE
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
Prior Experience
Not applicable
Type of Assessment for UE in Q2
- N/A
Q2 UE Assessment Comments
Course participation and integrated assessment for the entire certificate
Type of Assessment for UE in Q3
- N/A
Q3 UE Assessment Comments
Course participation and integrated assessment for the entire certificate
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SEOC-229 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SEOC-229 |
|
Required Reading
| AA | |
|---|---|
| P-SEOC-229 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SEOC-229 | Powerpoint presentation |
Recommended Reading
| AA | |
|---|---|
| P-SEOC-229 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SEOC-229 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SEOC-229 | 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. |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SEOC-229 | Authorized |