Early Intervention

Knowledge Students will:

• Have in-depth knowledge about what causes reading and writing difficulties and how they manifest themselves, and relationships to other cognitive and linguistic skills and language development in theoretical and research perspectives.
• Have in-depth knowledge about mathematics difficulties - causes and interaction with other cognitive factors and motivations, and how this can be prevented, as well as knowing about activities and conceptual structures that are fundamental to the development of basic mathematics knowledge.
• Have in-depth insight into group processes and relevant secondary issues such as behavioural difficulties and poor self-perception, and is able to highlight and understand behavioural difficulties from both individual actor and system perspectives.
• Have in-depth knowledge about the relationship between general education and special needs education, and is able to map individual pupils and systems with a view to preventing and remedying learning difficulties

Skills Students:

• Can assess and apply knowledge about various social and emotional difficulties in order to identify and analyse factors that inhibit and promote learning and development at the individual level
• Can use their knowledge to help promote the psychosocial environments in schools in order to develop good learning conditions for all pupils
• Can analyse and relate critically to various sources of information such as theory and research-based knowledge of causal relationships, various risk and protective factors related to specific learning difficulties, from a theoretical and didactic perspective.
• Can carry out an independent, delimited research or development project under supervision and in accordance with the applicable research ethics norms
• Can analyse and carry out mapping related to challenges in mathematics, reading/writing development and general learning prerequisites with various screening tests

General competence Students:

• Can justify and convey why each form of teaching, learning and assessment has been chosen, and why these forms provide a basis on which children can achieve learning outcomes
• Can analyse theory and research-based knowledge on causal relationships, various risk and protective factors that are important regarding the understanding of specific learning difficulties and secondary difficulties from a theoretical and didactic perspective
• Can apply their knowledge and skills about how schools and their teachers can facilitate coping-oriented learning environments regarding children who are particularly vulnerable to social exclusion. Key areas include bullying, disruptive behaviour and the affiliation of multilingual children in schools and kindergartens.