Examination arrangement

Course content

In this subject, the focus is on good framework conditions for training pupils with social and emotional challenges. Both challenging behavior and quiet behavior are highlighted as forms of expression among a variety of students with different prerequisites, opportunities and challenges. Areas that are emphasized are trauma-informed care, involuntary school absences, autism spectrum disorders and developmental disabilities, sensory loss, gifted children and minority language children with special needs. The perspective of inclusion and adaptation of the training to the individual student's different needs is central. Overarching themes are system work, co-operation between colleagues and co-operation between school and home. Central perspectives are also the student and human outlook, as well as life course thinking. Emphasis is placed on the special education teacher's role in dealing with pupils with social and emotional challenges, preventive perspectives, mapping and measures.

Learning outcome

Knowledge

The student

• has in-depth knowledge of conditions for learning and health promotion for students who experience social and emotional challenges
• has in-depth knowledge of the learning environment that promotes inclusion and active participation for the target group
• has in-depth knowledge of prevention and facilitation in a resource- and coping-oriented perspective
• has in-depth knowledge of theory and research related to social and emotional challenges
• has in-depth knowledge of the special educator's role and the special education subject area, its working methods, legal and ethical issues

Skills

The student

• is able to reflect independently, critically and ethically consciously on special educational topics that concern students with different social and emotional challenges
• must be able to independently facilitate a learning environment that promotes inclusion, active participation, learning and life skills for these students
• is able to engage in good dialogues on special educational topics that concern the students with the students themselves, their parents, colleagues and other partners
• is able to apply for new knowledge from national and international research in the field and assess its validity and relevance
• can develop profession-specific skills, action and personal competence that are central within this special education subject area

General competence

The student

• can formulate and analyze current issues regarding inclusion, active participation, learning and life skills for students who experience social and emotional challenges
• can communicate research-based knowledge regarding inclusion, active participation, learning and life skills for students who experience social and emotional challenges, in the field of special education and to the general public
• can apply acquired knowledge and skills in new contexts and in collaboration with other professions, and thus make a positive difference for students with social and emotional challenges
• can independently and on a professional basis analyze and justify various aspects of the practice of the profession in the special education field
• can contribute to new thinking and innovation in the field of special education based on both independent research and development work and other relevant research-based knowledge
• can apply personal competence and independently assess ethical considerations faced by students with social and emotional challenges and their parents

Learning methods and activities

The forms of work will vary between lectures, conversations, discussions, group work, seminar activities, individual work and exercises. In the course, great emphasis is placed on connection to the field of practice as a field of study and as an arena for professional practice.Academic interaction between students is an important form of work and learning for future teachers and special education teachers. It is therefore expected that the students are present and participate in the teaching and group work associated with the subject.

Compulsory assignments

• A written and an oral work requirement related to practical assignments
• A written and an oral work requirement related to practical casework

Further on evaluation

Some seminars, exercises and lectures will be mandatory. This will be stated in the semester plan.

Mandatory work requirements:

• A written and an oral work requirement related to practical assignments
• A written and an oral work requirement related to casework

Mandatory work requirements are assessed as approved/not approved. Compulsory activities must be approved before students can take the exam.

Specific conditions

Recommended previous knowledge

Pedagogy and student knowledge 4 or equivalent.

Required previous knowledge

The student must have passed the courses "Introduction to special education" (30 ECTS), "PEL 2" (15 ECTS) and "PEL 3" (15 ECTS) or equivalent to begin the course.

Course materials

The final syllabus will be published on Blackboard before the start of the program.

Credit reductions