Special needs education, introductory course

Course Code: SO103E

Institution:

School Development and Leadership

Revision:

2

For students admitted spring 2012   spring 2011  

Other set versions

Approval

The course was established 10 October 2008.
This course syllabus (version 2) was approved 10 October 2008 by the Education Commiteé at School of Education.
The syllabus is valid from 10 October 2008.

Education level

First cycle

Course description

The aim of this course is to make students develop knowledge of factors influencing the special needs educational field from a historical, national and international perspective. Special interest will be focused on the reciprocity in the dialogue between teacher and pupil.

Advancement in relation to the degree requirements

Single subject course and minor subject in teacher training.

Entry requirements

The special prerequisite for this course, besides basic eligibility for university studies, is fieldeligibility 6: Civics A and English B. Applicants are exempted from the Civics A requirement.

Learning outcomes

After completing the course the student will be able to

• describe and interpret the meaning of significant documents concerning children’s rights
• explain and analyse different special educational concepts and perspectives in Sweden
• discuss and reflect on coping with children in need of special educational support.

Assessments

Examination takes place in varied forms individual and in groups. The students shall, by writing a paper in group, describe the special educational organisation and support system in Sweden, referring to declarations of children’s rights. This paper shall be presented and discussed at a seminar. The student will be assessed through an individual reflective response text on the seminar discussion.
Furthermore the student will be assessed through an individual document where ideas of coping with children in need of special educational support in the light and consideration of activity connected practise are presented.

Good capability of oral as well as written presentations is demanded.



Course content

National and international documents concerning children in need of special support are presented and discussed from an actual and a historical perspective. Different special educational phenomena and concepts are focused and penetrated offering possibilities to reflect on school practice. Certain items of the course are related to activity connected practise.


Learning activities

The forms of work, consisting of lectures, seminars, group discussions and studies of literature are based on the aim and the learning outcomes of the course, in cooperation with students.


Grading system

Fail (U), Pass (G) or Pass with Distinction (VG). ECTS grading system can be used on students demand.


Reading list and other media

Armstrong, Felicity, Armstrong, Derrick & Barton, Len (2000). (ed.) Inclusive education. Policy, Contexts and Comparative Perspectives. London: David Fulton Publishers. (196 pp).
Billington, Tom (2000). Separating, Losing and Excluding Children. London: Routledge Falmer. (147 pp).
Farrell, Michael (2005). Key Issues in Special Education. Abingdon: Routledge. (165 pp).
Gross, Jean (2002). Special educational needs in the primary school. Maidenhead: McGraw-Hill (265 pp).

Karlsson Lohmander, Maelis (ed.) (2002). Social competence and communication. Early childhood research and development Centre. Gothenburg: University of Gothenburg. (220 pp).

Nind, Melaine, Rix, Jonathan, Sheehy, Kieron & Simmons, Katy (2005). Inclusive Education: Diverse Perspectives. London: David Fulton Publishers Ltd. (304 pp).

Sandén, Ingrid (2007). Play, identity and inclusion. (20 pp).

Skidmore, David (2004). Inclusion. Maidenhead: McGraw-Hill. (140 pp).

Stigendahl, Michael (2006). Young people from exclusion to inclusion. Malmo: District of Fosie. (113 pp).

The Swedish National Agency for Education (1998). Students in need of special support. (http://www.skolverket.se) (42 pp).

The Swedish National Agency for Education (1998). Compulsory School. (http://www.skolverket.se) (3 pp).

The Swedish National Agency for Education (1998). Special education and special schools.
(http://www.skolverket.se) (3 pp).

The Swedish National Agency for Education (1998). Education for pupils and adults with learning disabilities. (http://www.skolverket.se) (3 pp).

The Swedish National Agency for Education (1998). Democracy and Fundamental Value.
(http://www.skolverket.se (4 pp).

UNESCO (1994). The Salamanca Statement. (http://portal.unesco.org/education) (14 pp).

UN (1989). Convention on the Rights of the Child. http://www.unicef.org/crc/) (15 pp).

Articles



Course evaluation

Evaluation is an integral part of the course. The course is evaluated through a questionnaire and a follow up discussion between students and instructors based on the aim and the learning outcomes. Results from the evaluation are summarized and presented to the students.