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Special Education - Theories and Research, 15 credits
Specialpedagogik - kunskapsområde och forskningsfält, 15 hp
941A08
Main field of study
Special EducationCourse level
Second cycleCourse type
Programme courseExaminer
Lotta HolmeCourse coordinator
Lotta Holme, Tove MattssonDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L7YSP | Special Educational Needs Programme | 1 (Autumn 2020) | 202034-202103 | Swedish | Linköping, Valla | C |
Main field of study
Special EducationCourse level
Second cycleAdvancement level
A1XCourse offered for
- Special Educational Needs Programme
Entry requirements
In addition to the general entry requirements, a teaching degree followed by full-time work as a teacher for at least three years is required for admission to the course.Intended learning outcomes
On completion of the course, the student should:
- have acquired knowledge of special needs education as a concept and a phenomenon in both research and society, and knowledge of national and local control documents.
- be able to demonstrate an understanding of different perspectives on special needs education and special tuition in both inclusive and exclusive organisation of teaching.
- be able to discuss and problematise special education concepts and have a general understanding of the knowledge field.
- be able to account for national and international research
- have acquired knowledge of laws and ethics with relevance to special education activities.
- have acquired an understanding of the work of the teacher for special needs education in preventive special educational activities.
- have developed an ability to reflect theoretically on special educational practice and special educational approaches.
Course content
The course covers special education and approaches to special education from both historical and present-day perspectives. Central concepts that are problematised and discussed in the course are wholeness, participation, inclusion, integration, deviation, normality, differentiation and segregation. Knowledge of the community's and school's encounter with and responsibility for children and adolescents is central to the course, and the laws and statutes regulating this responsibility are studied. An important part of the course is the cooperation and collaboration between different actors and institutions with regard to pupils, which provide an overall view of what the special education work may involve. Further processed in the course are dilemma situations where ethical and legal considerations and positions are taken with the purpose of developing the students' judgement and approach
Teaching and working methods
The teaching takes the form of field studies, student active literature seminars, lectures and oral and written assignments, individually or in groups.
Examination
The course is examined through literature seminars, individual and group course/field assignments, and examination assignments. Both oral and written examinations may occur.
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Two-grade scale, U, GOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| STN1 | Written exam | 7 credits | U, G |
| SRE3 | Written exam | 3 credits | U, G |
| SRE2 | Written exam | 5 credits | U, G |
Obligatorisk litteratur
von Ahlefeld Nisser, Desiree (2014). Specialpedagogers och speciallärares olika roller och uppdrag. Skilda föreställningar möts och möter en pedagogisk praktik. Nordic Studies in Education, 34, 246-264.
Berg, Gunnar (2011). Skolledarskap och skolans frirum. Lund: Studentlitteratur.
Brodin, Jane & Lindstrand, Peg (2010). Perspektiv på en skola för alla. Lund: Studentlitteratur.
Bryman, Alan (2018). Samhällsvetenskapliga metoder. Malmö: Liber ekonomi (främst kap 1, 20, 24, men även som referenslitteratur 5, 6, 17, 22 och 23)
Börjesson, Mats & Palmblad, Eva (red.) (2003). Problembarnets århundrade. Normalitet, expertis och visionen om framsteg, Lund: Studentlitteratur (kap 1, 2, 3, 4)
*Canino, Glorisa & Alegría, Margarita (2008). Psychiatric diagnosis – is it universal or relative to culture? Journal of Child Psychology and Psychiatry, Vol. 49, No.3, pp. 237-250.
Emanuelsson, Ingemar (2003). En skola för alla. Om specialpedagogik. I Staffan Selander (red.) Kobran, nallen och majjen. Tradition och förnyelse i svensk skola och skolforskning, Myndigheten för skolutveckling, s 291-30. http://hundochkatter.se/special/Kurslitteratur/Kobrannallenomajjen03.pdf
**Eriksson Gustavsson, Anna-Lena, Göransson, Kerstin & Nilholm, Claes (red.) (2011). Specialpedagogisk verksamhet i grundskolan. Lund: Studentlitteratur.
Erdis, Mare (2011). Juridik för pedagoger. Lund: Studentlitteratur.
Examensordning SFS 1993:100, Bilaga 2. Speciallärarexamen, www.regeringen.se (delas ut)
Examensordning SFS 1993:100, Bilaga 2. Specialpedagogexamen, www.regeringen.se (delas ut)
*Florian, Lani (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23:7-8, 691-704.
Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning (2007). Vetenskapsrådet, http://www.codex.vr.se/texts/HSFR.pdf
*Granlund, Mats & Lillvist, Anne (2015). Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis. Research and Practice in Intellectual and Developmental Disabilities, 2:2, s 16-135.
*Grosche, Michael & Volpe, Robert J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28:3, 254-269.
