Course - Special educational opportunities and challenges in reading, writing and mathematics - MGLU5223
MGLU5223 - Special educational opportunities and challenges in reading, writing and mathematics
Lessons are not given in the academic year 2020/2021
Reading, writing, and mathematical difficulties are among the most common reasons for a pupils enrollment in special education classes. Therefore, this course aims to give teachers competence in studying reading, writing, and mathematical difficulties, as well as initiating system- and individual-oriented measures. The prevention and resource perspective is central to the topic, and the following subjects are reviewed: mathematical difficulties, reading and writing difficulties, language difficulties, mapping and various measures.
- has in-depth research-based knowledge of learning challenges, with emphasis on reading and writing difficulties, as well as mathematical difficulties
- has in-depth knowledge of mapping and measures for pupils with reading, writing, and mathematical difficulties
- must be able to analyze and apply current theories, methods and interpretations within the subject area and work independently with practical and theoretical problem solving
- must be able to enter into productive dialogues on special educational topics with pupils, guardians, colleagues, and other partners
- must be able to apply his or her knowledge and skills in the course to prevent and assure quality training in reading, writing, and expense through system-directed work
- must be able to seek new knowledge from national and international research and assess the validity and relevance of this
- can analyze relevant professional and ethical issues related to pupils' academic development, related to various learning challenges and specific learning difficulties
- can apply theory and knowledge of relevant research within the topics covered by the course, both in a pedagogical context and in research and development work
- can communicate academic issues related to the field of study with pupils, guardians, colleagues and other partners
Learning methods and activities
Emphasis is placed on research-based and dialogue-based teaching in the subject. The forms of work will vary between lectures, conversations, seminars, group work and individual work, as well as the use of digital tools. Exploratory forms of work are central. In the course, great emphasis is placed on connecting to the field of practice as a field of study and as an arena for professional practice.
Seminars, discussions and other academic interactions are important forms of work and learning, and all students are expected to contribute actively. Such activities also form the basis for skills, and the acquisition of subjects and the subject's discourse; therefore, it is important to participate in the teaching.
It is expected that the students are present and participating in all teaching in the course, as most sessions are related to the acquisition of subjects, the subject's discourse, and skills. Some seminars, exercises, and group work are mandatory. This will be reflected in the semester plan.
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7)
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10)
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.
Credits: 15.0 SP
Study level: Second degree level
Language of instruction: Norwegian
- Teacher Education
- * 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.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"