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 Swedish
Subject Education
Credits / ECTS credits 30
Level G
Specific level G2
Type of course This course is a specialisation within the Teacher Training Programme and is also offered as a single subject course.
Prerequisites Completed at least 60 ECTS credits of teaching or 30 ECTS credits in education or elementary training within the teaching sector.
Expected learning outcomes 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
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
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 This course includes lectures and seminars, individual work and collaboration in groups. Seminars, group work and practical assignments are obligatory.
Required reading See the end of the document.
Assessment methods 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.
Type of grades One of the following grades is given: Väl godkänd, Godkänd or Underkänd (Pass with distinction, Pass or Fail).
Credit overlap
Study certificate 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. På spaning efter en skola för alla, IPD-rapport, spec. ped.
rapport nr. 15, 1999:8.
199
Forsström, Agneta Perception och motorik i teori och praktik
Specialpedagogiska institutet, 1995 (stencil material)
92
Hwang, Philip & Nilsson, Björn
Hjörne, Eva & Säljö, Roger
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
190
160
Nilholm, Claes Inkludering av elever i behov av särskilt stöd, vad betyder det och vad vet vi ? Forskning i fokus nr 28
Myndigheten för skolutveckling 2006
55
Socialt perspektiv Socialt perspektiv, En skola för alla 4.2000 Dalsjöfors tryckeri 2000 / (stencil material )
68
Skolverket Allmänna råd och kommentarer För arbetet med att främja likabehandling
35
Svenska Unescorådet Salamancadeklarationen och Salmanca +10 Skriftserie nr ?
62
Thornberg, Robert Det sociala livet i skolan, Liber, 2006 268 TRAS TRAS Handbok En filial inom special-peadagogisk forlag
Danmark 2005 ISBN: 91-975434-4-6
130
Additional stencil material
Sub course 2
Jacobson, Christer. Svensson, Idor, Nordman, Egon,
Sandell, Anita
LUK´s bok Dyslexi och Läsutveckling Läsutveckling Kronoberg 2005
100
Lundberg, I & Herrlin, K God läsutveckling Kartläggning och övningar Natur och Kultur, 2005
80
Lundberg, I Konsten att läsa faktatexter Natur och Kultur, 2002 46 Lundgren, Torbjörn & Ohlis,
Karin
Vad alla bör veta om läs-och skrivsvårigheter, FMLS, 2003 (CD for DAISY player included)
70
Lundgren, Torbjörn Framtidens läromedel, FMLS, Hjälpmedelsinstitutet (CD included)
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
Stencil material
Sub course 3 Alakoski, Susanna Anderson, Lena
Svinalängorna, Bonniers förlag, 2007
Sociala berättelser och seriesamtal Riksföreningen för autism 2001
260 36
FFoollkkmmaann,, MMaarrieie--LLoouuiissee Barn som inte leker, Runa förlag 2003 120 JJaacckkssoonn,, PPaauull Vi är skit för Er Fosie Stadsdelsförvaltning Malmö 2005 196 KKiinnggee,, EEmmiillee Empati hos vuxna som möter barn med särskilda behov,
Studentlitteratur 2000
126
MMååhhllbbeerrgg,, KKaarriinn..,, SSjjööbblloomm,, MMaauudd
Lösningsinriktad pedagogik Mareld 2004 155
OOggddeenn,, TToorr Social kompetens och problembeteende i skolan Liber 2001 286 WWrraannggssjöjö,, BBjjöörrnn ((eedd)) Barn som märks Natur och kultur 1998 230
Sub course 4
Valbar litteratur
