Course - Special education with emphasis on social and emotional difficulties - MGLU5224
MGLU5224 - Special education with emphasis on social and emotional difficulties
Lessons are not given in the academic year 2020/2021
In this topic, the focus is on developing effective framework conditions for the education and upbringing of students with social and emotional challenges. Particular emphasis is placed on topics that include inclusive schools and the adaptation of the training to the individual pupil's different prerequisites and needs, so that the rights in the Education Act are fulfilled.
Key topics addressed include opportunities for active participation, learning, life management, mental health, association, teacher-student relationships, learning environments, self-perception, motivation, and social and emotional competence. Regarding the above-mentioned themes, the focus will also be on the role and practice of the special educator within the framework of an inclusive school.
The teaching in the course will be based on research-based knowledge of various social and emotional challenges and emphasis will be placed on, among other things, resource and opportunity-oriented perspectives.
- has in-depth knowledge of the conditions for learning and health promotion for students who experience social and emotional challenges
- has in-depth knowledge of the learning environment that promotes inclusion and active participation for the target group
- has in-depth knowledge of prevention and facilitation in a resource- and coping-oriented perspective
- has in-depth knowledge of theory and research related to social and emotional challenges
- has in-depth knowledge of the special educator's role and the special education discipline, its working methods, and legal and ethical issues
- must be able to reflect independently, critically, and ethically consciously about special education topics that concern students with different social and emotional challenges
- must be able to independently adapt the learning environment that promotes inclusion, active participation, learning, and livelihood for these students
- must be able to enter into productive dialogues on special educational topics that concern the pupils with the students themselves, their parents, colleagues, and other partners
- must be able to seek new knowledge from national and international research in the field and assess its validity and relevance
- can develop vocational-specific skills, actions, and personal skills that are central to this special education area
- can formulate and analyze current issues with regard to inclusion, active participation, learning and livelihood for students who experience social and emotional challenges
- can communicate research-based knowledge with regard to inclusion, active participation, learning and livelihood for students who experience social and emotional challenges, in the special educational field and to the public.
- can apply acquired knowledge and skills in new contexts and in collaboration with other professions, and thus make a positive difference for students with social and emotional challenges
- can independently and on a professional basis analyze and justify various aspects of the professional practice in the special educational work field
- can contribute to innovation in the special education work field based on both independent research and development work, as well as other relevant research-based knowledge
- can use personal competence and independently consider ethical considerations set against students with social and emotional challenges and their guardians
Learning methods and activities
Emphasis is placed on research-based and dialogue-based teaching. The work methods will vary between lectures, conversations, discussions, group work, seminar activities, individual work and exercises, and the use of digital tools. Exploratory forms of work are central. Throughout the semester, the course will be linked to the field of practice, both as an arena for professional practice and for research. Writing texts for folder assessment is emphasized. The students will also receive training in reading, understanding, and applying research literature.
Seminars and academic interaction between the students are important forms of work and learning, and all students are expected to contribute actively. Such activities also form the basis for the acquisition of in-depth knowledge and advanced professional practice/skills, and it is therefore important for the students to participate in the teaching.
The students are expected to be present and participating in all teaching in the course, as their presence is seen as a prerequisite for the acquisition of expected learning outcomes in the course. Some seminars, exercises, and lectures are mandatory. This will be stated in the semester plan.
- Mandatory assignments according to emnebeskrivelsen
Further on evaluation
Final assessment: Folder assessment. The folder consists of three individual texts.
Grading scale: A-F. All contributions in the folder must be passed in order to receive a passing grade in the course.
Exam registration requires that class registration is approved in the same semester. Compulsory activities from previous semester may be approved by the department.
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 begin the course.
The final syllabus will be published on Blackboard before the start of the program.
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"