Göransson, Kerstin, Lindqvist, Gunilla, Klang, Nina, Magnusson, Gunnlaugur & Nilholm, Claes (2015). Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning. En enkätstudie. Forskningsrapport. Karlstad University Studies 2015:13. Karlstad universitet. http://www.diva-portal.org/smash/get/diva2:784444/FULLTEXT01.pdf
*Göransson, Kerstin, Malmqvist, Johan & Nilholm, Claes (2013). Local school ideologies and inclusion education: the case of Swedish independent schools. International Journal of Special Needs Education, Vol. 28, No. 1, pp. 49-63.
*Göransson, Kerstin, Lindqvist, Gunilla, Möllås, Gunvie, Almqvist, Lena & Nilholm, Claes (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational Review, 69(4), 490-505.
Haug, Peder (1998). Pedagogiskt dilemma: specialundervisning. Stockholm: Statens skolverk. Tillgänglig på Internet: http://hundochkatter.se/special/Pedagogisktdilemmaspecundervisning.pdf
*Haug, Peder (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research. Vol. 19, No. 3, pp. 2016-217.
*Isaksson, Joakim & Lindqvist, Rafael (2015). What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s-2014. European Journal of Special Needs Education, 30:1, 122-137.
Irisdotter, Sara (red.) (2018). Läraren och yrkesetiken: principer, värden och förhållningssätt i förskolans och skolans vardag. Lund: Studentlitteratur
*Lindqvist, Gunilla & Nilholm, Claes (2013). Making schools inclusive? Educational leaders’ views on how to work with children in need of special support. International Journal of Inclusive education, Vol. 17, No. 1, pp. 95-110.
Lutz, Kristian (2013). Specialpedagogiska aspekter på förskola och skola. Möte med det som inte anses LAGOM. Stockholm: LIBER AB.
Läroplan för förskolan, Lpfö 18 (2018) Stockholm: Utbildningsdepartementet, www.skolverket.se
Läroplan för grundskolan, förskoleklassen och fritidshemmet, Lgr 11 (2011). Stockholm: Utbildningsdepartementet, www.skolverket.se
Läroplan för grundsärskolan, Lgr 11 (2011). Stockholm: Utbildningsdepartementet, www.skolverket.se
Läroplan för specialskolan, förskoleklassen och fritidshemmet, Lgr 11 (2011). Stockholm: Utbildningsdepartementet, www.skolverket.se
Läroplan för gymnasiesärskolan (2013). Stockholm: Utbildningsdepartementet www.skolverket.se
Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola (2011). (valda delar)
Nilholm, Claes (2018). En inkluderande skola - möjligheter, hinder och dilemman. Studentlitteratur AB.
Nilholm, Claes (2020). Perspektiv på specialpedagogik. Lund: Studentlitteratur.
Olsson, Ingrid (1999). Att leva som lytt. Handikappades levnadsvillkor i 1800-talets Linköping. Linköping Studies in Arts and Science. (delas ut)
Persson, Bengt (2019). Elevers olikheter och specialpedagogisk kunskap. Stockholm: Liber.
Persson, Bengt & Persson, Elisabeth (2012). Inkludering och måluppfyllelse – att nå framgång med alla elever. Stockholm: Liber.
**Sandberg, Anette (red.) (2015). Med sikte på förskolan: barn i behov av stöd. Lund: Studentlitteratur.
*Sandberg, Anette, Lillvist, Anne, Eriksson, Lilly, Björck-Åkesson & Granlund, Mats (2010). ”Special support” in Preschools in Sweden: Preeschool staff’s definition of the construct. International journal of Disability, Development and Education, Vol. 57, No. 1, pp 43-57.
Skollag 2010:800. www.riksdagen.se
**Skolinspektionen (2017). Förskolans arbete med barn i behov av särskilt stöd.
Skolverket (2014). Arbete med extra anpassningar, särskilt stöd och åtgärdsprogram. Skolverkets allmänna råd med kommentarer.
Speciallärarprogrammet och Specialpedagogprogrammet vid Linköpings universitet (2008). Råd angående att skriva kursuppgifter, examinationsuppgifter och rapporter. (delas ut)
**Swärd, Ann-Katrin & Florin, Katarina (2014). Särskolans verksamhet: uppdrag, pedagogik och bemötande. Lund: Studentlitteratur.
*valbara referenser
** valbara referenser mot verksamhetsområden v 49 (de historiska delarna i Eriksson Gustavsson läses av alla i kursens inledande veckor)
Därutöver tillkommer internationella överenskommelser (till exempel FN:s barnkonvention och Salamancadeklarationen), kommunala och lokala styrdokument för obligatoriska och frivilliga skolformer och aktuella kursplaner i tillämpliga delar samt aktuella vetenskapliga artiklar. För att få en inblick i aktuell specialpedagogisk forskning och debatt rekommenderas Claes Nilholms blogg. Dessutom läses en valfri skönlitterär bok, som i vid mening gestaltar specialpedagogisk problematik.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it.
| Name | File name | Description |
|---|---|---|
| Campus_dagar_SPP_HT20_VT21 | Campus_dagar_SPP_HT20_VT21.pdf |