Fundamental Issues in Special Education

In this subject, the emphasis is on analysis, understanding and problematisation of special education's contribution to an inclusive school. The students are given an insight into the ideal of an inclusive school, the historical background, the subject's knowledge base, values, governing document and legislation. Furthermore, critical reflection and various dilemmas linked to the ideal of inclusion and pupils' different assumptions and needs, such as the possibilities of inclusion vs. barriers, community vs. individual and normality vs. deviance, stigmatization vs. making students' needs invisible. The students are also given the opportunity to reflect critically on conditions for inclusion at community, school and pupil level.

Knowledge:

The students:

• has in-depth knowledge of what special pedagogy is and entails in light of the history of the subject

• has in-depth knowledge of key concepts, theories and research within the special education subject area

• can apply knowledge of legislation and governing documents in special educational work

• has advanced knowledge of different perspectives on inclusion, student diversity and students with special educational needs

• has advanced knowledge of the breadth and complexity of the special education field

Skills:

The students:

• can apply theoretical and research-based knowledge to understand and reflect critically on special educational issues

• have the ability to reflect independently about the conditions for inclusion at different levels in the education system

• can identify and analyze various dilemmas related to inclusion

• can collaborate with others and make reasoned choices for special educational methods of working intended to promote participation and learning for all pupils in the school General competence The students

• can demonstrate independence and the ability to adopt different perspectives when dealing with complex special educational issues

• can identify and reflect on legal and ethical issues based on a pupil-oriented perspective on inclusion • can collaborate with others on special educational issues

• can justify choices for special educational practice based on key concepts, theory and research within the special educational field

Up to 10 hours of teaching per week.

The subject's theme is communicated through dialogue-based teaching. The forms of work will vary between lectures, group work, exercises, seminars and individual work. 2 weeks of observation practice in primary school.

Compulsory activities:

80% participation in teaching

80% attendance in practice

A written work requirement

Practice report

Compulsory activity from previous semesters can be approved by the department.