Multi-professional Collaboration, Guidance and Counseling in Special Educational Work
Knowledge
The student has
- In-depth knowledge about applicable legislation and regulations
- In-depth insight into inclusive, preventive and interdisciplinary work at individual and system levels in kindergartens and schools
- In-depth knowledge about what characterises a collaborative organisational culture and what is required to develop collaboration in kindergartens and schools
- In-depth knowledge about different guidance perspectives (e.g. expert-oriented and participant-oriented), guidance theories, consultation and guidance models (e.g. Egan’s Skilled Helper Model, Carkuff’s helping model and solution-focused approach)
Skills
The student can
- reflect analytically on various forms of collaboration regarding special educational measures
- reflect critically on existing theories within the fields of collaboration and guidance
- demonstrate how they can conduct a consultation or guidance interview byusing conversational skills
General competence
The student can
- analyse relevant academic and research ethics issues
- apply academic understanding and professional skills that are in the best interests of children’s and young people’s growth and development
- disseminate independent work and master the subject area’s forms of expression
- contribute to innovation and quality in development and change processes in different parts of the course of education
- reflect critically in relation to their own role as an agent of change in the special educational field of practice
The teaching methods are varied and include lectures, case/problem-based teaching, exercises and discussions in groups and plenary sessions.
Not all the topics included in the course plan will be taught in lectures. A high degree of self-study and independent study group work is required between the sessions.
The course is online and session-based with a total of four sessions, each lasting 2 and a half days. The teaching is conducted face-to-face via lectures and group work/seminars.
Active participation and collaboration between students are prerequisites for achieving the course’s learning outcomes. It provides expertise that students cannot acquire in any other way.
- Compulsory participation (OD): 80% attendance requirement in order to take the examination. Grading scale: Approved/ not approved. Represents 0/100 of the grade.
- Coursework (AK): Submission and approval of reflection notes related to a conversational/guidance assignment. All coursework must be approved in order to take the examination. Grading scale: Approved/ not approved. Represents 0/100 of the grade.
- Home examination (HJ): Individual, written assignment that answers a given question/issue. Carried out in accordance with specific criteria. No guidance or supervision is provided. Grading scale: A to F, where A is the best grade and F is a fail. Represents 100 % of the course grade.
The course has a composite assessment (SV) which means that both the teaching activities and examination activities described below must be passed/approved in order to complete the course as a whole.
- Compulsory participation (OD): About 50% of the course is compulsory. Attendance requirement: Day 1 session 1, session 2, day 3 in session 4. Grading scale: Approved/ not approved. Represents 0/100 of the grade.
- Assessment task (AK): Submission and approval of reflection notes related to a conversational/guidance assignment. Grading scale: Approved/ not approved. Represents 0/100 of the grade.
- Home examination (HJ): Individual, written assignment that answers a given question/issue. Carried out in accordance with specific criteria. No guidance or supervision is provided. Grading scale: A to F, where A is the best grade and F is a fail. Represents 100 % of the course grade.
Overlap refers to a similarity between courses with the same content. Therefore, you will receive the following reduction in credits if you have taken the courses listed below:
SPD5008 - Special Needs Education and Inclusion - 15 credits
SPD5024 - Interprofessional Collaboration, Guidance and Consultation in Special Needs Education - 15 credits