Educational Sciences 6, Special Education, 7.5 credits

Utbildningsvetenskaplig kärna 6, Specialpedagogik, 7.5 hp

970G21

Main field of study

Didactics

Course level

First cycle

Course type

Programme course

Examiner

Karin Bevemyr

Course coordinator

Alma Memisevic

Director of studies or equivalent

Birgitta Plymoth
Possible deviation from course syllabus/programme syllabus
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L1FOR Pre-school Teacher Programme 6 (Spring 2019) 201914-201918 Swedish Norrköping, Norrköping C

Main field of study

Didactics

Course level

First cycle

Advancement level

G2X

Course offered for

  • Pre-school Teacher Programme

Examination

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

Three-grade scale, U, G, VG

Other 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 samhälls- och välfärdsstudier
Code Name Scope Grading scale
SEM1 Exercises 2 credits U, G
RAP1 Exercises 5.5 credits U, G, VG
Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Obligatorisk litteratur Lundén, K. (2010). Att identifiera omsorgssvikt hos förskolebarn: vad kan vi lära av forskningen? Stiftelsen Allmänna Barnhuset http://www.rikshandboken-bhv.se/dokument/att_identifiera_omsorgssvikt.pdf Lundqvist, J. (2018). Tidiga insatser och barns utbildningsvägar – inkludering och specialpedagogik. Stockholm: Kultur och natur Lutz, K. (2013). Specialpedagogiska aspekter på förskola och skola: Möte med det som inte anses lagom. Stockholm: Liber McDonald, J. L., Milne, s., Knight, J. & Webster, V. (2013) Developmental and behavioral characteristics of children enrolled in a child protection pre-school. Journal of Pediatrics and Child Health 49, 142–146. Nilholm, C. (2007). Perspektiv på specialpedagogik. Lund: Studentlitteratur. Palla, L. (2011). Med blicken på barnet: Om olikheter inom förskolan som diskursiv praktik. Doktorsavhandling. Malmö: Malmö högskola (valda delar) Roll-Pettersson, L. & Olsson, I. (2016). Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools. International Electronic Journal of Elementary Education. December 2016, 9 (2), 317- 336 Svenska Unescorådet (2006). Salamancadeklarationen och Salamanca +10, Stockholm: Svenska Unescorådets skriftserie 2/2006. Sandberg, A. (red.)(2014). Med sikte på förskolan: barn i behov av stöd. 2. uppl. Lund: Studentlitteratur. Skolinspektionen. (2017). Förskolans arbete med barn i behov av särskilt stöd. Stockholm: Skolinspektionen Skolverket. (2016). Läroplan för förskolan. Stockholm: Skolverket SFS 2010:800 Skollag Utrikesdepartementet (2006) Mänskliga rättigheter: Konventionen om barns rättigheter. (Skriftserien UD-info) Stockholm: Utrikesdepartementet. Referenslitteratur: Allan, J. och Harwood, V. (2013). Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education, http://dx.doi.org/10.1080/01425692.2013.776933 Alasuutari, M. & Karila, K. (2009). Framing the picture of the child. Children & Society, 24, pp 100–111. Bi Ying Hu (2010) Training Needs for implementing early childhood inclusion in China International Journal of Early Childhood Special Education vol 2, no1. Jennings, Danielle., Hanline, Mary Frances, & Woods, Julia. (2012). Using Routines Based Interventions in Early Childhood Special Education. Dimensions of Early Childhood, vol 40, no 2 pp 13-22. Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A. and Balfe, T. (2011) International review of the evidence on best practice in educational provision for children on the autism spectrum. European Journal of Special Needs Education, 26(1), 47-63. Robertson, C. & Messenger, W. (2010). Early Childhood Intervention in the UK: Family, needs, standards and challenges .International Journal of Early Childhood Special Education vol 2, no 2 (Special Issue). Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K., Lunt, I. (2006). Early identification of special educational needs and the definition of ‘at risk’: The Early Years Transition and Special Educational Needs. British Journal of Special Education. vol 33, no 1, pp 40-45. Morgan, P. L. Farkas, G., Hillemeier, M. M., Maczuga, S. (2012). Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education? Educational Researcher, vol 41, no 9 pp 339-351. Zhang, K. C. (2011). Early Childhood Education and Special Education: How Well Do They Mix? An Examination of Inclusive Practices in Early Childhood Educational Settings in Hong Kong. International Journal of Inclusive Education, vol 15, no 6, pp 683-697.

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