HEPL

None

To know the evolution of relief reading

To be able to read in Braille and to translate all “ black and white” support with respect of the code, but also of the capacities or limits of each blind person, in regard of one’s tactile sensitivity.

Introduction

• History
• Integral/shortened Braille
• Code uniformity
• Code in the daily life

Presentation of the finalised code by Louis Braille

Training itself

• Letters
• Punctuations

Material enabling the translation into Braille

· Punch, shelf, mechanical machine

Computer equipment and access to Internet

Liesen, B. (2008). Six points de lumière. Enquête autour de Louis Braille. Bruxelles: MeMograMes

Œuvre La Lumière. Méthode d’apprentissage du braille. Liège, 2000.

None

To be able to detect the misbehaviours in cases of low vision or blindness. To know the importance of an observation and of a practical medical result ( assessment ). To reflect upon the speech therapy results. To master the speech therapy intervention in the case of a multi field intervention as well as the simulation and the rehabilitation technics

The visual difficulties

• Brainstorming and definitions
• To be in the situation of a blind person
• The touched population

The steps to respect before the speech therapy rehabilitation

The early guidance (help)

• Definition
• The role of the parents
• The contain of the early guidance

How to help children at school

•  young children
• school from 6 to 12 years old
• school from 12 to 18 years old

And what about adults? 

GRIFFON, P. (2000). La rééducation des malvoyants. Toulouse: Privat.

HATWELL, Y. (2000). Toucher pour connaître. Psychologie cognitive de la perception tactile manuelle. P.U.F., Paris.

HATWELL, Y. (2003). Psychologie cognitive de la cécité précoce. Paris: Dunod

VITAL-DURAND, F. et BARBEAU, M. (1995). Mon enfant voit mal. Bruxelles: De Boeck.

Illustrations (films, articles…)

Child psychology elements

To know the personality aspects of the deaf child and of his family

The deaf child

The deaf child’s parents

The deaf child of deaf parents

The deaf child’s personality

The deaf child having associated disorders

The child having deaf parents

Conclusions

Administrative aspects, specific teaching agents, films, bibliography, audiophonology companies and their work.

LEPOT FROMENT, C. L’enfant sourd raconté par ses parents. Cabay, Louvain-la-Neuve, 1981.

Discussions and exercises. Group work

None

The theoretical aspects of the injuries of the eye, the general principles of the management of visual impairments as well as the psychological and social components of this handicap.

Biological bases ( eye and visual brain).

The visual processes : analysis and methods of evaluation; visual systemic...

The injuries of the eye ( epidemiology, etiology, prevention, remediations, prospects).

The visual deficiency and the optical, cognitive, environmental corrections.

Psychology of the visual handicap :

• Congenital blindness, repercussions and compensations ( early guidance, school integration, braille and translation...);
• Late blindness and its revalidation;
• Pathologies of eye and older people;
• Pathologies of eye and polyhandicaps.

Specialized teaching and centres of low visions.

The functional rehabilitation, the logopedic and speech therapy, the orientation and the mobility, independant living, hand skills...the multidisciplinarity of the trainings.

The psychosocial aspects: society and sensitizing, social environment, to assist, to lend a hand of blind people, occupational activities, professional integration, new technologies and researches, adaptation and psychotherapy, personality and legal dispositions.

GENICOT R. Les déficiences visuelles in Manuel de Psychologie des Handicaps, Sémiologie et Principes de Remédiation, Rondal J. et Comblain A . Edits, Mardaga, Sprimont 2001.

None

To master the different techniques of examination, education and rehabilitation of auditive and/or visually impaired patients

Training courses:

Rehabilitation centres specialised in accepting sensory impaired persons.

Normal schools who accept sensory integrated impaired.

Guiding Centres who accept sensory impaired.

Clinics and hospitals which have an otorhinolaryngology service or ophthalmology service.

Acoustic centres ( prosthetic adaptations).

All kind of structures which accept auditive or visually impaired not included on the six preceding points.

"Séminaires":

-reflection about different situations of rehabilitation

-material for helping blind people and low vision people (books, games,...)

-visits

-experimentation of the blindness: to eat without your eyes

RAYNARD, F. Se mouvoir sans voir. Education et rééducation fonctionnelle des aveugles et des malvoyants. Yva Peyret Editeur, Corcelles-le-Yorat, 1991.

RONDAL, J.A. et COMBLAIN, A. (2001). Manuel de psychologie des handicaps. Sémiologie et principes de remédiations.Sprimont, Belgique: Mardaga

RONDAL, J.A. et ESPERET, E. (1999). Manuel de psychologie de l'enfant. Sprimont, Belgique: Mardaga

Practical applications on the field.

- COHEN, S.Y.; DELHOSTE, B.; BEAUNOIR M-P.; CAN, F.; MARTIN, D., PESSANA, J. Guide pratique de rééducation des basses visions: réhabilitation visuelle des personnes adultes malvoyantes atteintes de DMLA et autres pathologies maculaires. Elsevier, Paris, 2000.

- KOVARSKI, C.; CHAMBERT, C.; CHAZAL, Ph. ; CHRISTIAEN, M.-P. La malvoyance chez l'adulte: la comprendre, la vivre mieux, Vuibert, 2007.

