Key words
Remedial and Special Education in Practice
Objectives
Remedial and Special Education in Practice: 1, scheduled in the first year of remedial teaching sciences, is a core part of the training programme. For one thing, it is regarded as crucial preparation for the work placements (on standard educational routes 2 and 3) and, for another, it provides practical support to several modules on standard educational route 1. It is centred around three main pillars:
- the vocational profile of a specialized educator-supervisor and a corresponding perception of their own self-image
- test out the specialist area and the target group(s)
- the basis of teaching techniques in remedial & special education and of competence training in social and community work.
The purpose of ‘Remedial and Special Education in Practice: 1’ is to familiarize the students with each of these pillars and to impart the necessary skills. Students gain a deeper insight, bit by bit, at the different educational levels (knowledge, comprehension, application and integration), with a strong emphasis on the subject matter (knowledge) but on the skills and attitudes as well.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- By adopting an objectively critical, remedialist approach, an interdenominational attitude and the
principle of solidarity, the aim is to sensitize societal systems and welfare policy with a view to promoting and looking after the interests of the needy.
o Test out the remedial education models and then consider them critically.
o Know and recognize one’s own frame of reference and place it in relation to the theoretical frameworks.
- Proceeding from one’s own identity and a solid theoretical basis, to display professional competence in their vocational practice; to be objectively critical, communicative and creative.
o In a creative way (and well-founded theoretically), the student applies skills and methods correctly when rendering remedial and special assistance.
o The capacity to purposefully apply strong communication skills in his/her vocational practice.
o Systematically and constantly, to objectively assess how he can raise the level of his professional competence, based on his own identity and in interaction with others.
- Organizing and monitoring of processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives
.
o Highlighting the different basic types. Employing social- and musical interpersonal skills and appropriate methods in medical care, nursing, guidance, counselling and treatment.
o Monitoring of groups in their respective group-dynamic processes.
o Develop, support and/or broaden the natural social networks and/or the client’s professional safety net.
- Has the capacity to objectively assess their own functional performance.
o Employs introspection as a useful tool to develop a professionally-oriented attitude.
o Uses different viewpoints and paradigms to objectively assess teaching techniques in remedial and special education.
o The capacity to systematically reflect on one’s own performance as a mindset (an established set of attitudes held by someone).
- Be alive to the limitations of your skills and be willing to address your personal ‘skills gap’
(i.e. a disposition toward lifelong learning).
o Identify their own qualities and limitations with the requisite insight, based on objectively critical reflection.
o By yourself, being able to plan an educational route that leads to a deepening and broadening of your expertise.
o Has the capacity to objectively assess his own functional performance and his own career choices.
Topics
- The vocational profile of a specialized educator/supervisor, linked to a clear perception of his own self-image.
- Test out your specialist area and the target group (by visiting clients, guest speakers,…).
- Network support: during the 6-month term, each student undertakes to acquaint himself (for at least 4 hours) with a certain target group. These 4 hours take place outside normal lessons and are, therefore, classed as ‘C’ hours.
- First aid for minor emergencies (EHBO)
- An introduction to teaching techniques in remedial & special education and to competence training in social and community work:
o Dealing methodically with patients: learning how to formulate goals and operationalize them; methodologies; the capacity to consider critically
o Communication: being able to apply in practical situations what one has learned in system- and communication theory
o Observation: types of observation, the purpose of observation, objectivity versus subjectivity, observation systems, interpretation, and objective versus subjective observation
o Acquire ICT skills which are peculiar to the learning environment and profession of the educator/supervisor
Entry-level skills
Exit qualifications in secondary education.
Exit-level skills
On this course, the target exit-level skills are:
- At the level of knowledge and comprehension; the student:
o Is able to reflect critically (both written and oral) on how well he knows his own potential (and limitations) and his own living/working environment.
o Through his intimate knowledge of the occupational field and of the social sector ‘roadmap’, he’s able to correctly contextualize his own profession and organization within the framework of welfare and social services.
- At the application level (skills); the student:
o Develops –with an eye for creating a class atmosphere conducive to learning and based on an analysis of the target group and/or situation – whole-class activities in the context of sport, fun & games, pursuits, (dramatic) expression and creativity in which the learning cycle of 'scheduling -implementation - evaluation' is built up carefully, bit by bit.
o At an initial level, makes correct use of social and community work skills within set exercises and activities.
o Demonstrates, during the hours of face-to-face instruction/consultation and in the activities, with respect to himself, others and the specialist area, a head for the essential attitudes which make up the vocational profile.
Prerequisites
Final Objectives
Materials used
::Click here for additional information::
- Learning pack (can be purchased from the coursewear department or from SOAG)
- Ter Horst, W. (1999). Het herstel van het gewone leven. (The re-establishment of everyday life). Publishers: Bohn Stafleu Van Loghum (fourth edition).
Study costs
50 euros (inclusive of travelling expenses for exploring & ‘feeling out’ the specialist field, photocopies, course notes, theatre visits, group activities,…)
Study guidance
Individual consultation (tutoring/monitoring by the practical tutor concerned) is available as an optional extra.
Teaching Methods
Experiential learning, pupil guidance interviews, tutorials, the supply of information, project work, self-study, group discussions, demos, guest speakers, field excursions and supervised independent learning.
Assessment
1) A written examination (40% of the marks) with open-ended questions.
The examination method is in keeping with the way in which the topics were learnt by practice in the classroom.
2) Exercises (40% of the marks):
Students will be informed, in good time, of upcoming exercises in a sheaf of exercise formats; these will be explained to them during the hours of face-to-face instruction.
Tied in to topical matters and/or mindful of student experiences within the didactic reality of this training module, ad hoc exercises can also be set during the 6-month term.
These exercises are collected together in a work file; this is handed in at the end of the 6-month term.
This folder contains::
- A media-related assignment
- An assignment on dealing methodically with patients
- in-course reflection reports
- an introspection report, based on a SWOT analysis of oneself
- an exercise in documentation
- an exercise on first aid for minor emergencies (EHBO)
- a report on network support
- ICT-based exercises
3) Continuous assessment (20% of the marks):
Continuous assessment addresses the basic elements of competency-based education, namely knowledge, skills and attitudes (use an attitude scorecard for this purpose). The focus, here, is on the learning- and the growing process. All course components of this training module must be attended by the student.
Resits:
Besides a written examination (40% of the marks), the student is set an alternative exercise by the teacher. More specifically, the student does 5 full working days of volunteer work (20% of the marks) in the summer holiday. For that purpose, (s)he is provided with an accompanying sheaf of exercises (40% of the marks). The training organization receives a copy of the latter sheaf and records the marks obtained. This is followed by a post-mortem interview with the facility manager (or teaching establishment) and the practical tutor concerned.
Lecturer(s)
Bob Buysse: Bob.Buysse@hogent.be
Aimé Calès: aime.cales@hogent.be
Geert Callebaut: geert.callebaut@hogent.be
Goedele De Nil: goedele.denil@hogent.be
Chris De Rijdt: chris.derijdt@hogent.be
Inge De Waele: ingrid.dewaele@hogent.be
Bart D'Hauwe: bart.dhauwe@hogent.be
Patrick Pevenage: patrick.pevenage@hogent.be
Nicole Schoofs: nicole.schoofs@hogent.be
Marie-Anne Staessens: marieanne.staessens@hogent.be
Johan Van Daal: johan.vandaal@hogent.be
Chris Van Dam: chris.vandam@hogent.be
Lieve Van Mulders: lieve.vanmulders@hogent.be
Inge Willem: ingeborg.willem@hogent.be
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