Course - Essential Tasks in the Special Education Support System - PED3045
Essential Tasks in the Special Education Support System
Choose study yearAssessments and mandatory activities may be changed until September 20th.
About
About the course
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
Further on evaluation
Semester assignment consisting of two contributions, one individual and one group-based
Compulsory activities: 80 percent attendance at lectures. 3 weeks of practice in BFT/PPT, with attendance of at least 80 percent.
Required previous knowledge
As for admission to a master in education, field of study special education.
Course materials
Syllabus of approx. 1500 pages.
Subject areas
- Education
- Special Education