Introduction

Special education is a key area of work in inclusive kindergartens, schools and other educational arenas. The study programme is based on a range of teaching-and-learning perspectives, with a central focus on interaction between the individual's learning and his or her development through activities within social contexts. Knowledge about children's and young people's individual situations and their teaching-and-learning environments is an essential prerequisite for successful work in the areas of adapted education and inclusion. Knowledge and skills in relation to assessment processes and decision-making are also of crucial importance for safeguarding the interests of the individual with special needs. In addition, a positive view of humanity is necessary for success in interacting with, and teaching, children and young people with special needs.

Early intervention and preventive special educational activities are also decisive for ensuring that individuals with special needs have opportunities for optimal learning and development.

Target Group and Admission Requirements

General admission requirements.

Aim of the Programme

After completing a Bachelor's degree in Special Education, the student will have skills in adaptive teaching of children and young people with special needs. The study programme qualifies students to work with young people with special educational needs in kindergartens, primary and secondary schools and in adult education.

Learning outcome

After successfully completing the study programme, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Knowledge

The candidate has knowledge of:

• The normal development of children and young people (and is able to give an account of this)
• The individual situations of children and young people, their general and specific difficulties, and the importance of the learning environment
• Measures that are preventative, and that alleviate and reduce difficulties
• The characteristics of inclusion, adaptive learning, equality, and multicultural- and health-promoting environments
• The rights of children and young people with special needs in relation to legislation, curricula and national curricula
• Ethical guidelines when working with children, young people and their families
• National and international research and development relevant to children and young people with special needs

Skills

The candidate can:

• Apply professional knowledge of individual conditions/general and specific difficulties and the importance of the learning environment
• Implement appropriate assessment processes at individual and system levels, reflect on the findings of assessments and take action
• Interact with parents and relevant agencies with regard to the development, learning and well-being of children and young people
• Reflect on their own and institutional practices in the further development of special education work in an inclusive society
• Reflect on ethical questions when working with children, young people and their families
• Evaluate and use relevant research in special educational work and carry out systematic development activities
  

General competence

The candidate:

• Can integrate general knowledge about learning and the importance of the learning environment, and relate it to children and young people with special needs
• Can plan, implement, document and reflect on special educational work related to kindergarten/school/adult education’s content and tasks based on research and experience-based knowledge
• Has an understanding of and insight into ethical issues, particularly relating to responsibility, respect and power perspectives
• Can participate in and contribute to implementing development work, and contribute to innovation in the kindergarten/school/adult education
• Can identify their own learning and skills needs in relation to the profession
• Can demonstrate change and development expertise
• Can communicate key subject matter orally and in writing, and master Norwegian in a qualified manner

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) SPES 305 Special Education with a Focus on Language and Communication Difficulties 15.00 O     15       SPES 306 Special Education with a Focus on Learning Difficulties in Mathematics 15.00 O     15       SPES 307 Special Education with a Focus on Literacy Difficulties 15.00 O       15     SPES 308 Special Education with a Focus on Behavioural and Concentration Difficulties 15.00 O       15     SPES 309 Special Education with a Focus on Multilingualism and Learning Difficulties 15.00 O         15   SPES 310 Special Education with a Focus on Neurologically- and Sensory-Related Learning Disabilities 15.00 O         15   SPES 311 Special Education with a Focus on Prevention, Consultation and Collaboration 15.00 O           15 SPES BA Bachelor’s Thesis 15.00 O           15 Total: 0 0 0 0 0 0 *) O - Mandatory course, V - Optional course

The content of the study programme is based on the goals of the study programme and is based on 12 courses. The courses are independent of each other and may be taken individually as 30 ECTS courses in 1st year and 15 ECTS courses in 2nd and 3rd year. Before starting on 2^nd and 3^rd year courses, students should have 30 ECTS credits in pedagogy or special education. Before the student commences their Bachelors thesis, the other study programme courses (or their equivalent) must have been successfully completed.

Internationalization

Students will be given the opportunity to carry out training abroad.

Teaching and Learning Methods

Teaching will take place partly through lectures and seminars, and methods will be characterized by critical thinking, discussion and reflection. Supervision of students in both theoretical and practical work is also emphasized. The student will work independently with regard to self-study, group work, project work and assignments. Learning in the study programme emerges both from social interaction as well as the individual student’s own activities.

Fronter and Nefsis are used as communication tools in the learning process. Much of the communication between students and teachers will take place here. Students will be given supervision individually and in groups.

Theory and Practical Training

One week of practical training in the 1st year of the study programme.

Assessment Methods

Please refer to the individual courses.

Minor adjustments may occur during the academic year, subject to the decision of the Dean