Key words
Remedial teaching sciences
Objectives
The starting-point for social assistance rendered by a (specialized) educator/supervisor is a reference framework in remedial and special education.
To get a clear grasp of current trends within remedial and special education, the student should be able to contextualize these from a broader perspective.
To expedite the search for the right mix of welfare & counselling services on offer at a particular client, a sound knowledge of the complexity and type of the different target groups is indispensable. Since the student usually works in a multidisciplinary team, with both medics and paramedics on it, (s)he ought to be familiar with current scientific & medical terminology. Furthermore, it’s also essential that the student, from the outset, gets as complete an overview as possible of the field of remedial & special education.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- Systematically, and in consultation with, the client and/or with other welfare agencies, lend shape to the cyclic and regulative process of remedial and special education. In special education and clinical practice, spotting individual potential; achieving extraordinary things with ordinary people.
- Drawing upon their professional attitude, to give a tailor-made answer (both verbal and non-verbal) to the customer’s pleas for help. Being able to make well-reasoned choices relating to the demand-driven deployment of a service platform and social welfare. To support and uphold the patient’s interests and rights, in close consultation with the client.
- In a pedagogically astute way, give tutoring/counselling to clients on how to manage their lives. Encourage and support different aspects of a person’s development (moral, affective, social, corporeal and cognitive).
- Objectively acquire information, unaided, and then assimilate it. Look for relevant (national and international) information. Localize the source, analyze it, put it in the right order and then synopsize it. Utilize (school-based) ICT facilities and resources.
- Communicate properly (both written and oral) with representatives of their own and other occupations and with people in authority. Clearly explain (both written and oral) opinions, ideas and information in a language appropriate to the corporate/social situation, and utilizing the relevant ‘speak’ (specialist terminology). Use communication tools efficiently and effectively (which tools to use will depend on your objectives and the target audience).
This training module ties in closely with the module: ‘Remedial and Special Education in Practice: 1’ (on standard educational route 1) in which the student’s knowledge of the target groups and specialist fields is
broadened by inviting guest speakers and organizing site visits. The training module also provides a supportive framework for ‘Work placement and supervision’ (on standard educational routes 2 and 3).
It also ties in closely with the other target groups and specialist fields of the partner module: ‘Remedial Teaching Sciences: 2’ (on standard educational route 1).
Topics
Part 1: General introduction to remedial teaching sciences as a remedial science. Three large domains are elucidated: theoretical remedial teaching sciences, target groups and specialist fields.
- Theoretical remedial teaching sciences:
o remedial teaching sciences; devising an individual education plan that is systematic, methodical and sound
o a constantly evolving image of society and philosophical visions within remedial and special education
o comparative remedial teaching sciences
o residential remedial teaching sciences
o ambulant remedial teaching sciences
- Target groups (definition - aetiology - classification - diagnostics - guidance - counselling): people with:
o a mental handicap
o a physical handicap
o a visual handicap
o an auditory handicap
o multiple disabilities
o autism spectrum disorder (ASD)
- The fields of remedial & special education:
o general ortho-agogic sector.
o support and supervision of people with a handicap: the Flemish Agency for Disabled Persons.
o special, integrated and inclusive education for people with disabilities or learning difficulties
Part 2: The underlying biological aetiology of the different target groups; the mechanisms in the brain, giving particular attention to: the possible disorders and their effect on a person’s behaviour, the impact of psychotropic drugs and psychoactive substances, paediatric diseases and vaccinations.
- Genetics: genetic code, cell division, classic hereditary patterns and genetic counselling.
- Neurosciences: mechanisms in the central nervous system, possible pathologies, in particular, epilepsy.
- Psychopharmacology (anxiolytics, antidepressants and antipsychotic drugs).
- Psychoactive substances and drug dependency: psychoanaleptics, psychodysleptics and alcohol --
Paediatric diseases and vaccinations.
Entry-level skills
Exit qualifications in secondary education.
Exit-level skills
The core skills from the training profile listed in the ‘objectives’ section are fully underpinned by the following exit-level skills of the training module:
- At the level of knowledge and comprehension; the students:
o Can differentiate the essence in aetiology, the classification of the target groups under consideration and the effects thereof (approximately, at least).
o Can exhaustively describe the sphere of social and community work and are able to formulate critical objections on the subject.
- At the application level (skills); the students:
o Make correct use of the biomedical and remedial education lexicon.
o Apply the theory they’ve learned to actual cases.
- At the level of integration (attitude/standpoint); the students:
o Can link the right set of social services to a certain known problem.
Prerequisites
Final Objectives
Materials used
::Click here for additional information::
- Broekaert, E. & Van Hove, G. (editors) (2005). Manual of special remedial teaching sciences. Antwerp, Apeldoorn: Garant.
- Vanderplasschen, W., Vandevelde, S., Claes, C, Broekaert, E. & Van Hove, G. (2006).The fields of remedial & special education in a state of flux: organization and current trends. Antwerp, Apeldoorn: Garant.
- Syllabus (obtainable from the courseware department).
Study costs
80 euros
Study guidance
Any questions you might have can be put to the teachers in class or by appointment (by email: see below for
contact details).
A mock exam is organized at the end of the course.
Teaching Methods
Interactive lectures (e.g. a classroom debate)
Guest lectures given by experiential experts
Individual exercises with whole-class discussion
Casuistry (case reports and case study groups)
Made concrete with visual material
Assessment
This training module is evaluated after the 1st 6-month term.
The examinations focus on the topics and exit-level skills of this training module. The total number of questions is limited to what can be got through comfortably within the allotted time for the exam.
1) A written examination (85% of the marks) with open-ended questions at the knowledge-, comprehension- and application levels.
2) Group tasks (15% of the marks)
In exceptional case studies (e.g. if the student was legitimately absent for group work), an alternative exercise can be set by the teacher. This must be handed in before the 1st examination period is due to start.
Resits:
A written examination (100% of the marks).
Lecturer(s)
Els Cokelaere (els.cokelaere@hogent.be)
Marie-Rose Pauwels (marierose.pauwels@hogent.be)
Katia Perquy (Katia.Perquy@hogent.be)
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