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Special Education - Theories and Research, 15 credits
Specialpedagogik - kunskapsområde och forskningsfält, 15 hp
948A01
Main field of study
Special EducationCourse level
Second cycleCourse type
Programme courseExaminer
Lotta HolmeCourse coordinator
Lotta Holme, Lisa KilmanDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L9YSL | Special Needs Training Programme, Specialization - Language, Writing and Reading Development (Specialization - Language, Writing and Reading Development) | 1 (Autumn 2018) | 201834-201903 | Swedish | Linköping, Valla | C |
| L9YSL | Special Needs Training Programme, Specialization - Mathematic Development (Specialization - Mathematic Development) | 1 (Autumn 2018) | 201834-201903 | Swedish | Linköping, Valla | C |
Main field of study
Special EducationCourse level
Second cycleAdvancement level
A1XCourse offered for
- Special Needs Training 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:
- demonstrate knowledge of central special educational concepts
- be able to discuss special education in a historical and cultural perspective
- be able to discuss special education as a phenomenon both in research and society
- demonstrate knowledge of national and local steering documents concerning special educational activities and organisation
- demonstrate knowledge of law and ethics with relevance to special education activities
- demonstrate an understanding of different perspectives on special education and special tuition both in including and segregating organisation of teaching
- demonstrate an understanding of the work of the special education teacher in preventive special educational activities
- demonstrate knowledge of educational leadership
- be able to reflect theoretically on special education practice and the special educational professional roles
- demonstrate awareness of what a scholarly and research-ethical approach may imply.
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 and course/field assignments, individually and in groups, orally and in writing. The course is completed with an individual written examination assignment
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.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
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
Böcker
Bergem, Tryggve (2000). Läraren i etikens motljus. Lund: Studentlitteratur
Berg, Gunnar (2011). Skolledarskap och skolans frirum. Lund: Studentlitteratur
Brodin, Jane & Lindstrand, Peg (2010). Perspektiv på en skola för alla. Lund: Studentlitteratur
Bryman, Alan (2011). Samhällsvetenskapliga metoder. Malmö: Liber ekonomi (främst kap 1, 17, 21, men även som referenslitteratur 4, 5, 15, 19 och 20)
Börjesson, Mats & Palmblad, Eva (red.) (2003). Problembarnets århundrade. Normalitet, expertis och visionen om framsteg, Lund: Studentlitteratur (kap 1,2,3,4)
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, www.skolverket.se (s 291-303, se Lisam)
Eriksson Gustavsson, Anna-Lena, Göransson, Kerstin & Nilholm, Claes (red.) (2011). Specialpedagogisk verksamhet i grundskolan. Lund: Studentlitteratur (s 13-32+valda delar)
Erdis, Mare (2011). Juridik för pedagoger. Lund: Studentlitteratur (176 s)
Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning (2007). Vetenskapsrådet, http://www.codex.vr.se/texts/HSFR.pdf
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
Haug, Peder (1998). Pedagogiskt dilemma: Specialundervisning. Skolverket (61 s), www.skolverket.se
Lutz, Kristian (2013). Specialpedagogiska aspekter på förskola och skola. Möte med det som inte anses LAGOM. Stockholm: LIBER AB.
Nilholm, Claes (2007). Perspektiv på specialpedagogik. Lund: Studentlitteratur
Olsson, Ingrid (1999). Att leva som lytt. Handikappades levnadsvillkor i 1800-talets Linköping. Linköping Studies in Arts and Science (s 91-107, delas ut)
Persson, Bengt (2013). 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 (valda delar)
Swärd, Ann-Katrin & Florin, Katarina (2011). Särskolans verksamhet: uppdrag, pedagogik och bemötande. Lund: Studentlitteratur (valda delar)
Skolverket (2014). Arbete med extra anpassningar, särskilt stöd och åtgärdsprogram. Skolverkets allmänna råd med kommentarer. Skolverket: Stockholm.
Specialpedagogiska Skolmyndigheten (SPSM) (2013). Inkluderande undervisning. Vad kan man lära av forskningen? Claes Nilholm & Kerstin Göransson. Online http://www.butiken.spsm.se/produkt/katalog_filer/00459_tillganglig.pdf [14-04-2014]
Artiklar
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.
Cameron, David Lansing, Nilholm, Claes & Persson, Bengt (2012). School district administrators' perspectives on special education policy and practice in Norway and Sweden, Scandinavian Journal of Disability Research, Vol. 14, No.3, pp. 212-231.
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
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, Nilholm, Claes & Karlsson, Kristina (2011). Inclusive education in Sweden? A critical analysis. International Journal of Inclusive Education, Vol. 15, No.5, pp. 541-555.
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.
Nilholm, Claes (2006). Special education, inclusion and democracy. European Journal of Special Needs Education, Vol. 21, No. 4, pp.431-445
Takala, Marjatta, Sarromaa Hausstätter, Rune, Ahl, Astrid & Head, George (2012). Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students. European Journal of Teacher Education, Vol. 35, No. 3, pp. 305-325.
Övrig information
Därutöver tillkommer internationella överenskommelser (till exempel FN:s barnkonvention och Salamancadeklarationen), kommunala och lokala styrdokument för obligatoriska och frivilliga skolformer, examensordningar, skollag och aktuella läroplaner i tillämpliga delar, skrivråd samt aktuella vetenskapliga artiklar.
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