Inclusive Education and Practices

General skills

• Know the regulatory and institutional environment concerning schooling and support for students with special educational needs.
• Epistemological, sociological and cultural benchmarks relating to the evolution of the French and European education systems in the field of schooling and education of pupils with special educational needs.
• Critical appropriation of fundamental concepts: special needs, normality and pathology, inclusion, integration, insertion, disability and/or difficulty, autonomy, project, activity, participation, educational and school institutions and communities.
• Build your professional identity to complement that of the partners with whom you work: build and work in a network, promote interdisciplinary dialogue, work with families as partners
• Building a pedagogical and educational ethic in line with professional responsibility

Specific skills

• Identify, beyond the origins of personal dysfunctions and the diversity of their manifestations, the expression of special educational needs.
• Take into account the possible consequences of personal characteristics on learning, i.e. the obstacles resulting from interactions between these characteristics and the educational and/or teaching situation: analyze the pedagogical obstacles specific to these audiences, which do not fall within the traditional logic of the school.
• Build an appropriate educational and pedagogical project, taking into account the mediations to be provided by the environment (school, family, etc.): understand existing educational and pedagogical methods, assess their limitations and build other methods and tools.
• Build appropriate career paths and be familiar with facilities (ITEP, IME, UE, ULIS, etc.).
• Implement personalized, adapted and differentiated educational and pedagogical practices: in particular, analyze subjective relationships to language, discourse, instructions, the group, the law and rules.

Organization

MASTER EPI in hybridization (face-to-face, synchronous and asynchronous distance learning).

EPI M1: Distance learning + 3 compulsory weeks in class at the FDE in Montpellier (1 week during the autumn, winter and spring vacations, zone C Montpellier).

EPI M2: Distance learning + 2 compulsory weeks in class at the FDE in Montpellier (1 week during the autumn and winter vacations, zone C Montpellier).

Partnership

• Rectorat de l'académie de Montpellier (Inspection académique École Inclusive et EAFC) ;
• Institut régional de travail social du Languedoc-Roussillon (IRTS-LR) ;
• Medical-social sector (medical-social institutions: ITEP, IMP, etc.) ;
• Associations for the public concerned or parents (sésame autisme...);
• Industry professionals.

M1: This course is aimed at all bachelor's degree holders with professional experience in primary or secondary teaching or in special education.

M2: have an M1 related to inclusive practices (by decision of the pedagogical committee) or apply for validation of professional experience (teacher, specialized educator).