Course - Introduction in special educational needs - MGLU3201
MGLU3201 - Introduction in special educational needs
About
Examination arrangement
Examination arrangement: Assignment and oral examination
Grade: Letter grades
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Assignment | 60/100 | |||
| Oral examination | 40/100 | 30 minutes | E |
Course content
The course consists of
- introduction to the special education field
- introduction to a selection of social and emotional challenges as well as general learning difficulties
- introduction to specific learning difficulties with emphasis on reading, writing and mathematics difficulties.
The introductory course is broadly designed with a view to covering the most common special educational challenges in school. Central to the course is the understanding of how the primary school should ensure good framework conditions for education and upbringing for all students. Legislation, measures and opportunities for an inclusive school, special educational working methods and legal and ethical issues are central themes here. It will be themed how an inclusive school can work to adapt the education to the individual student's different prerequisites and needs. The course provides insight into theoretical and special educational perspectives, development and risk factors, prevention and measures.
Contents Introduction to the field of special education The inclusive school, a school for all The special education field and the role of the special educator Legislation and rights Reflection on special educational and ethical issues Self-perception and motivation Introduction to special educational working methods Mapping Cooperation and participation Planning, implementation and evaluation of special educational measures Writing professional texts (Pedagogical report and IOP) Understanding, prevention and measures for students with different challenges Different perspectives on social and emotional challenges Pupils with general learning difficulties Measures and adaptation at individual and system level Specific reading, writing, math and language difficulties Identify and map specific difficulties and student development Plan, implement and evaluate measures for students with specific difficulties
Learning outcome
Knowledge
The student
- has good knowledge of the special education field, its traditions and possibilities
- has good knowledge of the special educator's role and working methods, legal and ethical issues
- has good knowledge of various learning challenges, prevention and measures
Skills
The student
- should be able to facilitate the learning environment so that students with different learning challenges experience development and mastery
- be able to communicate special educational topics with the students themselves, their parents, colleagues and other partners
- must have the ability to critically, ethically conscious and knowledge-based reflection on various special educational topics
General competence
The student
- has action competence and can, based on research-based knowledge, contribute to active participation and community for a complex group of students
- can apply their knowledge and skills to prevent, assess and adapt education so that students with different learning challenges can develop their learning potential in the best possible way both academically and socially
- has theoretical knowledge and profession-specific skills that can benefit the special education field
Learning methods and activities
The courses emphasis is placed on research-based and dialogue-based teaching. The forms of work will vary between lectures, conversations, seminars, various forms of group work and individual work, as well as the use of digital tools. It is expected that all students contribute actively in seminars, discussions and other professional collaboration.
Compulsory assignments
- Mandatory assignments according to emnebeskrivelsen
Further on evaluation
The oral exam takes place in groups with 1 hour of preparation time after drawing the exam topic. Postponed exams can be individual if there is only one registered student.
The learning methods and themes in the course are related to the development of skills as a special educator in the school. Some seminars, exercises and group work are mandatory. This will be stated in the semester plan.
The subject has two compulsory work requirements:
- an individual log with subsequent seminar work
- writing of a pedagogical report and IOP (carried out in groups)
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7) - some programmes
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10) - some programmes
Recommended previous knowledge
The student must have completed Pedagogy and Student Knowledge 2 (15 credits) or equivalent in order to be able to start on "Introduction to Special Education" (30 credits). Completed is understood as the approval of mandatory work requirements; in other words, the student is ready for examination.
Required previous knowledge
Past knowledge, learning, and formation in the teacher profession (7,5 credits) and PEL 1 (7,5 credits) or equivalent.
Course materials
The final syllabus will be published on Blackboard before the start of the course.
Credit reductions
| Course code | Reduction | From | To |
|---|---|---|---|
| LGU14007 | 7.5 | AUTUMN 2019 | |
| LGU54006 | 7.5 | AUTUMN 2019 | |
| SKOLE6006 | 15.0 | AUTUMN 2020 | |
| SKOLE6007 | 15.0 | AUTUMN 2020 | |
| LÆR2007 | 3.5 | AUTUMN 2021 |
No
Version: A
Credits:
30.0 SP
Study level: Third-year courses, level III
Term no.: 1
Teaching semester: AUTUMN 2024
Language of instruction: Norwegian
Location: Trondheim
- Teacher Education
- Special Education
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Assignment and oral examination
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Oral examination (1)
40/100
E
2024-12-09 - 2024-12-11
-
Room Building Number of candidates -
Autumn
ORD
Assignment
60/100
Release
2024-11-22Submission
2024-11-29
09:00
INSPERA
09:00 -
Room Building Number of candidates - Spring UTS Oral examination 40/100 E
-
Room Building Number of candidates - Spring UTS Assignment 60/100 INSPERA
-
Room Building Number of candidates
- * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
- 1) Individual time for the oral exam will be published later in Blackboard.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"