course-details-portlet

LÆR2007 - Special needs education and participation

About

Examination arrangement

Examination arrangement: Assignment
Grade: Passed / Not Passed

Evaluation Weighting Duration Grade deviation Examination aids
Assignment 100/100

Course content

Teaching and learning processes are social practices and student participation is a condition for learning and understanding. In the course, students will investigate and discuss the importance of participation. Today, special education is included in the school and thus part of the ordinary education aimed at everyone. The course actualizes what this means for the school's teaching and learning. The course further addresses how inclusion in the school and in the individual classroom can be adapted to the individual student's conditions and needs. There will also be a focus on how the teacher can meet different student needs and student diversity in a way that ensures good framework conditions for the education for the individual student and the student group as a whole. Central to the course are relevant theoretical perspectives related to inclusion, encounters with student diversity, as well as ethical and legal dilemmas the teacher has to deal with in the classroom and in encounters with different students. The inclusive school and introduction to special educational working methods will be central.

The course will strengthen the teachers in managing responsibility, create a safe learning environment for all students and see the individual student's potential and resources in the light of equality, community and opportunities, rather than ranking, testing and one-sided assessment. Based on this, it will be a central theme that teachers can face various dilemmas related to how they should create and shape their own role in the education system. In order for the teacher student to create a room for action, they must familiarize themselves with what characterizes education in our time and what tensions they operate within.

Learning outcome

Speaking, reading and writing a language (professional language) develops the student into an independent teacher. After completing the course, the student should have the following overall learning outcome as a starting point for development in the teaching profession.

The student

  • has good knowledge of the special education field
  • has good knowledge of how to work at classroom level to create participation and an inclusive learning environment
  • has a good knowledge of thinking tools and relevant theories that can be helpful in ethical, legal and special educational dilemmas in the field of practice
  • can get inside experiences of human diversity, and get to know what frames education
  • can use research-based knowledge to contribute to active participation, inclusion, mastery and community in a complex group of students
  • can discuss and reflect on what special education with everyone's participation entails
  • can discuss special educational working methods and dilemmas
  • can collaborate with others on academic issues within the subject

Learning methods and activities

The teaching will have the character of giving the students physical learning, to gain insight and understanding of different students' experiences and thus be able to make good choices in the teaching profession. This requires physical meetings in teaching. Furthermore, emphasis will be placed on conversations and reflections in groups, where the emphasis is on discussing, illuminating and creating understanding and insight into the education system, collective processes, segregation and inclusion, and how this can create harmony or disharmony in the learning community. Relevant research and key theories in the field are emphasized in the teaching. There is one collective oral work requirement.

Compulsory assignments

  • Oral group assignment

Further on evaluation

Compulsory activity is an oral group assignment on self-chosen topic within the course.

The exam is an individual assignment on the topic of choice. The topic must be approved by the lecturer.

Credit reductions

Course code Reduction From To
SKOLE6006 7.5 AUTUMN 2021
MGLU3201 3.5 AUTUMN 2021
More on the course

No

Facts

Version: 1
Credits:  7.5 SP
Study level: Third-year courses, level III

Coursework

Term no.: 1
Teaching semester:  SPRING 2024

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Pedagogical knowledge
  • Teacher Education
  • Education
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education

Timetable

List view
Calendar view

Examination

Examination arrangement: Assignment

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn UTS Assignment 100/100 INSPERA
Room Building Number of candidates
Spring ORD Assignment 100/100

Release
2024-06-10

Submission
2024-06-17


09:00


15:00

INSPERA
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
Examination

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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