Study Guide

Objective

After completing the course, the student is expected to be able to:
- Reflect on diversity, treatment and inclusion.
- Describe how support for learning is organised based on current policy documents.
- Describe what differentiation is and give examples of how differentiation can be realised.
- Give examples of how teachers can work together to meet diversity in groups.
- Describe learning challenges (literacy difficulties, mathematics difficulties, challenging behaviour, concentration difficulties, autistic spectrum conditions, special needs) and their consequences for development and learning.

Content

- Diversity, inclusion and participation.
- Support for learning (policy documents, organisation)
- Differentiation and teacher collaboration
- Learning challenges (literacy difficulties, mathematics difficulties, challenging behaviour, concentration difficulties, autism spectrum conditions, special needs)

Qualifications

No previous knowledge requirements

Assessment criteria, satisfactory (1)

Grade 1: The learning outcomes are met but the knowledge and skills are assessed as superficial.

Assessment criteria, good (3)

Grade 3: The learning outcomes are achieved and the knowledge and skills are assessed as good. Students show evidence of being able to problematise and reflect on the course themes.

Assessment criteria, excellent (5)

Grade 5: Learning outcomes are more than well met and skills are assessed as excellent. Students problematise and reflect on the themes of the course.

Materials

Materials and recommended reading provided by the teacher.

Further information

- The course belongs to pedagogical studies for teachers, basic studies.
- The course is organised in cooperation with the teacher education programme at Åbo Akademi University, which is also the examiner for 60 credits in pedagogical studies for teachers.