Study Guide

Objective

After completing the course, the student:

· should be able to define kunna definiera special education

· should be able to reflect on inclusion, participation, equal treatment and human values

· develop an understanding for inter-group diversity and have a basic readiness to meet diversity by differentiation within the group

· have basic knowledge about different levels of support

· be aware of possible forms of cooperation between teachers

General skills:

· develop a capacity for scientific and reflective thinking

· develop a capacity for cooperation

Content

· knowledge about the history and function of special education

· special education is introduced as a field of science and as a field of work from early childhood education to upper secondary school

· knowledge about diversity in the preschool and school context

· basic knowledge and preparedness for differentiation, co-education and inclusion in preschool and schools

· students will grow in their ability to reflect on participation, empathy, fair treatment and human values in special education.

Qualifications

No previous knowledge requirements

Materials

Jakobsson, I-L., & Nilsson, I. (2019). Specialpedagogik och funktionsvariationer: att möta barn och unga med funktionsnedsättningar i en utvecklande miljö. Stockholm: Natur & Kultur. Kap. 1-6.
Kinge, E. (2015). Empati – Närvaro eller metod. Lund: Studentlitteratur. Mitchell, D. (2015). Inkludering i skolan. Undervisningsstrategier som fungerar. Stockholm. Natur och Kultur.
Sundqvist, C. (2014). Den samarbetande läraren. Lärarhandledning och samundervisning i skolan. Lund: Studentlitteratur, kap.1–2 och 7–8.
Takala, M. & Äikäs, A. (2020). Mahdoton inkluusio. Helsinki: PS Kustannus.
Aktuell lagstiftning
Övrig litteratur enligt föreläsarens anvisningar

Further information

Forms of Examination: Exams and written assignments