Programme Study Plan

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1 Faculty Board for Teacher Education Programme Study Plan Special Needs Training Programme Specialisation: Language, Writing and Reading Skills Specialisation: Mental and Intellectual Challenges Programme Code Programme Title LASPE Special Needs Training Programme Credits/ECTS: 90 Programme Approval The Programme Study Plan was approved by the Faculty Board for Teacher Education on 2 February 2012 and is valid at Karlstad University from the autumn of 2011 for the language, writing and reading specialisation, and from the autumn of 2012 for the mental and intellectual challenges specialisation. Language of Instruction: Degree Level: Degree Type: Swedish Second cycle Professional Postgraduate Diploma in Special Needs Training

2 2(8) Prerequisites Teaching Degree in Primary Education, Secondary Education, Vocational Education, Early Years Education, or equivalent qualifications, and three years teaching experience after graduation. The language and literacy specialisation also requires subject studies in Swedish or in the area of language and literacy development, at least 22.5 ECTS cr. Introduction Teacher education is an academic professional qualification. At Karlstad University this means that the whole programme is characterised by a clear professional perspective. The programme combines the critical perspective of research with the need for problem solutions in the daily professional practice. Students must demonstrate the knowledge and skills required to work independently as a special education teacher for children and pupils who need special support. Aims and Learning Outcomes Knowledge and understanding with a specialisation in language, writing and reading skills, the student shall - demonstrate knowledge of the disciplinary foundation of the field and insight into current research and development work as well as the links between research and proven experience and the significance of these links for professional practice, - demonstrate knowledge of children and pupils with special needs in a historical perspective, - demonstrate specialised knowledge of linguistic and conceptual development in children and pupils and how this is stimulated, - demonstrate specialised knowledge of assessment issues and grading, - demonstrate specialised knowledge of pupils' learning and the development of language, writing and reading. with a specialisation in mental and intellectual challenges, the student shall - demonstrate knowledge of the disciplinary foundation of the field and insight into current research and development work as well as the links between research and proven experience and the significance of these links for professional practice, - demonstrate knowledge of children and pupils with special needs in a historical perspective, - demonstrate specialised knowledge of linguistic and conceptual development in children and pupils and how this is stimulated, - demonstrate specialised knowledge of assessment issues and grading, - demonstrate specialised knowledge of the general knowledge development in children and pupils who are mentally and intellectually challenged in relation to teaching subjects and subject areas.

3 3(8) Competence and skills with a specialisation in language, writing and reading skills, the student shall - demonstrate the ability to identify, analyse and participate in preventive measures and in the work of removing obstacles and difficulties in different learning environments independently and critically, - demonstrate the ability to take part in the work of designing and implementing action plans for individual children and pupils in collaboration with those concerned, as well as the ability to support children and pupils and develop learning environments, - demonstrate the ability to act as somebody to whom others may turn for qualified discussion and advice on issues concerning the development of language, writing and reading, - demonstrate the ability to follow up and evaluate as well to manage educational processes intended to meet the needs of all children and pupils, - demonstrate the ability to review methods critically and apply them to assess the development of language, writing and reading, - demonstrate specialised skills in undertaking educational studies and analysing difficulties at individual level in varying learning environments critically and independently, and - demonstrate a specialised ability to critically review and apply methods for assessing children s and pupils language, writing and reading development. with a specialisation in mental and intellectual challenges, the student shall - demonstrate the ability to identify, analyse and participate in preventive measures and in the work of removing obstacles and difficulties in different learning environments independently and critically, - demonstrate the ability to take part in the work of designing and implementing action plans for individual children and pupils in collaboration with those concerned, as well as the ability to support children and pupils and develop learning environments, - demonstrate the ability to act as somebody to whom others may turn for qualified discussion and advice on issues concerning the development of language, writing and reading, - demonstrate the ability to follow up and evaluate as well to manage educational processes intended to meet the needs of all children and pupils, - demonstrate the ability to review methods critically and apply them to assess the development of language, writing and reading, - demonstrate specialised skills in undertaking educational studies and analysing difficulties at individual level in varying learning environments critically and independently, and - demonstrate a specialised ability to critically review and apply methods for assessing the knowledge development in children and pupils who are mentally and intellectually challenged.

4 4(8) Judgement and approach with a specialisation in language, writing and reading skills, the student shall - demonstrate self-awareness and adopt a reflective approach to his or her own learning, - demonstrate the ability within the field of special needs education to make assessments informed by the relevant disciplinary, social and ethical aspects and taking particular account of human rights, - demonstrate the ability to identify ethical aspects of his or her research and development work, - demonstrate insight into the significance of teamwork and cooperation with other professional categories, and - demonstrate the ability to identify the need for further knowledge and undertake ongoing development of his or her skills. with a specialisation in mental and intellectual challenges, the student shall - demonstrate self-awareness and adopt a reflective approach to his or her own learning, - demonstrate the ability within the field of special needs education to make assessments informed by the relevant disciplinary, social and ethical aspects and taking particular account of human rights, - demonstrate the ability to identify ethical aspects of his or her research and development work, - demonstrate insight into the significance of teamwork and cooperation with other professional categories, and - demonstrate the ability to identify the need for further knowledge and undertake ongoing development of his or her skills. Independent project (degree project) A requirement for the award of a Postgraduate Diploma in Special Needs Training is that the student has completed an independent project (degree project) for at least 15 ECTS credits. Programme Structure The programme is designed to develop the profession of special needs teaching. Students are expected to develop an independent approach to professional practice through the experience, knowledge and reflections gained in different programme components. The professional development is, throughout the programme, linked to three aspects: Subject-specific teaching perspective: continuous discussion on issues of forms of instruction in relation to diversity and variation, subject content and theories of learning throughout the programme.

