Taught in 1st year Bachelor in remedial education
Theory [A] 0.0
Exercises [B] 72.0
Training and projects [C] 12.0
Studytime [D] 168.0
Studypoints [E] 6
Level in-depth
Credit contract? Access upon approval
Examination contract? Access upon approval
Language of instruction Dutch
Lecturer Goedele De Nil
Reference SCORTH01A00018
Key words
Orthopedagogical Practice 1.

Orthopedagogical Practice 1, scheduled in the standard educational route 1, is a core part of the whole training programme. It is centred around three main pillars:
- the vocational profile of a Bachelor in Special Education and a corresponding perception of their own self-image;
- test out the specialist area and the target group(s);
- communicative skills.

The purpose of ‘Orthopedagogical 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 and comprehension) 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:

Job-specific core skills
-1. Proceeding from one’s own identity and a solid theoretical basis, to display professional competence in the vocational practice; to be objectively critical, communicative and creative.
Supporting subset skill:
        - In a creative way (and well-founded theoretically), to apply creative skills and
        methods correctly when rendering orthopedagogical support;
        - Systematically and constantly, to objectively reflect on how the level of
        professional competence can be raised, based on one’s own identity and in interaction with

-2. To organise and to monitor processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives.
Supporting subset skill:
        - To highlight the different basic types. To employ social and creative interpersonal skills
        and to appropriate methods in medical care, nursing, guidance, counselling and treatment;
        - To develop, to support and/or to broaden the natural social networks and/or the client’s
        professional safety net.

-3. To give in a pedagogically astute way, tutoring/counselling to clients on how to manage their lives.
Supporting subset skills:
        - To create a work climate and to forge professional relationships so that clients can
        develop their talents and realize their full potential.

General core skills
General ( generic) core skills
-4. The capacity to objectively reflect on one’s own functional performance.
Supporting subset skills:
        - To employ critical reflection/introspection as a useful tool to develop a professionally-
         oriented attitude;
        - To reflect, based on different viewpoints and different theoretical frameworks/paradigms,
         on the orthopedagogical practice;
        - The capacity to systematically reflect on your own performance as a mindset (an
        established set of attitudes held by someone).

-5. To be aware of the limitations of your skills and be willing to address your personal ‘skills gap’ (i.e. a disposition toward lifelong learning).
Supporting subset skills:
        - To identify your own qualities and limitations with the requisite insight, based on
        objectively critical reflection;
        - To be able, by yourself, to plan an educational route that leads to a deepening and
        broadening of your expertise.
        - The capacity to objectively assess your own functional performance and your own career

For one thing, this training module 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 in the whole training program.

The vocational profile of a Bachelor in Special Education:
        - to learn to reflect;
        - a clear perception of his own self-image and of his own position in regarding the
        vocational profile (SWOT- analysis);
        - to develop his own educational route.
Test out the specialist area and the target group (by visiting clients, guest speakers,…).
        - to being able to apply in practical situations what one has learned in system- and
        communication theory;
        - active listening;
        - to give feedback;
        - constructive communicative techniques.
First aid for minor emergencies (EHBO).
To acquire ICT skills which are peculiar to the learning environment and profession of the educator/supervisor.
Network support: during the semester, 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.

Entry-level skills
Exit qualifications in secondary education.

Final Objectives
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:
- Are able to reflect critically (both written and verbal) on how well he knows his own potential (and limitations) and his own living/working environment;
- Show a correct and complete knowledge of the vocational profile of a Bachelor in Special Education.

At the application level – skills
The students:
- exercise at an initial level their social professional skills within the network support;
- develop their communicative skills in the whole-class activities, exercises and tasks;
- indicate the right position of different organisations in the occupational field by using ‘the social map’;
- Demonstrate, 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.

Materials used
::Click here for additional information::
Learning pack (can be purchased from the coursewear department);
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
The cost price is estimated at approx. 50 euros (inclusive of travelling expenses for exploring and ‘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.
Contact details: item Lecture(s).

Teaching Methods
Experiential learning by:
- pupil guidance interviews;
- tutorials,
- the supply of information;
- self-study/ supervised independent learning;
- group discussions;
- guest speakers;
- field excursions.

This training module is concentrated on the basic elements of competency-based education, namely knowledge, skills and attitudes.
The assessment contents:

Exercises and continuous assessment (60% of the marks)
Skills and attitudes will be evaluated by means of tasks and continuous assessment.
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.
These exercises are collected together in a work file.
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 this training module.

Continuous assessment addresses the basic elements of competency-based education, namely knowledge, skills and attitudes. The focus, here, is on the learning and the growing process. All course components of this training module must be attended by the student. Absence shall be accounted.

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.
Bringing in - on time – of the work file is an obliged requisite to the written exam.

Besides a written examination (40% of the marks), the student is set an alternative exercise by the teacher. For that purpose, (s)he is provided with an accompanying sheaf of exercises (60% of the marks). The achievement of the exercises and the bringing in - on time - of the work file is an obliged requisite to the written exam.

Goedele De Nil (