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Internship Special needs children in education


Admission requirements

Voor studenten van de specialisatie Kinderen met Leer- en Gedragsproblemen in het Onderwijs gaan de uren voor de Basis Aantekening Diagnostiek pas tellen als zij de laatste demo-bijeenkomst van het vak Klinische vaardigheden (Diagnostiek en Behandeling) hebben bijgewoond en deel hebben genomen aan het tentamen van het vak Kinderen met Speciale Onderwijsbehoeften.
See for detailed information the ‘Stagehandleiding’.


An intern’s activities in practical placements should focus on identification of needs and instruction for special needs children in regular and special primary and secondary education. These activities can involve diverse fields, such as:

  • intake and diagnosis; identifying needs; planning interventions;

  • training and carrying out various forms of interventions;

  • planning assistance globally and team supervision;

  • working with teachers and parents to meet children’s needs;

  • encouraging professionalism;

  • policy;

  • scientific research.

Diagnostic Registration

Students who wish to meet the criteria for a diagnostic registration have to describe the full diagnostic process of three individual patients. One casus will be obtained during the course Clinical assessment and treatment: Clinical skills and a second one during Learning Problems and Impairments (Clinical assessment and treatment). The third casus must be acquired during the clinical internship. In that case the internship has to meet the following criteria:

  • at least 200 hours of the clinical internship is spent on diagnostic acting;

  • the diagnostic process is performed independently by the student under supervision of a registered supervisor;

  • it concerns explanatory diagnostics;

  • the internship placement has a registered supervisor;

  • active participation in supervision process;

  • the report is in accordance with the guidelines of the Dutch professional organization NVO.

Course objectives

The general objectives of an internship are:

  • Integration of knowledge and skills in research and practice previously acquired in course work, in particular in realistic school settings;

  • Acquisition of further relevant knowledge and skills, and insight into practical situations with special needs children in school settings;

  • Intensive acquaintance with a relevant field of research or work;

  • Learning to function independently and responsibly in an organization (professional attitudes);

  • Gaining insight into one’s own potential and limitations, both with regard to skills and with regard to personal functioning.

Achievement levels: to be announced.

Mode of instruction

Meetings for interns are planned during the workday and are planned by the university supervisor. Supervision from the university begins in September and February.
The internship is supervised by a supervisor at the internship organization and a university supervisor. The internship starts with an orientation phase, followed by phases of deepening and development of self-reliance. The student attends regular meetings at the university with fellow students and the university supervisor, in which the student’s development as a professional and personal experiences are the main topics. In this context several specific assignments are given.

Assessment method

Half-time evaluation: qualitative evaluation per internship objective, based on a report written by the student and a written evaluation (form at the blackboard site) of the supervisor of the internship organization.

Final evaluation: determined by the university supervisor, based on:

  • student report

  • qualitative evaluation of the supervisor of the internship organization

  • the student’s participation in the internship supervision group, quality of the student’s presentation and assignments.