Taught in 1st year Bachelor in remedial education
Theory [A] 36.0
Exercises [B] 12.0
Training and projects [C] 8.0
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 Katia Perquy
Reference SCORTH01A00022
Key words
Orthopedagogics 2.

The starting-point for care and support rendered by a Bachelor in Special Education rests on a sound knowledge of the complexity and type of the different target groups. This training module ‘Orthopedagogics 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 sick children, incarcerated (mentally ill) criminal offenders, people of different ethnic/cultural backgrounds, substance abusers, people with a psychiatric disorder, elderly people, the homeless and deprived people.

The students are educated on the fields of Orthopedagogical practice 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:

Job-specific core skills
-1. Drawing upon the professional attitude, to give a tailor-made answer (both verbal and non-verbal) to the customer’s pleas for help.
Supporting subset skill:
        - To forge in a professional way an advisory and supportive relationship, in the context of
        everyday life.

-2. To organise and to monitor processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives.
Supporting subset skill:
        - To develop, to support and/or to broaden the core skills of self-care,
        homemaking, social skills and communication, social fairness, self-determination, health
        and safety, learning, leisure time and working.

-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;
        - To encourage and to support different aspects of a person’s development (moral,
        affective, social, physical and cognitive).

General core skills
General ( generic) core skills
-4. To communicate properly (both written and verbal) with representatives of the own occupation, with representatives of other occupations and with people in authority.

-5. To incorporate theoretical frameworks, concepts and results of research work in problems of the occupational practice and to attribute to certain aspects of research.
Supporting subset skill:
        - To define a simple problem, to set the goals of research in practice, to choose the method
        of research based on relevant theoretical frameworks.

This training module ‘Orthopedagogics 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 Bachelor in Special Education rendering orthopedagogical care and support. It’s vitally important that the student, right from the start, gets as complete an overview as possible of the field of the Orthopedagogical practice.

This training module is linked to ‘Orthopedagogical Practice 1 and 2’ on standard educational route 1.
It’s also a direct follow-on course from ‘Orthopedagogics 1’, which looks at the biological basis of a person’s behaviour.
The training module ‘Orthopedagogical action planning’ goes more deeply into dealing systematically with the target groups under consideration (on standard educational route 2). The training modules ‘Orthopedagogical methods and interventions’ (on standard educational route 2) and ‘Theoretical models in Orthopedagogics’ (on standard educational route 3) equip the students with the requisite methodologies and visions respectively in order to manage the target groups effectively.

- The sphere of activity of special youth care;
- Problematic parenting situations in multi-problem families;
- Child abuse as a serious problematic parenting situation;
- Target groups in Special Education/Orthopedagogics: definition - aetiology - classification - diagnostics - guidance - counselling:
        - Children and adolescents with behavioural and/or emotional problems:
                - Children with oppositional/rebellious and antisocial behaviour.
        - Children and adolescents with developmental disorders:
                - Children with autism spectrum disorder (ASD);
                - Children with Attention Deficit Hyperactivity Disorder (ADHD);
                - Children with learning problems/ learning disorders;
                - Children with attachment problems/ attachment disorders (AD).
        - Special target groups: definition - aetiology - classification - guidance - counselling:
                - Sick children;
                - Incarcerated (mentally ill) criminal offenders;
                - People from different ethnic/cultural backgrounds;
                - Substance abusers;
                - People with a psychiatric disorder;
                - Elderly people;
                - The homeless and deprived people.
        - The specialist areas linked to the above-mentioned special target groups

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:
- Correctly define the orthopedagogical lexicon;
- Describe with a penchant for exactness various target groups;
- Can differentiate the essence in aetiology and correctly classify the target groups under consideration;
- Describe exhaustively the sphere of social casework and are able to formulate critical objections on the subject;
- Make correct use of basic concepts in Orthopedagogics, in both written and verbal communication.

At the application level - skills
The students:
- Proceeding from the examples they were provided with, the students are able to indicate critical areas that should receive attention when assisting and advising the different target groups.

Materials used
::Click here for additional information::
- Broekaert, E. & Van Hove, G. (editors) (2005). Handboek bijzondere orthopedagogiek. (Manual of special education/ orthopedagogics). Antwerp, Apeldoorn: Garant.
- Vanderplasschen, W., Vandevelde, S., Claes, C, Broekaert, E. & Van Hove, G. (2006). Orthopedagogische werkvelden in beweging: organisatie en tendensen. (The fields of special education/ orthopedagogical work field 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
The cost price is estimated at approx. 30 euros.

Study guidance
Any questions you might have can be put to the teacher during or after the lectures or by appointment.
At the end of this training module the teacher shall explain how to study the theoretical frames of this module and shall also indicate the most important topics;
Some examples of examination questions shall be presented.
Contact details: item lecture(s).

Teaching Methods
Interactive lectures;
Made concrete with visual material;
Casuistry (group tasks);
Problem-based teaching;
Instruction-based teaching.

In this training module the evaluation consists of:

1. A written examination (85% of the marks) with open-ended questions at the knowledge-, comprehension- and application levels.
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.

2. Group tasks (15% of the marks)
Students will be informed about the criteria of evaluation.
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 first examination period is due to start.

A written examination (100% of the marks).