- LANG, G.K. Atlas de poche d'ophtalmologie. Maloine, Paris, 2002.

Disable children’s basic knowledge

Elaboration of intervention for children with cerebral palsy

First part: to place the severely multiple-handicapped child

• According to definitions
• • Definition of handicap: analysis and critique
  • Associated problems ( including the Anglo-Saxon view)

• According to deficiencies ( including etiology)
• According to lifestyle
• According to school
• According to learning
• According to an evaluation
• According to visual capabilities
• According to auditory capabilities
• According to manual capabilities

Second part: acting with the severely multiple-handicapped child

• Evaluate his rhythm of life
• Evaluate the causes of self-mutilation
• Stimulate visual capabilities in following and regard
• Stimulate vision and touch
• Third part: the Snoezelen environment; basic-stimulation; building evaluation tools

BECKERS J., Didactique générale et gestion des apprentissages en contexte scolaire, Ed. Point de Vue, Liège, 2000.

DUCHENE J., MERCIER M., DELVILLE J., DELFOSSE M-L., MATTYS M., WITDOUCK O., Ethique et handicap mental, Presses Universitaires de Namur, Namur, 1997.

GUIDETTI M., TOURRETTE M., Handicaps et développement psychologique de l’enfant, Armand Collin, Paris, 1999.

LAMBERT J.L., Enseignement spécial et handicap mental, Mardaga, Sprimont, 1997.

RIVIERE J., La prise en charge psychomotrice du nourrisson et du jeune enfant, Solal, Marseille, 1999.

RONDAL J.A., COMBLAIN A., Manuel de psychologie et principes de remédiation, Mardaga, Sprimont, 2001.

Exchanges, commentary reading.

Exchange about a writting work

None.

To know the audiometric and prosthetic treatment of the hard-of-hearing person

To control the complementarity of the objective audiometry and the subjective or behavioural audiometry

To control the various systems for adults and young children (behind-the-ear aid, intra-auricular, cochlear implants,...) and the various systems for hard-of-hearing persons (FM systems, vibrating systems, flashes lights, ...).

Physical and psycho-acoustic aspects

Objective audiometric balance: adult and child

Equipments

Prosthetic adaptation: adult and child

Subjective audiometric balance: adult and child

Prosthetic and technical solutions

COLLEGE NATIONAL D’AUDIOPROTHESE, Précis d’audioprothèse, L’appareillage de l’adulte, Tome 1, Le bilan d’orientation prothétique, Les éditions du Collège National d’audioprothèse, 1997.

COLLEGE NATIONAL D’AUDIOPROTHESE, Précis d’audioprothèse, L’appareillage de l’adulte, Tome 2 Le choix prothétique , Les éditions du Collège National d’audioprothèse, 1999.

DELAROCHE M., Audiométrie comportementale du très jeune enfant, Ed. De Boeck Université, 2001.

DUMONT A., Implantations cochléaires, Guide pratique d’évaluation et de rééducation, Ortho-édition, 1997.

LEPOT-FROMENT Ch., CLEREBAUT N., L’enfant sourd, question de personne, Ed. De Boeck, 1996.

PORTMANN, M.et C. Précis d’audiométrie clinique. Masson, Paris,1988

SEEWALD R.C., La méthode D.S.L. pour l’appareillage des nourrissons et des enfants, VONLANTHEN A., Manuel technique des aides auditives, 1995.

http://www.implant-cochleaire.com/implant

http://www.depistagesurdite.be

None

To use the language of the signs

The language of the signs

· Parameters

· Sites, localization

· Classifiers

Communication exercises on different subjects: identity, time, food and drinks, house, colours, family, school,

Sodoyez, A. Vocabulaire UF1 a et b, Centre Francophone de la Langue des signes

None

To have a greater dexterity in the use of the L.P.C. (Cued Speech). To give the students who did not have a former training, a tool of for acquiring this technique (video tapes).

To be able to use powerful tools aiming at dealing with deaf adults and for whom lip reading is an essential tool of communication.

Cued Speech

· Theoretical aspects

· Comprehension and expression exercises

· Training exercises: dexterity, speed, complexity.

A.K.A. (Assisted Kinemes Alphabet)

· Aims and limits

· Theoretical approach

· Critical approach of its use.

Lip reading for the adults who just become deaf

· Mental substitution

· General advices

• Training exercises and their progression (visual perception and mental gymnastics exercises).

Md Detroz : Transcription du "cours d'apprentissage du LPC" ,LECLERCQ D, LEMAIRE. Det GEYSEN F

Md REINKIN " Voir la parole " DUMONT A, CALBOUR Ch, Masson 2002 ; " Cours complet de lecture labiale " SAUSSUS et FOURNIER 1949 ; " Manuel de lecture labiale " SAUSSUS et FOURNIER 1949 ; " La lecture labiale " ISTRIA M , NICOLAS - JEANTOUX L et TAMBOISE j 1979 ; " La Lecture Labiale : pédagogie et méthode "GARRIC J, ARDDS 1998; "Manuel pratique de lecture labiale " HAROUTUNIAN D , SOLAL , 2002