PED3045 - Essential Tasks in the Special Education Support System


Examination arrangement

Examination arrangement: Portfolio
Grade: Letter grades

Evaluation Weighting Duration Grade deviation Examination aids
Portfolio 100/100

Course content

The course builds on and continues knowledge, theories and values ​​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 schools and pedagogical-psychological services (PPT), including identification of children and young people with special needs. A relational or holistic understanding, where children and young people with special needs are seen in the light of context and system, is emphasized throughout. Central themes are inclusive learning environments, learning difficulties as well as administration and expertise.

Learning outcome


- The students have theoretical and research-based knowledge of the learning environment, and the importance of the learning environment for students' learning and development

- The students have theoretical and research-based knowledge of general and specific learning difficulties

- The students have knowledge of the legal, administrative side of the field of special education practice, including expert work


- Students can reflect critically on specialist literature related to the topics, communicate and share reflections with others, including subject teachers, fellow students and supervisors in practice

- Students can use special educational research and theoretical theory to select, formulate, investigate and analyze special educational issues

- Students can look after their own professional development, and at the same time collaborate with fellow students for further development

- The students are active participants in the subject's practice period

General competencies:

- Students can work independently on academic issues

- Students can collaborate with others on academic issues

- Students can justify choices, for example issues and use of theory, based on special education literature and research

- Students can identify and reflect on ethical issues

Learning methods and activities

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

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.

More on the course



Version: 1
Credits:  30.0 SP
Study level: Second degree level


Term no.: 1
Teaching semester:  SPRING 2024

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Education
  • Special Education
Contact information
Course coordinator: Lecturer(s):

Department with academic responsibility
Department of Education and Lifelong Learning


Examination arrangement: Portfolio

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn ORD Portfolio 100/100





Room Building Number of candidates
Spring ORD Portfolio 100/100



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.

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

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