HEPL

None

Understand the citizen responsibilities in the democratic institutions of Belgium

Think over civic education

Understand philosophical problems

Establish a logical argumentation

Use philosophical notions in an argumentation

Political institution / Constitution / Democracy

Civil rights and human rights / Welfare State

Debate over civic education

Human nature and freedom in philosophy

Logic and argumentation

Analysis of philosophical texts

M. ONFRAY, Antimanuel de philosophie, Paris, 2002.

LECLERC et PUCELLA, Les conceptions de l'être humain, Québec, 1998.

M. RAINKIN, Une introduction à la philosophie, Liège, Ed. Céfal, 2002.

None

To identify the hardware and the software and to acquire the know-how necessary to use them "in situ"

Through use of a text processing

General information on data processing

Hardware

Software

Aide des logiciels en ligne

PC Edition Windows7, Jean-Paul Mesters (2010). Utiliser votre PC au maximum de ses capacités. Ed. Micro Application.

1st session : Practical exam on PC (70%) + 30% continue evaluation

2nd session: only practical exam on PC

None

To make the students aware of the dynamics of interpersonal communication, its complexity and stakes. To enable them to gradually improve their ability to communicate.

At the end of the course, students will be able to describe and criticize the main models and theories of communication and to establish links with their future professional practice.

The 1^st part of the course (30h) is mostly theoretical. It focuses on two main areas: theories of transmission and theories of relationship. This section addresses the following content: definitions of communication, discovery and critical analysis of various models of communication, axioms of interpersonal communication, reflections about the educator's job, approach to the code concept through various authors from Palo Alto, discovery of the principles of negotiation.

The 2^nd part of the course (15h) is mainly based on practice, on a variety of exercises that define and influence the process of interaction (feedback, context, coding, interpretation...)

A. et M. Mattelart, Histoire des théories de la communication, La Découverte (coll. "Repères"), 1995.

R. Moyson, Communiquer dans l'entreprise et dans la vie, De Boeck Université, 1996.

P. Cabin et J.-F. Dortier (dir.), La Communication.  Etat des savoirs, Sciences humaines Editions, 2008.

E.T. Hall, La dimension cachée, Seuil (coll. "Points"), 1971.

E.T. Hall, Le langage silencieux, Seuil (coll. "Points"), 1984.

J. Lohisse, La communication. De la transmission à la relation, De Boeck Université, 2001.

J. Nizet et N. Rigaux, La sociologie d'Erving Goffman, La découverte (coll. "Repères"), 2005.

P. Watzlawick, J. Helmick Beavin, Don D. Jackson, Une logique de la communication, Seuil (coll. "Points"), 1972.

P. Watzlawick, Le langage du changement, Seuil (coll. "Points"), 1980.

Y. Winkin (dir.), La nouvelle communication, Seuil (coll. Essais Série "Sciences humaines"), 1981 et 2000 pour la postface

None

• Recognize the importance of communication acts within the specialized eductor profession.
• Improve the command of  the French language and mainly of the grammatical spelling.
• Develop a curiosity for the French language
• Acquire methods of working that fulfill the requirements of higher education.
• Assess its knowledge, enrich its communication world and hence opening up to the professional world.

Through this class, I wish to give my students the opportunity to revise the most current spelling  and writing difficulties.

Written language correction exercises.

Grammatical revisions.

Learning the meaning and the origin of various expressions.

Reference list :

Cornelis, A., et Gehlen, A.-F. (2008). Une (ré)introduction à l'orthographe grammaticale. Manuel d'auto-formation. Liège, Belgique: Céfal.

Maquet, J.-L. (2009). Syllabus sur le participe passé. Jemeppe, Belgique: Haute Ecole de la Province de Liège.

Paris, M. (2007). Dictées. Paris: Pocket.

www.ccdmd.qc.ca/fr/

Additionnal bibliographical support :

Montelh, B. et Devouge, M. (2008). Apprendre à bien écrire. Paris : l’Étudiant.

Practical activities

None.

Give students a sociological approach so that they can integrate a sociological knowledge with education.

More particulary, enable the students to :

- understand social organisation ;

- analyse social issues in contempory societies ;

- identify the factors accounting for social inequalities.

Concepts of identity and socialisation, norms, social values, attitudes and prejudice, social roles and statuts.

Social inequalities, povery, social ties and exclusion.

None

To be in a position to understand the theory and the practice of legislation relative to the various sectors of specialised education

To analyse and to understand the educator’s place in the different institutes

General survey of the various sectors of specialised education

Legislation relating to the various sectors

Panoramic approach of various sectors with detailed examination of any one of them (according to the interest of the sector and upon students’ request)

GASPARD, Françoise et al. . Les carnets de l’éducateur. Exploration de la profession. Bruxelles : Fonds social I.S.A.J.H., 1996. 336 pages .

