This course is only available for Master’s students Psychology with specialisation School Psychology and for Research Master students with track Developmental Psychology.
Schools worldwide are involved in implementing and/or executing principles of Inclusive Education. Inclusive education entails including all children, regardless of their educational needs, in a regular classroom setting, which has proven to be challenging for educational professionals and students alike. An intervention which is often used to facilitate this process is coaching. In this module, students will learn how to coach a teacher in an inclusive education setting to help schools and learners meet the challenges of implementing inclusive education. The module consists of two parts: the first part focuses on coaching, intertwining theory and practice. In the second part of the course, students are provided with the theoretical underpinnings of inclusive education.
This module focuses on the teacher level, the school level, and, indirectly, the student level, and in doing so prepares students for coaching and communicating with educational professionals in an inclusive education setting. Ethical considerations, including those regarding decision-making and confidentiality, arising during a coaching engagement will be covered in both the lectures and the work group sessions.
- Having advanced knowledge of the principles, theoretical underpinnings and best practices of Inclusive Education and coaching
- Demonstrating advanced communication and coaching skills, applicable to working in an inclusive education setting
- Providing a coaching intervention through a teacher in order to promote well-being of students and educational professionals
For the timetable of this course please refer to MyTimetable
NOTE As of the academic year 2021-2022, you must register for all courses in uSis.
You do this twice a year: once for the courses you want to take in semester 1 and once for the courses you want to take in semester 2.
Registration for courses in the first semester is possible from early August. Registration for courses in the first semester is possible from December. The exact date on which the registration starts will be published on the website of the Student Service Center (SSC)
By registering for a course you are also automatically registered for the Brightspace module. Anyone who is not registered for a course therefore does not have access to the Brightspace module and cannot participate in the first sit of the exam of that course.
Also read the complete registration procedure
Mode of instruction
The module consists of:
7 2-hour lectures,
7 2-hour work group sessions.
Attendance to all lectures and work group sessions is mandatory.
In the lectures, the theory and principles of Inclusive Education and coaching will be explained, and the work group sessions will be more practical in nature focusing on coaching skills within the framework of Inclusive Education.
Course objective 1 will be accomplished in the lectures, and the work group sessions by means of discussion of theory, such as theoretical models, and best practices.
Course objectives 2, and 3 will be accomplished in the work group sessions
by means of the following activities: demonstrations, supervised skills practice, peer consultation, supervision and discussion.
Furthermore, course objective 3 will be accomplished, as students are required to find a (student) teacher with whom individual coaching sessions will be conducted, starting around the first week of block IV. Their progress in relation to course objective 3 will be monitored in the work group sessions in which supervision will be given, as students will be asked to bring video clips of their coaching sessions.
This course prepares students for future work as a school psychologist, as at the end of the course students will have enough knowledge and skills to communicate effectively with educational and other professionals, and start coaching educational professionals in a school setting.
There are no web lectures for this course. The lectures are taught in English only. For the work group sessions, students can choose between attending Dutch or English spoken sessions.
The course will be assessed in the following manner:
3 written professional reflection reports focusing on personal professional development (with 30% of the final mark allocated to reflection report one, 30% to reflection report 2, and 40% to report three)
Active participation in lectures and work group sessions (needs to be satisfactory to pass)
Course objective 1 will be assessed in reflection reports 1, 2, and 3 as well as the advisory report.
Course objective 2 will be assessed in reflection report 2 and 3.
Course objective 3 will be assessed in reflection report 3.
All literature as mentioned in the reading list will be assessed in the reports.
Students can choose whether they would like to submit the reports in English or in Dutch. After submission of the reports, there will be time to discuss questions about your marks and feedback during the work group sessions.
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Adams, M. (2015). Coaching psychology in schools: enhancing performance, development and wellbeing. New York, NY: Routledge.
Bray, M. A., & Kehle, T. J. (Eds.). (2011). Handbook of School Psychology. Oxford: Oxford University Press. (E-book available through the online catalogue)
A choice between:
- Mitchell, D. (2014). Wat really works in special and inclusive education: Using evidence-based teaching strategies. New York, NY: Routledge. (English)
Articles (to be downloaded through the online catalogue):
Duff, M., & Passmore, J. (2010). Ethics in coaching: An ethical decision making framework for coaching psychologists. International Coaching Psychology Review, 5(2), 140-151.
Kyriacou, C., & Zuin, A. (2016). Cyberbullying and moral disengagement: An analysis based on a social pedagogy of pastoral care in schools. Pastoral Care in Education, 34(1), 34-42.
Merrotsy, P. (2013). Invisible gifted students. Talent Development & Excellence, 5(2), 31–42.
Dr. Bart Vogelaar firstname.lastname@example.org