Entry requirements
- This course is only available for Master’s students Psychology with specialisation School Psychology and research master track Developmental Psychology
Description
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..
Course objectives
Knowledge:
After completing this course, students:
- Have advanced knowledge of the principles, theoretical underpinnings and best practices of Inclusive Education and coaching
- Can demonstrate advanced communication and coaching skills, applicable to working in an inclusive education setting
Skills:
- (...) Are capable of:
Providing a coaching intervention through a teacher in order to promote well-being of students and educational professionals;
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.
Timetable
For the timetables of your lectures, work groups and exams, please select your study programme in:
Psychology timetables
Registration
Course
Students need to enroll for lectures and work group sessions.
Master’s course registration
Examination
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
The module consists of:
6 2-hour lectures,
10 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 in 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 weblectures 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.
Assessment mehod
The course will be assessed in the following manner:
3 written professional reflection reports focusing on personal professional development (with 20% of the final mark allocated to reflection report one, 20% to reflection report 2, and 30% to report three)
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)
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.
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.
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.
Hick, P., Kershner, R., Farrell, P. T. (Eds.). (2009). Psychology for Inclusive Education: New Directions for Theory and Practice. New York, NY: Routledge.
A selection of academic journal articles, available through Blackboard.
Remmerswaal, J. (2015). Group dynamics: An introduction. Nijmegen, The Netherlands: Uitgeverij Boom Nelissen. (to be handed out in class).
Articles (to be downloaded through the online catalogue):
Cavilla, D. (2017). Observation and analysis of three gifted underachievers in an underserved, urban high school setting. Gifted Education International, 33(1), 62–75.
Duffy, M., & Passmore, J. (2010). Ethics in coaching: An ethical decision making framework for coaching psychologists. International Coaching Psychology Review, 5, 140-151.
Graham, A., Powell, M. A., Thomas, N., & Anderson, D. (2016). Reframing ‘well-being’ in schools: The potential of recognition. Cambridge Journal of Education (online version).
Kouwenhoven, M. (2011). The strategic coaching matrix. Transactional analysis, 41(1), 77-91.
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.
Oswald, M., & de Villiers, J.-M. (2013). Including the gifted learner: perceptions of South African teachers and principals. South African Journal of Education, 33(1), 1–21.
Contact information
Dr. Bart Vogelaar
b.vogelaar@fsw.leidenuniv.nl