University College Ghent
Geraard de Duivelstraat 5 - 9000 Ghent - Belgium
Phone: 09 243 33 33 - E-mail:
Co-design for inclusion and participation37440/4618/2122/1/79
Study guide

Co-design for inclusion and participation

Academic year 2021-22
Is found in:
  • IC Social educational care work, programme stage 3
This is a single course unit.
Study load: 7 credits
Weight: 7,00
Total study time: 150,00 hours
Possible deadlines for learning account: 15.03.2022 ()

Organisation of education

Teaching Activities, Learning Activities, Assessment Activities
Lecture24,00 hours
Self-study76,00 hours
Seminar20,00 hours
Supervised independent work30,00 hours
This course unit is marked out of 20 (rounded to an integer).
Re-sit exam: is possible.
It is not possible to enrol in this course unit under
  • exam contract (to obtain a credit).
  • exam contract (to obtain a degree).
Special admission is required to enrol in this course unit under credit contract.
Co-ordinator: De Munck Katrien
Language course: No
Languages: English
Scheduled for: Semester 2


Arts-Based Research (ABR)

  • understanding what ABR can be and what i can contribute to the context of inclusion and participation
  • understanding how ABR can be applied for data collection, analyses and communication or valorisation of the results
  • contributing to a small scale ABR-project, where research skills and artistic skills are used


  • understanding the concepts of inclusion, participation and belonging
  • understanding the core concepts of co-design
  • and applying them in a concrete case where inclusion and participation is under pressure



Arts-Based Research (ABR)

ABR offers a broad range of possibilities to do qualitative research in a context of social injustice.

By showing a theoretical framework and many examples of ABR-projects, students get familiar with practice-based research from an ABR-perspective.

This involves data collection, analysis and communication.

Students participate in a small scale ABR-project, to learn to combine arts and science.

There is space and possibility for personal interests and projects.


Co-design offers an understanding of experential learning, which we apply to the context of inclusion and participation.

Concepts and methods of co-design are explained and practiced in this course and in a concrete case.

There is space and possibility for personal interests and projects.

Order of enrolment

There are no prerequisites for this course.


No specific competences required

Final objectives

03. The PBA Socio-educational Care Work contributes to the analysis of the support needs and actively guides the process of action planning. Based on his knowledge of (socio)(educational) care work, and in collaboration with the stakeholders, the PBA Socio-educational Care Work selects objectives and appropriate methods.
03.01. Formulate the demand for support and associated objectives based on the existing image of the support needs
03.02. Determine a goal-oriented approach in terms of the demand for support.
03.03. Carry out and actively redirect the (socio)(educational) care work process according to the preconceived action plan in close collaboration with the team, the client and the client system.

05. The PBA Socio-educational Care Work creates, in agreement with the client and the client system, a stimulating environment for their emotional, social, cognitive and physical development.
05.01. Establish an optimal and safe environment that facilitates developmental opportunities for a client and a client system.
05.02. Stimulate and support a client and a client system to be independent and resilient in dealing with their personal (socio)(educational) care needs.

07. The PBA Socio-educational Care Work collaborates (interdisciplinary) and communicates, even in complex and specialized contexts, clearly and respectfully with the client, the client system, colleagues and external parties.
07.01. Communicate efficiently and effectively with a client, a client system, colleagues and external parties.
07.02. Use collaboration skills to work constructively and participatory with a client, a client system, colleagues and externals.
07.03. Collaborate within an interdisciplinary context to develop an integrated approach, both on a client level and/or organizational level.

10. The PBA Socio-educational Care Work adjusts its (socio)(educational) care work on the basis of critical (self)reflection, current insights from scientific research and regional, European and international developments.
10.01. Adopt a critical self-reflecting attitude by using different perspectives and (international) theoretical frameworks.
10.02. Reflect critically on insights from theoretical frameworks, (international) scientific research and on the implementation into practice.
10.03. Utilize research skills to optimize the socio-educational care work practice.
Guiding families and context in society

11. The PBA Socio-educational Care Work actively contributes, on a micro, meso and macro level, to the understanding and commitment concerning the ethical, normative and social questions of the occupation. He acts within the framework of universal rights and values.
11.01. Take an ethical and deontological stance, grafted on moral pluralism and the principle of solidarity, regarding social themes that are related to the (socio)(educational) care work field.
11.02. Defend the interests and rights of a client and a client system, based on the universal rights framework and the legislative framework.
11.03. Provide, in cooperation with stakeholders on a micro, meso and/or macro level, an answer to the work-related ethical, normative and social questions.

12. The PBA Socio-educational Care Work supports and/or guides families and contexts from an emancipatory attitude, with respect for their diversity and individuality.
12.01. Using a strengths-based approach by creating, through a partnership, a working relationship with families and contexts.
12.02. Support a process of change in families and contexts systematically by using theoretical frameworks and creative care work methods.


Teaching methods

  • Assignment
  • Practice session
  • Guest speaker or lecture/Testimony
  • Activating lecture

Study guidance

This course takes place in a group of students.

Smaller groups will be formed for practice.

Needs can be discussed and agreements on communication will be made in the first meeting.


Every student creates a portfolio in which they show their progress in reaching the goals of this course.

The portfolio is handed in together with a small paper or clip to show how the student reached the goals.

Other study materials

Course materials will be available online.