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Coaching in Inclusive Education


Entry requirements

  • This course is only available for Master’s students Psychology with specialisation School Psychology


Schools worldwide are involved in implementing and/or executing principles of Inclusive Education. Inclusive education implies that all students, regardless of their individual educational needs, should, to a larger or smaller extent, be included in regular education. Educational professionals, such as teachers and school managers, are trying to meet the challenges that inclusive education brings. One of the tasks of a school psychologist is to assist in these matters. In this module, students will learn how to help schools and learners in the context of Inclusive Education, by means of coaching a teacher. Students will learn the principles, knowledge, and skills involved in coaching and in inclusive education. The module consists of two parts: a theoretical part in which the underpinnings of inclusive education are taught, as well as a more practical part in which the process, skills and knowledge of being the best possible coach in an educational setting will be explored. As such, this module focuses on the teacher level, the school level, and, indirectly, the student level.
The course consists of eight lectures, in which topics concerning inclusive education and coaching will be explored in-depth and eight work groups, which will focus on the practical part of being a coach in an inclusive educational context. Students are expected to find a (student) teacher who they can coach in order to practice their skills.

Course objectives


  • Advanced knowledge of the principles, theoretical underpinnings, and best practices of Inclusive Education from an international perspective.

  • Advanced knowledge of various topics concerning the implementation of inclusive education, such as group dynamics, diversity, and student-teacher interaction.

  • Advanced knowledge of the coaching process, focusing on both practical and theoretical matters and implications.


  • Providing a coaching intervention through a teacher

  • Conducting classroom observations

  • Communicating effectively with educational professionals

  • Professional and personal reflection

  • Providing advice and recommendations to various parties in a school setting as regards issues in inclusive education


For the timetables of your lectures, work groups and exams, please select your study programme in:
Psychology timetables



Students need to enroll for lectures and work group sessions.
Master’s course registration


Students are not enrolled for an examination. They can register via uSis from 100 to 10 calendar dates before the date. Students who are not registered will not be permitted to take the examination.
Registering for exams

Mode of instruction

  • 8 2-hour lectures introducing the theory and principles of Inclusive Education and coaching

  • 8 2-hour work group sessions focusing on coaching skills within the framework of Inclusive Education

In the work group sessions, the following activities will be used: demonstrations, supervised skills practice, intervision, supervision and discussion. Students are required to find a (student) teacher with whom individual coaching sessions will be conducted, starting in the week of plenary lecture 5. Students will be asked to bring video clips of their coaching sessions to the inter-/supervision meetings.

Assessment mehod

  • 3 written professional reflection reports focusing on personal professional development (70% of final mark)

  • 1 advisory report focusing on an issue relevant to inclusive education (30 % of final mark)

  • Active participation in lectures and work group sessions (needs to be satisfactory to pass)

The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.

Reading list

  • Adams, M. (2015). Coaching psychology in schools: enhancing performance, development and wellbeing. New York: Routledge.

  • Bray, M. A., & Kehle, T. J. (Eds.). (2011). Handbook of School Psychology. Oxford: Oxford University Press.

  • Brown, Z. (Ed.). (2015). Inclusive education. Perspectives on pedagogy, policy and practice. New York: Routledge.

A selection of academic journal articles, available through Blackboard.

Contact information

Bart Vogelaar MSc, MA