Course - The teacher as an agent for inclusion in schools - SKOLE6150
SKOLE6150 - The teacher as an agent for inclusion in schools
About
Examination arrangement
Examination arrangement: Group Assignment
Grade: Passed / Not Passed
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Group Assignment | 100/100 |
Course content
This course is an introduction to the school as an arena for democracy and inclusion, but also exclusion.
Students will be introduced to education for social justice and special needs educations as traditions within pedagogy. Furthermore, central and complex issues in these fields are highlighted in dialogue with the students' experiences from work in schools. In this dialogue, topics such as the relationship between adapted education and special education, normality and deviation, valuation of all students and assessment practice will be important.
The course discusses knowledge about the teacher's role and autonomy in interdisciplinary collaboration around the student and inclusion in school-home collaboration. The students' experiences with this work in the school form the basis for joint exploration of opportunities to qualify and improve their own practice in these areas.
The course provides insight into relational, institutional and didactic dimensions in the course's focus areas, with emphasis on the prevention of social and professional exclusion through inclusive learning processes.
Learning outcome
Knowledge
The student
- has knowledge of children and young people's experiences of inclusion and exclusion
- can reflect on categorization and consequences of categorization, which occur in the span between normality vs. deviation, individual vs. community
- can understand different children and young people's resources, opportunities and challenges in meeting the school
Skills
The student
- can create inclusion processes through work in schools
- can take the initiative to promote children and young people's participation and collective experiences
- can develop professionalism in meetings with parents and other professions in the team around the child
General competence
The student
- can discuss the difference between teaching processes that exclude students and teaching processes that include all students
- can value diversity in the school and local environment
- can prevent social and professional exclusion
Learning methods and activities
The course is completed with three live in person sessions. Forms of learning: Lectures and workshops with good opportunities for participant activity, reflections, discussions in small groups and in plenary, exercises, and guidance seminars related to work with a written assignment. There will be digital meetings focusing on students' work between sessions.
Compulsory assignments
- Participation in group process
- Compulsory attendance
Further on evaluation
Group-based written assignment. Weighting 100%.
The exam is assessed as passed / failed.
Mandatory work requirement: Participation in group process and compulsory attendance.
Specific conditions
Admission to a programme of study is required:
Education for Teachers (MPEDLÆR)
No
Version: 1
Credits:
15.0 SP
Study level: Further education, higher degree level
Term no.: 1
Teaching semester: AUTUMN 2023
Language of instruction: Norwegian
Location: Trondheim
- Education
Department with academic responsibility
Department of Teacher Education
Department with administrative responsibility
Pro-Rector for Education
Examination
Examination arrangement: Group Assignment
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Group Assignment
100/100
Release
2023-12-08Submission
2023-12-15
09:00
INSPERA
15:00 -
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"