Relationships and Upbringing
KNOWLEDGE
Students
- Have in-depth knowledge about and understanding of children in difficult life situations that may have experienced crises and trauma, relationship breakdowns with close caregivers, flight and migration, violence and abuse.
- Have good knowledge about children’s rights to mental health care
- Have knowledge about school refusal and what characterises preventive, triggering and sustaining factors, as well as factors that can reverse negative development and increase attendance.
- Have advanced knowledge about key theories related to social and emotional difficulties
- Have in-depth knowledge about and understanding of the importance of good communication and good collaboration with parents and guardians
SKILLS
Students
- Can, independently and in collaboration with others, analyse, plan, implement and reflect on socioemotional measures and provision based on research and experience-based knowledge
- Can communicate constructively when interacting and collaborating with children and their families, including the demanding/difficult conversations
- Can apply various methods to facilitate positive development in children in the socioemotional area of development
- Can carry out an independent, delimited research or development project under supervision and in accordance with the applicable research ethics norms
GENERAL COMPETENCE
Students
- Can analyse current and key special educational and professional ethics issues
- Can independently analyse, evaluate and critically reflect on working methods in the field of special education, and possess change and development skills in order to meet kindergartens and schools of the future
- Can communicate about academic issues in collaboration with school/kindergarten management and other agencies to help detect and initiate measures that target violence and abuse problems
- Can apply their knowledge and skills to promote psychosocial environments in kindergartens and schools in order to develop good learning conditions for all children
- Have advanced knowledge about children’s social and emotional development, and can apply this in a special educational context.
The course is online and session-based. Three sessions lasting two days each and three online teaching days. The teaching methods are varied and include lectures, case/problem-based teaching and discussions in groups and plenary sessions.
The programme of study includes fieldwork in connection with an assignment.
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 does not include supervised professional training, but a period of fieldwork will be carried out.
Fieldwork may include testing study content related to the mapping/observation of special educational measures, simple investigations or other relevant development work within the field of prevention, and other relevant special educational challenges.
The fieldwork will also be an important measure that can contribute to inspiration and ideas regarding the development of a master’s thesis. In addition, it will provide students with the opportunity to relate their study work to professional experiences and orientate students towards special needs education as a field of practice in kindergartens, schools or other relevant collaborative bodies
- Composite assessment (SV): All teaching 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.
- Assignment (OP): Individual. Assessed using the grading scale A to F, where A is the best grade and F is a fail. Represents 30/100 of the grade. Academic text of 8-12 pages based on key topics from course literature. Fieldwork will be carried out in connection with the assignment. Each student will develop a thesis statement which must be approved, data collection is carried out in the field of practice. Supervision is provided in relation to the development of a thesis statementand there is also compulsory supervision of the assignment itself.
- Oral (MU): Oral group examination. Assessed using the grading scale A to F, where A is the best grade and F is a fail. Weighted 30/100.
- OD must be approved in order to proceed to OP and MU.
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:
SPD5007 - Special Education 2 - 15 credits
SPD5024 - Interprofessional Collaboration, Guidance and Consultation in Special Needs Education - 15 credits