Course content

The course builds on and continues knowledge and theory from PED 3041 or equivalent.

The subject provides an overview of research-based knowledge and theories related to central tasks in the special educational support system in primary school and pedagogical-psychological service (PPT), including identification and follow-up of children and young people in need of special educational help. A consistent theme is a holistic understanding of children and young people's need for special educational help, where both individual and social contextual conditions are emphasized. Furthermore, the students are given the opportunity to reflect independently and critically about the support system's contribution to inclusion, with a focus on opportunities and barriers at both community, school and pupil level. Central themes are inclusive learning environments, students who face different learning challenges as well as administration and expertise.

Learning outcome

Knowledge

The students:

- has research-based and theoretical knowledge of key tasks in the special education support system

- has theoretical and research-based knowledge of students who face various learning challenges in school

- has knowledge of the learning environment, and the importance of the learning environment for pupils' learning and development

- has knowledge of the legal, administrative side of the special education field of practice, including expert work

Skills

The students:

- with a background of research-based and theoretical knowledge, can reflect independently and critically on the identification and follow-up of children and young people in need of special educational help

- can, with a background of research-based and theoretical knowledge, communicate and share reflections with others about the identification and follow-up of children and young people in need of special educational help

- can select, formulate, investigate, analyze and assess special educational issues based on a comprehensive special education perspective

General competence

The students:

- can reflect independently and critically about the support system's contribution to inclusion, with a focus on opportunities and barriers both at community, school and pupil level.

- can, in collaboration with others, contribute to the development of inclusive learning environments for students who face various learning challenges

- can justify choices for central tasks in the special education support system based on research-based knowledge and theory within the special education field

- can identify and reflect on legal and ethical issues in connection with administration and expertise.

Learning methods and activities

Up to 10 hours of teaching per week. Lectures and seminars alternate.

The subject's theme is communicated through dialogue-based teaching. The forms of work will vary between lectures, group work, exercises, seminars and individual work.

Three weeks of practice in educational-psychological service (PPT/BFT).

Compulsory assignments

• 80% compulsory attendance at lectures
• 80% compulsory attendance at practice

Required previous knowledge

As for admission to a master in education, field of study special education.

Course materials

Syllabus of approx. 1500 pages.