Objectives of Programme's Learning Outcomes

• Understand the theoretical and methodological fundamentals in psychology, educational sciences and language sciences to analyse a particular situation involving speech therapy
• Identify and explain the concepts, principles, and models of basic theoretical approaches in psychology, educational sciences and language sciences and their applications
• Identify and describe the biological, medical and socio-cultural foundations of human behaviour
• Identify and describe the specific characteristics of psychology, educational sciences and language sciences, and their relationship to other contributory disciplines
• Explain and illustrate, with examples, human functioning, particularly in its pathological dimensions
• Understand the fundamentals of speech therapy interventions
• Describe and illustrate the different types of intervention in psychology and educational sciences (or education systems)
• Describe the steps of the implementation process of interventions and identify the stakeholders involved
• Explain the concepts and relationships of theoretical models of intervention adopt a critical stance regarding these models.
• Identify the type of intervention, with reference to a theoretical framework, including the choice of appropriate tools to be implemented based on the analysis of a well-defined situation
• Provide clear, accurate, and reasoned information
• Provide information (both orally and in writing) regarding the fields of psychology, educational sciences and language sciences in an intelligible manner, with a good command of communication techniques.
• Summarise the contributions of different sources to justify an opinion or decision
• Write bibliographic references and results of statistical analysis in a standardised way (according to APA standards)
• Structure data gathered during the analysis of an intervention request
• Collaborate, work in a team
• Interact effectively with other students to carry out collaborative projects.
• Analyse personal performance within a group
• Demonstrate active listening and empathy in the context of an interpersonal situation
• Identify and appropriately implement the different ways of working in a group
• Act ethically and professionally
• Name, and be familiar with legal frameworks and ethical principles that govern research and practice in speech-language therapy, and implement them in their studies in a well-thought out manner (exams, coursework, etc.)
• Grow personally and professionally
• Name the separate branches of speech-language therapy
• Identify the different stakeholders involved in the practice of speech-language therapy
• Direct their choice of modules within their degree programme in order to develop a career plan in line with the realities in the field and their profile (aspirations, strengths, weaknesses, etc.)
• Develop their scientific curiosity and open-mindedness
• Understand the various means available for documentation, to promote self-learning and lifelong learning
• Demonstrate self-awareness and assess themself, as well as analyse and adapt their attitudes to avoid certain biases both in research and in professional practices
• Understand the fundamentals related to the scientific approach in psychology, educational sciences and speech therapy
• Identify and describe the specific characteristics of scientific processes
• Identify and describe the different steps to carry out research
• Identify and explain the main methods (including limitations) specific to the scientific process
• Conduct relevant research from scientific literature, from both Francophone and Anglophone references, and select appropriate elements with respect to a particular research topic.
• Give a critique and argue a point of view as part of a scientific approach

Learning Outcomes of UE

Composed of the following 3 courses:
P-SIPN-133 - Education Sciences and Training (Weight in evaluation: 33.33%)
P-SEDO-079 - History of Education (Weight in evaluation: 33.33%)
P-SPAS-203 - Education and Society (Weight in evaluation: 33.34%)


P-SIPN-133 - Education Sciences and Training

Provide the definition of general pedagogy concepts Explain, with an example, the differences and similarities between general pedagogy concepts Collaboratively - Justify and argue the choice of a pedagogical principle in a contextualized situation Individually - Justify and argue the choice of a pedagogical principle in a contextualized situation

P-SEDO-079 - History of Education

The domains of education and teaching are approached from a chronological perspective, emphasizing the interdependence of political, religious, economic, pedagogical, ideological factors, etc. Starting from the mid-18th century, particular attention is given to the Belgian context. The traditional lecture-style teaching is complemented by readings assigned for autonomous study by the students, mainly focused on the contemporary period (19th-20th centuries).

P-SPAS-203 - Education and Society

At the end of this course, students will be able to: determine the ethical dispositions that influence social construction; define the role of education in social development; examine the implications of participation in the educational process for social functioning; determine the interactions between social inclusion, education, and the construction of a democratic and participatory society.

UE Content: description and pedagogical relevance

Composed of the following 3 courses:

P-SIPN-133 - Education Sciences and Training

Definition of pedagogy, educational sciences, etc. Learning and teaching? Evaluation Learning methods Motivation and learning Learning strategies Reflectivity Pedagogical supports Structuring learners' learning Developing a collaborative learning environment Evaluation practices Conceptualizing Teaching mode: Blended (Face-to-face and Distance) - MOOC
Conceptualize
Teaching mode: Mixed (face-to-face and distance learning) - MOOC

P-SEDO-079 - History of Education

The fields of education and teaching are approached chronologically, emphasizing the interdependence of political, religious, economic, pedagogical, ideological factors, etc. Starting from the mid-18th century, special attention is given to the Belgian context. The traditional lecture-style teaching is complemented by readings assigned for autonomous study by the students, mainly focused on the contemporary period (19th-20th centuries).

P-SPAS-203 - Education and Society

The ethical principles of social construction; the provisions of social inclusion and participation in a democratic society; the forms of education and the meaning of social utopia; interpersonal relationships and their impact on social construction.

Prior Experience

Sans objet