Course - Special needs education in the ordinary classroom - SKOLE6251
Special needs education in the ordinary classroom
Choose study yearAssessments and mandatory activities may be changed until September 20th.
About the course
The course provides an understanding of special needs educational work in the ordinary classroom and skills in facilitating and implementing special education that promotes community and inclusion for the student. Students are given the opportunity to reflect on the consequences of various practical dilemmas at the intersection of knowledge, ethics and politics. The purpose of the course is to develop the special needs educator's professional awareness and sense of professionalism.
Students will gain insight into how to include students with special needs in collaborative learning with other students, and in strategies to facilitate a learning environment that accommodates students with special needs. The course provides knowledge of and skills in teaching that promotes varied physical and emotional learning experiences, and different sensory impressions as a basis for student learning.
The student's experience of, and participation in, their own education and schooling is central to promoting empowering learning processes for students with special needs. Student participation in adapted education is therefore a key theme in the subject.
The teaching will be based on the students' own experiences with inclusion work in the classroom, so that they can develop new knowledge in the span between practice and theory.
- has knowledge of physical and emotional learning experiences and how these can be used in adapted education for students with special needs
- has an understanding of special needs educational work with the intention of promoting positive experiences of inclusion for the students
- can facilitate and carry out special education that promotes community and inclusion for the student
- can encourage and facilitate the student's participation in adapted education
- can reflect on special educational dilemmas at the intersection of knowledge, ethics and politics
- can use own experience and professional perspective to develop special needs educational action and responsibility
- can promote empowering teaching and learning processes for children with special needs
Learning methods and activities
The course is completed with three physical sessions. Forms of learning: Lectures and workshops with good opportunities for participant activity, reflections, discussions in small groups and in plenary, exercises, and guidance related to exam texts. There will be digital meetings focusing on students' work between sessions.
- Submission of two individual drafts of exam texts
- Participation in group process and submission of group text
- Compulsory attendance in sessions
Further on evaluation
The exam consists of three written assignments, two individual and one in a group (weighting 25%, 25%, 50%). A student who has not passed the assessment in one of the assignments only has to present himself/herself for a reassessment in the part that has not been passed. The student can appeal only when all grades for the course are announced. The student must specify which sub-assessment the complaint applies to.
All aids are allowed
Work requirements: Three written assignments (draft exam assignments), two individual and one in group. Compulsory attendance in sessions.
Admission to a programme of study is required:
Education for Teachers (MPEDLÆR)
Required previous knowledge
SKOLE6150 The teacher as an agent for inclusion.
SKOLE6250 Special needs education for inclusion and equality.
- Special Education