Differentiated and Inclusive Learning
Special needs education with the topics adapted, equal and inclusive education.
The course emphasises the importance of interaction between general education and special needs education as an important prerequisite for realising adapted education in schools and kindergartens. Candidates focus on the philosophy and history of special needs education, and look at special educational activities in relation to adapted, equal and inclusive education. The programme of study will further develop students’ understanding of and ability to reflect on and analyse special educational issues based on both individual and system perspectives, and will also focus on special educational working methods.
Knowledge.
Students will:
- Have in-depth knowledge about the historical background and legal and political objectives regarding the principles of inclusion, equality, early intervention and adapted education within the spheres of education, work and society
- Have in-depth knowledge about inclusive learning environments and satisfactory learning outcomes, and how adapted education applies to everyone, including pupils with great learning potential.
- Have in-depth knowledge about the special educational chain of measures, including legal conditions in special needs teaching and special educational assistance
- Have broad knowledge about conditions that make children and young people vulnerable, and will be able to apply research and theory in order to understand the conditions that lead to emotional and social vulnerability in children and young people
- Have knowledge about how different agencies and services in the 1st, 2nd and 3rd lines of support can collaborate on children’s best interests
Skills.
Students:
- Can analyse existing theory and interpretations, and work independently on issues related to inclusion and special educational measures in kindergartens, primary and secondary schools and upper secondary schools.
- Can carry out a pilot project on adapted education and refer to the background and objectives these types of projects are based on
- Can analyse and assess factors that contribute to a good learning environment for children and young people with special needs, including those with great learning potential, based on theory and recent research
- Will know how to proceed with a concern and be able to assess which support agencies may be relevant to involve
General competence.
Students will:
- Have in-depth knowledge about and can refer to and apply research regarding special needs education and special needs teaching in relation to inclusive schools and kindergartens
- Can independently reflect on measures and working methods, from a child perspective, in the special educational field of work and be critical of executive special educational roles and practices.
- Can analyse relevant academic and research ethics issues and contribute to innovation in connection with the special educational profession, in the interests of children’s and young people’s growth and development.
- Can account for the broad and narrow meaning of adapted education, and refer to the concept’s position in laws and guidelines
- Have in-depth knowledge about various roles and actors found in the interdisciplinary society of schools, and at other interagency partners
No fees other than semester fees and course literature.
Online and session-based, 3 sessions over 2 days, and 3 days online. The teaching methods are varied and include lectures, case/problem-based teaching and discussions in group and plenary sessions.
Not all topics included in the course plan are taught in lectures. A high degree of self-study and also collaboration/group work is required between the study sessions.
Active participation and collaboration between students are prerequisites for achieving the course’s learning outcomes.
- 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 pass the course as a whole.
- Compulsory participation (OD): Assessed as approved/not approved. There is an 80% participation requirement. Represents 0/100 of the grade.
- Coursework 1 (AK1): A piece of written, individual work based on a relevant issue. Assessed as approved/not approved. Represents 0/100 of the grade. Assignment preparation (OP).
- Assignment (OP): Individual. Assessed using the grading scale A to F, where A is the best grade and F is a fail. Represents 100% of the grade. Academic text of 4-5 pages based on key topics from course literature. Eachstudent will develop a thesis statement that must be approved. Supervision is provided in relation to the development of a thesis statement and there is also compulsory supervision of the assignment itself.
- OD and AK 1 must be approved in order to proceed to OP
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:
SPD5006 - Special Education 1 - 15 credits
SPD5025 - Inclusive special needs education - 15 credits