Course - Essential Tasks in the Special Education Support System - PED3045
PED3045 - Essential Tasks in the Special Education Support System
About
Examination arrangement
Examination arrangement: Portfolio
Grade: Letter grades
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Portfolio | 100/100 |
Course content
The course builds on and continues knowledge, theories and values from PED 3041 or equivalent.
The subject provides an overview of research-based knowledge and theories related to central tasks in the special educational support system in primary schools and pedagogical-psychological services (PPT), including identification of children and young people with special needs. A relational or holistic understanding, where children and young people with special needs are seen in the light of context and system, is emphasized throughout. Central themes are inclusive learning environments, learning difficulties as well as administration and expertise.
Learning outcome
Knowledge:
- The students have theoretical and research-based knowledge of the learning environment, and the importance of the learning environment for students' learning and development
- The students have theoretical and research-based knowledge of general and specific learning difficulties
- The students have knowledge of the legal, administrative side of the field of special education practice, including expert work
Skills:
- Students can reflect critically on specialist literature related to the topics, communicate and share reflections with others, including subject teachers, fellow students and supervisors in practice
- Students can use special educational research and theoretical theory to select, formulate, investigate and analyze special educational issues
- Students can look after their own professional development, and at the same time collaborate with fellow students for further development
- The students are active participants in the subject's practice period
General competencies:
- Students can work independently on academic issues
- Students can collaborate with others on academic issues
- Students can justify choices, for example issues and use of theory, based on special education literature and research
- Students can identify and reflect on ethical issues
Learning methods and activities
Up to 10 hours of teaching per week. Lectures and seminars alternate.
Three weeks of practice in educational-psychological service (PPT/BFT).
Compulsory assignments
- 80% compulsory attendance at lectures
- 80% compulsory attendance at practice
Further on evaluation
Compulsory activities: 80 percent attendance at lectures. 3 weeks of practice in BFT/PPT, with attendance of at least 80 percent. Folder The folder consists of three contributions to be written in groups (group size up to 5 persons). One of the contributions must be from observation practice at BFT/PPT. Two guides are given per contribution. The folder must have a cover / introduction that binds the three contributions together. It should end with a note with individually meta-reflection on the collaboration they have had in the groups. The folder contributions should be approximately equal to the scope, between 8-10 pages. They must be written in Times New Roman 12 points, line spacing 1.5. The folder gets graded; A-F. Guidance will be given on the contributions during the semester.
Assessment report requires an approved teaching report of the same semester. Compulsory assignments from previous semesters can be approved by the department.
Submission: Week 21
Required previous knowledge
As for admission to a master in education, field of study special education.
Course materials
Syllabus of approx. 1500 pages.
No
Version: 1
Credits:
30.0 SP
Study level: Second degree level
Term no.: 1
Teaching semester: SPRING 2025
Language of instruction: Norwegian
Location: Trondheim
- Education
- Special Education
Department with academic responsibility
Department of Education and Lifelong Learning
Examination
Examination arrangement: Portfolio
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
- Autumn ORD Portfolio 100/100 INSPERA
-
Room Building Number of candidates - Spring ORD Portfolio 100/100 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.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"