Course content

In this subject, the focus is on good conditions for training pupils with mathematics difficulties or reading and writing difficulties. Reading and writing difficulties and mathematics difficulties are one of the most frequent reasons for special education. The course provides competence in preventing and mapping reading and writing difficulties and mathematics difficulties, and initiating system- and individual-oriented measures. Prevention and resource perspectives are emphasized, and the perspective of inclusion and adaptation of the training to the individual student's different needs is central. Overarching themes are system work, co-operation between colleagues and co-operation between school and home. Other key perspectives are student and human views, and the special education teacher's role in working with students with maths difficulties and reading and writing difficulties.

Learning outcome

Knowledge

The student

-has in-depth knowledge of theory and research related to reading and writing difficulties and mathematics difficulties.

-has in-depth knowledge of different strategies for prevention and mapping of pupils with reading and writing difficulties and maths difficulties and how this can form the basis for targeted measures.

-has in-depth knowledge of various measures, both at individual and system level, related to mathematics difficulties and reading and writing difficulties.

-has in-depth knowledge of how reading and writing development and mathematical development interact with the child's general development in areas such as language, self-concept, motivation and social competence.

-has in-depth knowledge of the special education teacher's role as well as ethical and legal issues relating to pupils who struggle with reading, writing and arithmetic.

Skills

The student

-must be able to reflect independently, critically and ethically aware of special educational topics that concern pupils with mathematics difficulties and reading and writing difficulties.

-must be able to provide training and guidance in a preventive perspective.

-must be able to map reading and writing difficulties and mathematics difficulties.

-must be able to outline, carry out and evaluate measures for individual pupils and groups of pupils who have challenges with reading, writing and arithmetic.

-must be able to assess various teaching aids and aids for pupils with mathematics difficulties and reading and writing difficulties.

-must be able to collaborate with pupils, parents, colleagues and other partners, and also be able to provide colleagues and others with guidance/enhancement of competence on special educational topics related to mathematics difficulties and reading and writing difficulties.

-must be able to seek new knowledge from national and international research and assess the validity and relevance of this.

General competence

The student

-can formulate and analyze current issues regarding inclusion, active participation, learning and coping with life for students who experience challenges with arithmetic, reading or writing.

-can apply knowledge and skills within the topics covered by the subject, both in a school context and in research and development work.

-can communicate research-based knowledge related to the field with students, parents, colleagues and other partners.

-can independently and on a professional basis analyze and justify various aspects of professional practice in the field of special education, related to pupils with maths difficulties or reading and writing difficulties.

Learning methods and activities

The forms of work will vary between lectures, seminars, conversations, group work, individual work and exercises. Exploratory forms of work are central. In the course, great emphasis is placed on connection to the field of practice as a field of study and as an arena for professional practice.Seminars, discussions and other professional interaction are important forms of work and learning for future teachers and special education teachers. It is therefore expected that all students participate in the teaching and group work associated with the subject.

Compulsory assignments

• Minimum 70% attendance
• A written and an oral work requirement related to reading and writing
• A written and an oral work requirement related to mathematics

Specific conditions

Recommended previous knowledge

Pedagogy and student knowledge 4 or equivalent.

Required previous knowledge

The student must have passed the courses "Introduction to special education" (30 ECTS), "PEL 2" (15 ECTS) and "PEL 3" (15 ECTS) or equivalent to be able to begin the course.

Credit reductions