1 School of Education COURSE SYLLABUS Special Education Course code GU2102 Reg. No. 244/2007-514 26/2008-514 Date of decision 30 January 2008 Decision-making body The School of Education Board Valid from 22 January 2008 Language of instruction Subject Swedish Education Credits / ECTS credits 30 Level Specific level Type of course Prerequisites Expected learning outcomes G G2 This course is a specialisation within the Teacher Training Programme and is also offered as a single subject course. Completed at least 60 ECTS credits of teaching or 30 ECTS credits in education or elementary training within the teaching sector. The general objective of this course is to develop the student s professional competence within the framework of educational work and be able to contribute with knowledge concerning children/pupils possibilities to participate and learn in everyday teaching situations. Having completed the course students are expected to have: - knowledge about the field of special education and its organisation - certain knowledge about human differences and their consequences for learning and developing - demonstrate a special education approach in accordance with the guiding documents - ability to reflect on personal and other peoples roles and competences - understanding of the importance of communication and relations in special education work - knowledge about work methods and approaches that may support wellness and togetherness thus preventing bullying and
2 offensive treatment - theoretical and practical knowledge about linguistic development and reading- and writing development - knowledge about reading- and writing disabilities/dyslexia, mathematical difficulties and other learning difficulties - ability to present training and compensatory measures in connection to reading- and writing disabilities and mathematical difficulties - knowledge about psychosocial factors that affect children and young people s learning and development - ability to discuss cultural and social factors that affect children and young people - ability to describe abuse-related problems that affect children and young people - ability to problemise the leisure activities of children and young people - knowledge about multicultural issues - knowledge about various work methods within the field of special education - intensified knowledge about ethics and confidentiality in pedagogical work - ability to conduct a small empiric study - ability to process, analyse and assess gathered information - ability to plan pedagogical work based on a special education approach Course contents Sub course 1. Perspectives on special education, 7.5 ECTS credits guiding documents, values and ethics from a special education perspective the field of special education and its work children/young people s linguistic, motor, social and cognitive development physical, psychological and medical functional disorders inclusion/exclusion the importance of communication and relations in terms of interaction and learning preventive work against bullying and offensive treatment Sub course 2. Reading- and writing disabilities and other learning disabilities, 7.5 ECTS credits the development of language, reading and writing reading- and writing disabilities/dyslexia and mathematical difficulties measures and compensatory aids current reading research Sub course 3. Psychosocial perspectives on special education, 7.5 ECTS credits psychosocial factors that affect learning and development cultural- and social factors abuse-related problems children and young people s culture and leisure activities the multicultural society
3 Sub course 4. Special education work methods, 7.5 ECTS credits scientific approaches ethics and confidentiality from a special education perspective written documentation as a tool for analysis special education work methods development work Teaching methods Required reading Assessment methods Type of grades Credit overlap Study certificate This course includes lectures and seminars, individual work and collaboration in groups. Seminars, group work and practical assignments are obligatory. See the end of the document. The course is examined through written and verbal examination assignments/presentations and via active participation at seminars. Detailed forms for each examination assignment and grading criteria are presented further in the study guide. Sub course 4 includes a development work through interviews/surveys at a preschool/school or other work place. One of the following grades is given: Väl godkänd, Godkänd or Underkänd (Pass with distinction, Pass or Fail). Students who successfully complete the course will receive a course certificate upon request. Students at Växjö University are entitled to having their grades translated into the ECTS grading system. A request is to be handed in at the start of the course, however no later than before the grade is awarded. A translation is registered in Ladok. Other information Responsible entity: School of Education, Department of Education Any additional costs for tasks etc are paid for by the individual student. Required reading Author/ed. Title, publishing house, year Pages Ahlberg, Ann. Forsström, Agneta På spaning efter en skola för alla, IPD-rapport, spec. ped. rapport nr. 15, 1999:8. Perception och motorik i teori och praktik Specialpedagogiska institutet, 1995 (stencil material) 199 92
4 Hwang, Philip & Nilsson, Björn Hjörne, Eva & Säljö, Roger Nilholm, Claes Socialt perspektiv Skolverket Utvecklingspsykologi (selection ) Natur och Kultur, 2003 Att platsa i skola för alla. Elevhälsa och förhandling om normalitet i den svenska skolan, Nordstedts akademiska förlag, 2007 Inkludering av elever i behov av särskilt stöd, vad betyder det och vad vet vi? Forskning i fokus nr 28 Myndigheten för skolutveckling 2006 Socialt perspektiv, En skola för alla 4.2000 Dalsjöfors tryckeri 2000 / (stencil material ) Allmänna råd och kommentarer För arbetet med att främja likabehandling 190 160 55 68 35 Svenska Unescorådet Salamancadeklarationen och Salmanca +10 Skriftserie nr? 62 Thornberg, Robert Det sociala livet i skolan, Liber, 2006 268 TRAS Sub course 2 Jacobson, Christer. Svensson, Idor, Nordman, Egon, Sandell, Anita Lundberg, I & Herrlin, K TRAS Handbok En filial inom special-peadagogisk forlag Danmark 2005 ISBN: 91-975434-4-6 Additional stencil material LUK s bok Dyslexi och Läsutveckling Läsutveckling Kronoberg 2005 God läsutveckling Kartläggning och övningar Natur och Kultur, 2005 130 100 80 Lundberg, I Konsten att läsa faktatexter Natur och Kultur, 2002 46 Lundgren, Torbjörn & Ohlis, Karin Lundgren, Torbjörn Vad alla bör veta om läs-och skrivsvårigheter, FMLS, 2003 (CD for DAISY player included) Framtidens läromedel, FMLS, Hjälpmedelsinstitutet (CD included) 70 79 Malmer, Gudrun Bra matematik för alla, Studentlitteratur, 1999 230 Allard, Birgitta, Rundqvist, Margret & Sundblad, Bo Nya Lusboken. En bok om läsutveckling Bonniers, 2002 175 Stadler, Ester Läs- och skrivinlärning, Studentlitteratur, 1998 104 Taube, Karin Läsinlärning och självförtroende, Prisma, 2001 131 Svensson, Ann-Katrin Barnet, språket och miljön. Studentlitteratur, 1998 220
5 Stencil material Sub course 3 Alakoski, Susanna Anderson, Lena Svinalängorna, Bonniers förlag, 2007 Sociala berättelser och seriesamtal Riksföreningen för autism 2001 260 36 Folkman, Marie-Louise Barn som inte leker, Runa förlag 2003 120 Jackson, Paul Vi är skit för Er Fosie Stadsdelsförvaltning Malmö 2005 196 Kinge, Emile Empati hos vuxna som möter barn med särskilda behov, Studentlitteratur 2000 126 Måhlberg, Karin., Sjöblom, Maud Lösningsinriktad pedagogik Mareld 2004 155 Ogden, Tor Social kompetens och problembeteende i skolan Liber 2001 286 Wrangsjö, Björn (ed) Barn som märks Natur och kultur 1998 230 Sub course 4 Valbar litteratur