Key words
Remedial teaching sciences
Objectives
The starting-point for social assistance rendered by a graduated bachelor in remedial and special education rests on a sound knowledge of the complexity and type of the different target groups. ‘Remedial Teaching Sciences: 2’ comprises, firstly, the student’s perception of children and adolescents with behavioural and/or emotional problems and children and adolescents with a few specific developmental disorders and, secondly, the student’s perception of old people, sick children, people with a non-congenital brain injury, detainees, people of
different ethnic/cultural backgrounds, drug- or alcohol abusers, people with a psychiatric problem and the homeless.
The students are educated on the fields of remedial & special education that specially affect the above-mentioned target groups.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- Drawing upon their professional attitude, to give a tailor-made answer (both verbal and non-verbal) to the customer’s pleas for help.
o In a professional way, to forge an advisory and supportive relationship, in the context of everyday life.
- Organizing and monitoring of processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives.
o Develop, support and/or broaden the student’s core skills of self-care, homemaking, social skills and communication, social fairness, self-determination, health and safety, learning, leisure time and working.
- In a pedagogically astute way, give tutoring/counselling to clients on how to manage their lives.
o Create a work climate and forge professional relationships so that clients can develop their talents and realize their full potential.
o Encourage and support different aspects of a person’s development (moral, affective, social, corporeal and cognitive).
Communicate properly (both written and oral) with representatives of their own and other occupations and with people in authority.
‘Remedial Teaching Sciences: 2’ is placed towards the front of the curriculum as it focuses, firstly, on the student’s perception of children and adolescents with behavioural and/or emotional problems and children and adolescents with a few specific developmental disorders and, secondly, the student’s perception of several special target groups. A sound knowledge of the complexity and type of the various target groups is an indispensable starting-point for a graduated bachelor rendering assistance in remedial and special education. It’s vitally important that the student, right from the start, gets as complete an overview as possible of the field of remedial & special education.
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This training module is linked to ‘Remedial and Special Education in Practice: 1 and 2’ of the curriculum. It’s also a direct follow-on course from ‘Remedial Teaching Sciences: 1’, which looks at the biological basis of a person’s behaviour. The training module ‘Teaching Techniques in Remedial and Special Education: 1’ goes more deeply into dealing systematically with the target groups under consideration. The ‘Teaching Techniques in Remedial and Special Education: 2’ and ‘Reference frameworks in remedial and special education’ training modules equip the students with the requisite methodologies and visions respectively in order to manage the target groups effectively.
Topics
- The sphere of activity of special youth care.
- Problematic parenting situations in multi-problem families:
o Child abuse
o Abandonment and neglect.
- Target groups in remedial and special education (Definition - aetiology - classification - diagnostics - guidance - counselling):
o Children and adolescents with behavioural and/or emotional problems
o Children and adolescents with developmental disorders:
* Children with Attention Deficit Hyperactivity Disorder (ADHD)
* Children with oppositional/rebellious and antisocial behaviour
* Children with attachment disorders (AD)
* Children with learning disorders
- Special target groups (Definition - aetiology - classification - guidance - counselling):
o Old people
o Sick children
o People with a non-congenital brain injury (NCBI)
o Detainees
o People from different ethnic/cultural backgrounds
o Drug- or alcohol abusers
o People with a psychiatric problem
o The homeless
- The specialist areas linked to the above-mentioned special target groups
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 Correctly define the remedial education lexicon.
o Can describe various target groups, can differentiate the essence in aetiology and correctly classify the target groups under consideration.
o Can exhaustively describe the sphere of social and community work and are able to formulate critical objections on the subject.
o Make correct use of basic concepts in remedial & special education in both written and oral communication.
- At the application level (skills);
o Proceeding from the examples they were provided with, the students are able to memorize critical areas that should receive attention when assisting and advising the different target groups.
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 coursewear department).
- Dutch and/or foreign scientific or technical papers.
Study costs
30 euros
Study guidance
Any questions you might have can be put to the teachers during or after the lectures or by appointment.
Feedback is available for the exercises. Students are informed, in advance, of upcoming feedback moments, either during a lesson or via the Dokeos website.
Teaching Methods
- Interactive lectures; made concrete with visual material.
- Teacher-controlled (assimilation exercises).
- Casuistry.
Assessment
This training module is evaluated after the 2nd 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)
Katia Perquy: Katia.Perquy@hogent.be
Stijn Vandevelde: Stijn.Vandevelde@hogent.be
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