Key words
Dealing methodically with patients, effective communication, observation skills, exploring the field of remedial & special education / the target groups, an introduction to the tasks involved and a profile of the trainee educator / supervisor.
Objectives
Professional carers can be distinguished from non-professional carers through the fact that they work systematically, among other things. They’re au fait with several different teaching methods and can select the right ones to use according to the client system and its present context.
In this training module, these skills are systematically imparted to the students and then learnt by practice. In addition, we familiarize the student with special education and clinical practice. The starting-point for this practical exploration is three interrelated perspectives: exploration of the self-image, an insight into the vocational profile, and feeling out the target groups and the specialist area.
The purpose of this training module is to shape these objectives by striving to develop 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 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.
- Drawing upon their professional attitude, to give a tailor-made answer to the client.
o In a professional way, to forge an advisory and supportive relationship, in the context of everyday life.
- Organizing and monitoring of processes 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.
- 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).
As to its place on the remedial education curriculum, ‘Remedial and Special Education in Practice: 2’ is to be found on the first standard educational route as it is here that the foundations are laid for professional teaching techniques in remedial and special education. This training module is a direct preparation for the following modules: ‘Work placement: 1’ (on standard educational route 2) and ‘Work placement: 2’ (on standard educational route 3).
Topics
The following subjects, among others, are covered in this module:
- Characterization of the educator as a mentor/supervisor:
o Position your role (by assessing your strengths and weaknesses = SWOT analysis) in relation to the vocational profile.
o Identify your own educational route, extending it, where necessary.
- 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 8 hours) with a certain target group. This activity takes place outside normal lessons.
- Dealing methodically with patients:
o Systematic teaching: choose your tools & resources, evaluate and then adapt, where necessary.
o Work as a team (product-led and process-oriented)
- Observation skills and reporting:
o Makes correct use of observation lists and checklists.
o Written and oral reporting.
- Communication:
o Active listening.
o Uses camouflaged phrases (“something in me says”, followed by a reproach or praise).
o Gives feedback
o Meeting and discussing as a team
- ICT:
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 Justifies his teaching techniques in remedial and special education, based on the theoretical modules he’s seen in class.
o Knows the candidate profile of an educator/supervisor, the hierarchical organization of the specialist area, the different target groups and the methods for handling each group.
o Can indicate the relevant methods and skills which are indicative of professional competence
- At the application level (skills); the student:
o Develops, in a correct way, his own learning process through both written and oral introspection.
o At an initial level, makes correct use of different social and community methods and skills within set exercises, activities and in special education and clinical practice.
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 (obtainable from the coursewear department), newspaper articles, scientific papers and supplementary material accessible via Dokeos).
A ‘roadmap’ for the integrative project.
Study costs
Approx. 70 euros
Study guidance
Individual consultation (tutoring/monitoring) by appointment
Teaching Methods
- Tutorials (master certain skills by practice: observation skills, communication skills and dealing methodically with patients).
- Assignment-based education (project-based tasks, debating exercises, case reports, activities,…;).
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:
- minutes of the meetings
- observation checklists
Reports of visits to the welfare institutions
- work out the activity in detail
- presentation
- ICT-based exercises
- an in-course reflection report
- a self-appraisal based on a SWOT analysis
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 an analogous 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 Buyse: Bob.Buyse@hogent.be
Geert Callebaut: Geert.Callebaut@hogent.be
Nicole Schoofs: Nicole.Schoofs@hogent.be
Lieve Van Mulders: Lieve.VanMulders@hogent.be
Bart D’Hauwe: Bart.Dhauwe@hogent.be
Aimé Cales: Aime.Cales@hogent.be
Inge Willem: Inge.Willem@hogent.be
Goedele De Nil: Goedele.DeNil@hogent.be
Johan Van Daal: Johan.VanDaal@hogent.be
Chris Van Dam: Chris.Vandam@hogent.be
Chris De Rijdt: Chris.DeRijdt@hogent.be
Ingrid De Waele: Ingrid.DeWaele@hogent.be
Marie-Anne Staessens: MarieAnne.Staessens@hogent.be
Patrick Pevenage: Patrick.Pevenage@hogent.be
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