Sufficient knowledge of French in order to assimilate medico-technical terms specific of the sciences of the living. Ability to analyse scientific schemes and tables.

To allow a comprehension and a basic knowledge of human biology, anatomy and physiology of the human body. To allow a comprehension and a basic knowledge related to education for health in mediums of educational accompaniment psycho (concepts of hygiene of life, dietetics and first aid). To ensure the good perception of the problems encountered by the recipients for which the specialized educators have the responsibility.

Biology of the human beings - Organization of the human body - principles of the support and the movements (bone, articulations, muscles) - principles of homeostasis (cardiovascular). Life mode and health - Sedentary - “Malbouffe” (dietetics)

Biologie humaine. Anatomie et physiologie – E. N. MARIEB - Edition Deboeck Université - 2000.

A vos marques, prêts, santé ! + L’équipier – R. CHEVALIER – ERPI – 4^e édit. 2006

Grand atlas du corps humain, description, fonctions, pathologies, Larousse, 2006

films and diaporama

MCQ

None

Education of the non-verbal communication through music and movement

Liberation of body tensions

Self-awareness

Self-control

Search for balance, for spatiotemporal notion

Body image control, spatiotemporal organisation, laterality,

rythm and theatrical expression

Non-verbal communications techniques and tonico-emotional attention of oneself

LEVIEUX F. et LEVIEUX J.-P., Expression corporelle. Ed. REVUE EPS; Paris, 1999

HERIL A. et MEGRIER D., Techniques théâtrales pour la formation des adultes. Ed. RETZ; Paris, 1999

QUENTIN G., Enseigner avec aisance grâce au théâtre. Ed. CHRONIQUE SOCIALE; Lyon, 1999

Other practical activities

None

Improve basic fitness, the knowledge and skills specific to various general sports including natation.

lors of these activities, empathy and citizenship will be developed next to the future teaching profession.

Disciplines aimed at improving aerobic and anaerobic processes

General muscular functions

Collective and individual sports ; sports using rackets

Swimming :

o Preparation of a patent upper water rescue

o Approach to different sets of addictions

Other practical activities

None

Make the students aware of the security, hygiene and environmental problems in undertakings, in particular in chemistry laboratories.

Description of the different organisations and committees concerned with the domain: SIPP,CPPT, “service medical du travail”,…) ; laws and decrees (RGPT, “code du bien-être au travail”, loi du 4 août 96, working together with dangerous components, fire prevention and fire fighting, working casualties; major catastrophes; peculiar specifications in the industry; ergonomy; waste sorting; dynamical management of risks.

RGPT, code du bien être au travail, loi du 4/8/96, Moniteur belge

Factory tour

None

Introduce a set of general information about human behaviours, either individual or a group. Analyse interactions between individuals; between them and how social and institutional life works

Definition and history of psychology. Approach of the main psychological and learning theories; basic knowledge of memory, langage.

Demont, E., La psychologie. Sciences humaines éditions. 2009

Tavris, C. & Wade, C. (1999). Introduction à la psychologie. Bruxelles : De Boeck Université.

None

To define and illustrate the main concepts studied in the course

To clarify the implicated values which cross a supplied teaching practice or a suggested model

To analyse the features of the teaching approach carried out in a supplied sequence of learning

To foresee the probable results of a supplied sequence of learning

To link a supplied teaching practice to one (some) theory (theories) of underlying learning

relativity of family models and reflection about educatinnel sanction for children and teenagers.

Introduction to pedagogy : elements of pedagogy

Educational methods : traditionnal méthods and active methods ( C. Freinet

THEACCH methodology

BORDALO Isabelle et GINESTET Jean-Paul. Pour une pédagogie du projet. Paris : Hachette Edition, 1993. (Pédagogies pour demain Nouvelles approches)

HAMELINE Daniel. Les objectifs pédagogiques en formation initiale et en formation continue. Paris : ESF, 1992. (Pédagogies)

MORANDI Franc., Modèles et méthodes en pédagogie, Paris : Nathan, 1998. (Collection 128)

PASTIAUX G. et J., Précis de pédagogie. Paris, Nathan, 1998. (Repères pratiques)

TRAUBE Patrick, Eduquer c'est aussi punir. Bruxelles, Editions Labor, 2003 (La vie en questions: famille).

None

To initiate students to particular techniques.

These are intervention tools in various work sectors.

Different activities.

For example: yoga, dance, sing  to several voices, for gender equality education,  wood games ground, games, construction of toys in wood, cardboard and paper, conversation, rounds and chantés games ...

None

 The student will be able to take shape a session of fine arts and to adjust it to social and educational life.

Apprenticeship of know-how ( drawing, colour, volume ). Exploitation of individual and cultural patrimony. Apprenticeship of critical mind.

