Key words
Dealing methodically with clients/patients, effective communication, observation skills, exploring the field of vocational practice/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 can implement several different education 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 vocational 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:
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
others.
-2. To lend shape systematically and in consultation with the client and/or with other welfare agencies, the cyclic and regulative process of orthopedagogical acting.
Supporting subset skill:
- Based on a multi-dimensional point of view, to analyse (with the client) demands for aid
and to translate the outcome into an appropriate care /support.
-3. 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 monitor groups in their respective group-dynamic processes;
- To develop, to support and/or to broaden the natural social networks and/or the client’s
professional safety net.
General core skills
General job core skills
-4. To cooperate with others in an interdisciplinary, intercultural and international professional work environment (To work in a team).
Supporting subset skills:
- To employ group-dynamic and communicative insights and skills constructively for
effective teamwork;
- To participate at or to coach a team (product-led and process-oriented).
General ( generic) core skills
-5. To acquire objectively information, unaided, and to assimilate it (Data acquisition and assimilation).
Supporting subset skills:
- To look for relevant (national and international) information. To localize the source,
to analyse it, to put it in the right order and to synthesize it;
- To utilize (school-based) ICT facilities and resources;
- To assimilate the collected information objectively and purposefully and then to
incorporate it in your way of acting.
-6. Through his commitment and involvement, to devise and to implement solutions to problems and issues in occupational practice. In this connection, one has the ability to think “outside the box”, is project-oriented, methodical and creative.
Supporting subset skill:
- To analyze a new problem by applying theoretically sound methods;
- To develop a ‘stage-plan’ to generate a creative solution according to standards of
quality.
-7. 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 choices.
This training course is to be found on the standard educational route 1 as it is here that the foundations are laid for professional orthopedagogical acting. This training module is a direct preparation for the following training 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:
- Teamwork (product-led and process-oriented);
- Meetings and discussions;
- Handling diversity;
- Study day (an orthopedagogical topic): workshops, seminars and lectures with national and international guest speakers;
- Characterization of the Bachelor in Special Education:
- Position your role (by assessing your strengths and weaknesses = SWOT analysis) in
relation to the vocational profile;
- Identify your own educational route, extending it, where necessary.
- Integrative project: all contents – knowledge, comprehension, skills and attitudes - of this training module and of the training module ‘Orthopedagogical Practice 1’:
- Dealing methodically with patients:
- to educate systematically: choose your tools and resources, evaluate and then adapt,
where necessary;
- to work as a team (product-led and process-oriented).
- Observation skills and reporting:
- to make correct use of observation lists and checklists;
- written and verbal reporting.
- Communication:
- Meetings and discussions in group;
- Teamwork.
- Test out the specialist area and the target group (by visiting clients, guest speakers,…);
- Network support: during the semester, each student undertakes to acquaint himself (for at least 8 hours) with a certain target group. This activity takes place outside normal lessons.
- ICT: acquire ICT skills which are peculiar to the learning environment and profession of the educator-supervisor.
Prerequisites
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:
- Justify their techniques of orthopedagogical acting, based on the theoretical modules they’ve seen in class;
- Know the vocational profile of a Bachelor in Special Education, the (hierarchical) organization of the specialist area, the different target groups and the methods for handling each group;
- Can indicate the relevant methods and skills which are indicative of professional competence;
- Show a correct knowledge of teamwork, meetings, handling diversity.
At the application level – skills
The students:
- Develop, in a correct way, his own learning process through both written and verbal introspection;
- At an initial level, make correct use of different social and educational methods and skills within set exercises, activities and in orthopedagogical practice;
- Work as a team ( teamwork, meetings, handling diversity) based on the correct theoretical reference framework of the level of knowledge and comprehension;
- 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 (obtainable from the coursewear department);
Newspaper articles;
Scientific papers and supplementary material accessible via Dokeos;
A ‘roadmap’ for the integrative project.
Study costs
The cost price is estimated at approx. 70 euros.
Study guidance
Individual consultation (tutoring/monitoring) by appointment.
Contact details: item Lecture(s).
Teaching Methods
Tutorials: master certain skills by practice;
Assignment-based education: project-based tasks, debating exercises, case reports, activities.
Assessment
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.
Resits
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.
Lecturer(s)
Lecturers :
Marie-Anne Staessens:(marieanne.staessens@hogent.be)
a.o.
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