 | Study programme 2019-2020 | Français | |
 | Inclusive Education Practices | ||
Programme component of Graduate Certificate in Clinical Orthopedagogy à la Faculty of Psychology and Education |
| Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3 |
|---|
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-U2-ORTHOC-103-M | Compulsory UE | HAELEWYCK Marie-Claire | P319 - Orthopédagogie clinique |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 10 | 0 | 20 | 0 | 0 | 2 | 2.00 | Full academic year |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-CERT-305 | Inclusive Education Practices | 10 | 0 | 20 | 0 | 0 | A | 100.00% |
| Programme component |
|---|
Learning Outcomes of UE
At the end of this unit, students will be able to: cite definitions of inclusion and recent legislative and paradigmatic changes; Enumerating the major historical steps of inclusion; Cite and explain exclusion and inclusion indicators; Identifying and describing educational arrangements and practices for inclusive education and social inclusion; Describe the nature and implications of the ecological approach in educational sciences; Collaborate as a multidisciplinary team in the development of an inclusive system; Plan and teach a curriculum for student inclusion. Finally, we will discuss the code of ethics of Clinical Orthopedagogists
Content of UE
In this unit, the key concepts and challenges of social and educational inclusion will be discussed. It is a question of examining the contexts of learning or social participation so that they can promote the social inclusion of all the participants.
Prior Experience
Powerpoint
Type of Assessment for UE in Q1
- N/A
Q1 UE Assessment Comments
Présentiel
Type of Assessment for UE in Q2
- N/A
Q2 UE Assessment Comments
Présentiel
Type of Assessment for UE in Q3
- N/A
Q3 UE Assessment Comments
Présentiel
Type of Resit Assessment for UE in Q1 (BAB1)
- N/A
Q1 UE Resit Assessment Comments (BAB1)
Présentiel
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-CERT-305 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-CERT-305 |
|
Required Reading
| AA | |
|---|---|
| P-CERT-305 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-CERT-305 | Powerpoint |
Recommended Reading
| AA | |
|---|---|
| P-CERT-305 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-CERT-305 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-CERT-305 | - L'écologie de l'éducation: assises d'une pédagogie du succès. Montréal: Guérin, 1999. - Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge. - Briggs, S. (2005). Inclusion and how to Do it: Meeting SEN in Primary Classrooms. Routledge. - Miller, R. (1996). The developmentally appropriate inclusive classroom in early education. Delmar Publishers. |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-CERT-305 | Authorized |