5 5(8) Dialogue: the dialogue is seen as central to the special needs teacher s practice and is elucidated in terms of relational as well as institutional perspectives. Children s rights perspective: the moral, political and pedagogical obligations of school and teachers are related to the UN child convention throughout the programme. The programme aims to provide progression throughout the studies regarding the critical approach required in various course components and examination formats. Students have the opportunity to develop their ability to benefit from research and to produce research-based texts themselves and to use different methods to process data from observations, interviews, interpretation of statistical data and text analysis, for example. In addition, there is an emphasis on critical reviewing, aspects of validity and different theoretical perspectives. The programme is offered as part-time distance education and comprises six courses, each of 15 ECTS cr. For each course there will be three on-campus meetings at Karlstad University, including different forms of studying and some examination components. Examination formats are specified in the respective syllabus. Different forms of ICT technology is used. Communication between students and between student and teachers takes place via the Internet-based platform It s learning. Observations and field studies are mandatory components. Students are expected to have the opportunity to conduct studies of professional practice. The independent project, 15 ECTS cr, is carried out in the last term. Content with a specialisation in language, writing and reading skills, the following components are required: Term 1 Special education as a professional and research field I, 15 ECTS cr Professional role Special education as a professional field Special education as a research field The professional dialogue Human rights and the Convention on the Rights of the Child Term 2 Developing inclusive language environments, 15 ECTS cr Theoretical perspectives on language, writing and reading development Special education perspectives and central concepts in relation to language, writing and reading development Subject-specific perspectives on language, writing and reading development in different educational environment and teaching subjects The special needs teacher as a qualified partner in pedagogical development work on language learning environments Pupils rights and participation in relation to language, writing and reading development

6 6(8) Term 3 The individual, learning and society, 15 ECTS cr Children and youth use of language in a changing media landscape Children and youth experience of language, writing and reading development with a focus on gender, language culture and functional impairment National and international evaluations of knowledge and comparative statistics National curricula and national tests in relation to to language, writing and reading development Central concepts regarding grading and assessing. Term 4 Special education perspectives on learning the complex teaching situation, 15 ECTS Theoretical perspectives on reading and writing difficulties and on dyslexia Assessment material for mapping language, writing and reading development Remedial programmes such as process and institutional dialogue Work methods and teaching aids adapted to individual needs The special needs teacher s role in the cooperation on pupils with special needs Children s needs and rights in relation to special support Term 5 Special education as a professional and research field II, 15 ECTS cr The child s perspective and the perspective on the child in research Special education research nationally and internationally The qualified dialogue Theory and method in educational research Ethical issues Term 6 Degree Project in 15 ECTS cr Independent degree project Degree project seminar with respondents and discussants with a specialisation in mental and intellectual challenges, the following components are required: Term 1 Special education as a professional and research field I, 15 ECTS cr Professional role Special education as a professional field Special education as a research field The professional dialogue Human rights and the Convention on the Rights of the Child

7 7(8) Term 2 Mapping learning environments from an inclusive perspective, 15 ECTS cr Theoretical perspectives on the learning process and knowledge development development The relationship between language and learning and an introduction to alternative and supplementary communication (AKK) Perspectives on learning impairment The special needs teacher as a qualified partner in the mapping of learning environments Pupils rights and participation in relation to their own knowledge development Term 3 The individual, learning and society, 15 ECTS cr Learning and developing in relation to the children and youth lifeworld Children and youth experience of knowledge development with a focus on gender, language culture and functional impairment National and international evaluations of knowledge and comparative statistics National curricula Central concepts regarding assessing knowledge and grading Assessment material for mapping knowledg development Term 4 Subject-specific teaching perspective, 15 ECTS Problematising learning impairment in combination with futher functional challenges Reading, writing and mathematics skills in an inclusive perspective Work methods and teaching aids adapted to individual needs and AKK continued The special needs teacher s role in the cooperation on pupils with special needs Children s needs and rights in relation to special support Remedial programmes such as process and institutional dialogue Term 5 Special education as a professional and research field II, 15 ECTS cr The child s perspective and the perspective on the child in research Special education research nationally and internationally The qualified dialogue Theory and method in educational research Ethical issues Term 6 Degree Project in 15 ECTS cr Independent degree project Degree project seminar with respondents and discussants

8 8(8) Degree Title Postgraduate Diploma in Special Needs Training Transfer of Credits Students have the right to transfer credits from other universities in Sweden or abroad. The recognition of previous education as credit for part of a course is subject to approval by the examiner. The recognition of previous education as credit for an entire course is subject to approval by Student Centre officers. Additional Information Students who started studying towards a degree in special needs education in accordance with previous ordinance prior to 1 July 2011 and students who were admitted to such a programme but were granted deferment till after this date have the right to complete their education in accordance with previous ordinance till the end of June Local regulations for the Bachelor and Master levels at Karlstad University stipulate the rights and obligations of staff and students.

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