Special Education - Various Learning and Functional Difficulties
- Brief introduction about innovation and special educational research methods
- Language and communication difficulties
- Reading and writing difficulties
- Mathematics difficulties
- Social and emotional difficulties
- Cognitive and neurological learning difficulties
- Sensory-related learning difficulties
- Minority-related learning difficulties
- Guidance and advice
- Special educational approaches.
KNOWLEDGE
Students
- have knowledge about the history, place in society, normalisation, equality and inclusion of special needs education
- have knowledge about various functional and learning difficulties in children, young people and adults
- have knowledge about rights and proceedings based on legislation and regulations
- have an overview of the most common mapping methods and mapping tools used in kindergartens and schools
- have knowledge about preventive and remedial measures, early interventions and special educational methods
- have knowledge about special educational development work/innovation and multidisciplinary and interdisciplinary collaboration
- have knowledge about professional issues of an ethical nature related to special educational work
SKILLS
Students
- can reflect critically and constructively on their own practice and relate it to special educational theory
- can reflect on and discuss key and current special educational issues and professional issues of an ethical nature that are relevant to training in kindergartens and teaching in schools
- can carry out special educational mapping and assessment using relevant mapping and assessment materials
- can give an account of how schools and kindergartens can adapt the learning environment in order to prevent and remedy difficulties
- can provide relevant special educational guidance and advice to parents/guardians and to employees in schools and kindergartens
- can plan, implement and evaluate special educational development work/innovation
- can conduct multidisciplinary and interdisciplinary work with other professional groups
GENERAL COMPETENCE
Students
- have broad insight into how to facilitate a good learning environment based on special educational approaches
- have insight into academic and professional issues of an ethical nature related to the rights of children, where adapted education and special needs education are also involved
- have expertise in being able to plan, implement and evaluate the adapted education, including special needs education for children, young people and adults with various functional and learning difficulties based on individual, group and system levels
- have expertise in being able to convey and exchange points of view and experiences in professional communities, in order to contribute to the development of good special educational practice
10 days of compulsory, supervised special educational training with a supervisor. Concludes with a supervised professional training report and an assessment of training conducted by the supervisor. As far as possible, supervised professional training will be conducted in groups (3 students together).
Comments:
Supervised professional training will be thoroughly discussed at the start of the study period.
A separate supervised professional training plan has been drawn up. This will be revised before study begins and will be posted on the programme of study’s homepage (Canvas).
Guidelines for supervised professional training at the Faculty of Education and Arts, as well as more information about supervised professional training can be found on theSupervised Professional Training in Teacher Education page
