Learning outcome

Knowledge

The candidate:

• Has knowledge of traditions, key perspectives and methods in special education counseling
• Has knowledge of the legislation and regulations relating to preventative efforts and counseling in kindergartens and schools, as well as provisions on confidentiality and the duty to report
• Has knowledge of preventative efforts and early intervention in kindergartens and schools
• Understands the importance of good cooperation between home and kindergarten/school.

Skills

The candidate can:

• Reflect on the significance of their own background and personality in cooperative situations and counseling roles
• Use basic monitoring and counseling tools
• Discuss key factors that promote a process of resilient development
• Reflect on the importance of cooperation with parents, colleagues, professionals and others
  

General competence

The candidate:

• Can plan, implement and evaluate a course of collaboration and/or counseling
• Can formulate learning goals and reflect on how special educational needs can be managed, remediated and reduced.
• Has knowledge of and can discuss principal risk and protective factors and what inhibits or promotes a process of resilient development

Course Description

The course is based on various perspectives and methods relating to special educational counseling. It also emphasizes the importance of interaction for learning and development and focuses particularly on preventative efforts and early intervention. The importance of good cooperation between home and kindergarten/school is also strongly emphasized.

Teaching and Learning Methods

The teaching is workshop- and online-based, and also includes lectures, seminars and supervision. Supervision of students will be conducted individually and in groups. It is assumed that the student will work independently with regard to self-study, active participation in group work, and completion of assignments. Learning in the study programme emerges from social interaction as well as from the individual student’s own activities.

The student will also participate in discussions on Fronter. The content and scope is described in the semester plan. Students will also complete a case assignment with guidance in groups.

Fronter is used as communication tools in the learning process.

Assessment Methods

Students are assessed on the basis of a 4-hour written examination with a grade (A - F).

Participation in discussions must be assessed as approved and the case assignment must receive a passing mark before the student can be awarded a passing mark for the course.

All seminars and supervision sessions are mandatory. The teaching at the university college that requires compulsory attendance is indicated on the semester plan. Telemark University College’s regulations concerning a minimum of 80% attendance apply here.

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