 | Study programme 2023-2024 | Français | |
 | School learning and inclusion | ||
Programme component of Certificate of Teaching for Upper Secondary Education - Architecture and Urban Planning (MONS) (adapted schedule) à la Faculty of Architecture and Urban Planning |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UA-A1-ARCHIT-014-M | Compulsory UE | WILLAYE Eric | P319 - Orthopédagogie clinique |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 15 | 0 | 0 | 0 | 2 | 2.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SEOC-225 | Enseignement inclusif et spécialisé | 15 | 0 | 0 | 0 | 0 | Q2 | 50.00% |
| F-SFEN-006 | Psychologie des apprentissages scolaires pour l'enseignement | 0 | 15 | 0 | 0 | 0 | Q2 | 50.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Adapt to different school groups by mobilising knowledge in human sciences
- Interact with the institution, colleagues and parents for effective partnerships
- Master legal documents so as to practise the profession properly
- Plan, manage and evaluate learning situations
Learning Outcomes of UE
Knowledge of the history of education dedicated to students with special needs
Knowledge of the school organization (inclusion, integration, special education) relevant to students with specific needs
Knowledge of the conditions of application and development of an Individual Learning Plan adapted to their needs
Knowledge of the concept of reasonable accommodation and its conditions of application
UE Content: description and pedagogical relevance
After presenting the various school policies for supporting children with specific needs in Europe, we will detail the organization of specialized education in the Wallonia-Brussels Federation. We will then define the notion of inclusion and school integration and present the difficulties associated with their implementation in the Wallonia-Brussels Federation. We will address the issue of reasonable accommodation. Finally, the course will address the conditions for developing the Individual Learning Plan.
Prior Experience
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SEOC-225 |
|
| F-SFEN-006 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SEOC-225 |
|
| F-SFEN-006 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SEOC-225 | Legislative texts Official documentation (Ministries and networks) |
| F-SFEN-006 | Course material available on Moodle |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SEOC-225 | Not applicable |
| F-SFEN-006 | Brown, P., Roediger, H., McDaniel M. (2016). Mets-toi ça dans la tête ! Les stratégies d'apprentissage à la lumière des sciences cognitives. Genève : Editions Markus Haller. Crahay, M., Dutrevis, M. (2012). Psychologie des apprentissages scolaires. Bruxelles : De Boeck. Ferrand, L., Lété, B. & Thevenot, C. (2018). Psychologie cognitive des apprentissages scolaires: Apprendre à lire, écrire, compter. Paris: Dunod. Rossi, S., Vidal, J., Létang, M., Houdé, O., & Borst, G. (2019). Adolescents and adults need inhibitory control to compare fractions. Journal of Numerical Cognition, 5, 314-336. |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SEOC-225 | Not applicable |
| F-SFEN-006 | Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SEOC-225 | Unauthorized |
| F-SFEN-006 | Unauthorized |
Term 2 Assessment - type
| AA | Type(s) and mode(s) of Q2 assessment |
|---|---|
| P-SEOC-225 |
|
| F-SFEN-006 |
|
Term 2 Assessment - comments
| AA | Term 2 Assessment - comments |
|---|---|
| P-SEOC-225 | 50% oral exam + 50% présentation work |
| F-SFEN-006 | A written group work, of about fifteen pages, structured in five main parts (problematic, theoretical framework, methodology, results, discussion), must be submitted before the first day of the session. This written work must be accompanied by a five-minute video illustrating the teaching-learning system implemented. |
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| P-SEOC-225 |
|
| F-SFEN-006 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| P-SEOC-225 | 100% AA 50% oral exam + 50% presentation worl |
| F-SFEN-006 | A written group work, of about fifteen pages, structured in five main parts (problematic, theoretical framework, methodology, results, discussion), must be submitted before the first day of the session. This written work must be accompanied by a five-minute video illustrating the teaching-learning system implemented. |