 JOHNSON-FLINT Gillian,Papier,collé,plié,découpé, etc., Editions Ulysse. Coquillages et galets peints, Paris, Editions Fleurus, coll.Mille-Pattes. Sculptures de papier, Paris, Editions Fleurus, Coll. Mille-Pattes. Les masques, Editions Usborn

 Lectures - Tutorials - Group seminars or workshops laboratory work Project or fieldwork Other practical activity.

None



To choose some songs which are adapted to a target audience.

Learn to listen to music, to develop the sense of rhythm and the creativity.

To be able to read simples piano/chant scores.

To pass on the enjoyment of music and demonstrate to students that music can be interesting in their work.

To learn the C-major scale.

Rhythms and coordination (motor coordination: to be able to use the hands, feet and knees).

Musical dictation.

Songbook for children.

Vocal repertoire for seniors.

Keyboard.

To guide students in different activities.

None

None

To sensitize the students with the qualitative aspect of the relation.To develop their capacity to conclude a dialogue.

General information on relational dynamics, criteria of a missed/successful interpersonal communication- Presentation of various techniques of dialogue- practical Exercises

MUCCHIELLI Roger, L'entretien de face à face dans la relation d'aide, Paris, Librairies Techniques, 1972

ROSENBERG Marshall B., Les mots sont des fenêtres (ou des murs) : introduction à la communication non violente, St Julien-en-Genevoix, Jouvence, 1999.

GORDON Thomas, Parents efficaces, St Amand, Marabout, 1976

SALOME Jacques, Relation d'aide et formation à l'entretien, Lille, Presses Universitaires, 1993

SALOME Jacques, Pour ne plus vivre sur la planète TAIRE, Paris, Albin Michel, 1997

None

Oral

To enable students to be more at ease in speaking

To develop abilities in listening, concentration, imagination, team spirit and self confidence

Written

Application of acquired skills needed to understand and create documents linked to requirements of professional life

Oral

practical exercise to enable the development of the competencies mentioned in "Objectives"

Written

Creating different types of written documents (letters, e-mails, summaries, reports, bibliographies)

Vocabulary

Arcand, R., & Bourbeau, N. (1998). La communication efficace. De l'intention aux moyens d'expression. Bruxelles: De Boeck Université.

Brichaux, J. (2009, décembre). Est-ce ainsi que l'on éduque les éducateurs? L'observatoire , 63, 92-96.

De Backer, B., & Wautier, D. Objectif 4. Compétences professionnelles et formation continuée des intervenants sociaux. Fonds social ISAJH. [étude disponible sur le site www.apefasbl.org, rubrique Thématiques]

Form'Educ. (2009, décembre). Quel est le noyau dur du métier d'éducateur spécialisé? L'observatoire , 63, 21-22.

Hannecart, P. (2009, décembre). À propos des éducateurs dans le secteur de l'Aide à la Jeunesse. L'observatoire , 63,  23-24.

Maquet, J.-L. (2009). Liste de vocabulaire . Jemeppe: Haute Ecole de la Province de Liège.

Maquet, J.-L. (2009). Syllabus sur la lettre administrative et le CV. Jemeppe: Haute Ecole de la Province de Liège.

Van Hoye, P. (2009, décembre). Comment définir le métier d'éducateur spécialisé aujourd'hui? L'observatoire , 63, 13-16.

None

To initiate the students into :

- the practice of observation

- the integration into a professional circle linked to specialized education

- setting up socio-affective relations having an educational character

To allow the student to draw professional representations

To explore and understand the host-circle, to draw useful and relevant information from them and to state them in a written document

To participate actively in educational tasks

To be in touch with the various experienced actors and with the teaching staff

None

DAVAGLE M. et al. , Les carnets de l’éducateur. Exploration de la profession, Marchienne: Rhizome 1 asbl, 2008.

other practical activities

training time (4 weeks) and individual interviews

continuous assessment : according to placement supervisor point of view: assessment from teacher (interviews, ...)

None

To construct a professional identity

To acquire the useful skills to such identity

To learn and apply educational methods to professional practice

Institutional project

Tools used in educational psychology and applied to the various sectors of the specialized action

Re-mastering and implementation of such concepts and tools

DAVAGLE M. et al. , Les carnets de l’éducateur. Exploration de la profession, Marchienne: Rhizome 1 asbl, 2008.

None

To inform students of the global development and its cognitive, emotional and social evolution.

Introduction

The human development from the cognitive, motive, social, emotional and sensorial point of view. This evolution will be studied by stage: beginning of the life, the period from three to six years old, the third childhood and old people. The death, the process of mourning and the philosophy of palliative cares will be the last points discussed.

Atkinson, R.L, Introduction à la psychologie, Vigot, 1987

Bee, H, Psychologie du développement : les âges de la vie, Traduit par Fr. Gosselin et Fr. Gilau, De Boeck 1997

Cloutier, R., Psychologie de l’adolescent, Gaetan Morin, 2ème éd., 1996

Deldime, R., Vermeulen, S., Le développement psychologique de l’enfant, De Boeck & Berlin, 1997