Special Needs Education, 7.5 credits

Aims and objectives

General aims for first cycle education

First-cycle courses and study programmes shall develop:

• the ability of students to make independent and critical assessments
• the ability of students to identify, formulate and solve problems autonomously, and
• the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

• gather and interpret information at a scholarly level
• stay abreast of the development of knowledge, and
• communicate their knowledge to others, including those who lack specialist knowledge in the field.

(Higher Education Act, Chapter 1, Section 8)

Course objectives

Knowledge and Understanding
After completed studies, the student shall show knowledge about different

• theoretical perspectives on special needs education,
• meanings of the concept inclusion, and
• types of documentation for promoting learning among pupils.

Competence and Skills
After completed studies, the student shall be able to

• understand the consequences of different theoretical perspectives for varoius challenges and problems within special needs education,
• specify some strategies for the handling of problems related to special needs education in the classroom, and
• critically examine different forms for documenting pupil performance and progress.

Judgement and Approach
After completed studies, the student shall be able to

• analyse issues and challenges related to special needs education, on an individual, classroom and institutional level.

Main content of the course

The course deals with different theoretical perspectives on issues related to special needs education, and the consequences of these differing perspectives for the way in which pupil difficulties are interpreted and handled in school and pre-school. Recurrent problems within special needs education are also studied in relation to the social and societal situations of different student groups. On this basis, and taking into consideration the classroom situation, the pedagogical possibilities of the concept inclusion are studied. In this context, documentation is also discussed.

Teaching methods

Teaching may be conducted in the form of lectures, seminars, exercises, web-based discussions and workshops.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Examination methods

Pedagogical Approaches to Special Needs Education, 7.5 credits (Code: A001)
One individually written paper.

Compulsory Components (Code: A002)
Compulsory seminar participation.

For students with a documented disability, the university may approve applications for adapted or other forms of examinations.

For further information, see the university's local examination regulations (in Swedish).

Comments on examination methods

Examination deadline
If the deadline for the examination is exceeded, the examiner will decide how the examination should be conducted and, when applicable, set the timeframe for it.

Absence from compulsory components of the course
Upon absence from compulsory components, the university's general rules for re-examination apply. If there are special reasons to deviate from the time frame, the examiner decides when the compulsory component should be carried out. However, the examiner can decide that a make-up assignment should be given.

Grades

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may prescribe which grading system shall apply. The grade is to be determined by a teacher specifically appointed by the university (an examiner).

According to regulations on grading systems for first- and second-cycle education (vice-chancellor's decision 2019-01-15, ORU 2019/00107), one of the following grades is to be used: fail, pass, or pass with distinction. The vice-chancellor or a person appointed by the vice-chancellor may decide on exceptions from this provision for a specific course, if there are special reasons.

Grades used on course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Pedagogical Approaches to Special Needs Education
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components
Grades used are Participated (DT).

For further information, see the university's local examination regulations (in Swedish).

Comments on grades

On 13 November 2018, the Vice Chancellor admitted an exception from the U-G-VG grading
scale in favour of the A-F grading scale. From the autumn semester 2019, the A-F grading scale
may be applied on international courses and study programmes (ORU 2018/06084).

Examinations using Participated (DT) are not included in the final course grade.
However, Participated (DT) are required for a passing grade to be awarded for the full
course.

Specific entry requirements

General entry requirements.

For further information, see the university's admission regulations (in Swedish).

Transfer of credits for previous studies

Students who have previously completed higher education or other activities are, in accordance with the Higher Education Ordinance, entitled to have these credited towards the current programme, providing that the previous studies or activities meet certain criteria.

For further information, see the university's local credit transfer regulations (in Swedish).

Other provisions

The course is given in English.

Transitional provisions

Should the course undergo changes to such an extent that it is not possible to examine the student in accordance with this course syllabus, opportunities for special examination sessions will be provided in accordance with the university's local guidelines. If this occurs, the university will inform the students involved.

Reading list and other teaching materials

Required Reading

Allan, Julie & Persson, Elisabeth (2015)
Students' perspectives on raising achievement throught inclusion in Essunga, Sweden, Educational Review, 68:1, (pp. 82-95)

Buli-Holmberg, J. & Jeyaprathaban, S. (2016)
Effective practice in inclusive and special education. International Journal of Special Education. 31(1), (pp. 119-134)

Göransson, Kerstin, Nilholm, Claes & Karlsson, Kristina (2011)
Inclusive education in Sweden? A critical analysis. International Journal of Inclusive Education, 15:5, (pp. 541-555)

Haddon, Mark (2004)
The Curious Incident of the Dog in the Night-Time
London: Vintage

Klang, Nina, Gustafson, Katarina, Möllås, Gunvie, Nilholm, Claes & Göransson, Kerstin (2017)
Enacting the role of special needs educator - six Swedish case studies. European Journal of Special Needs Education, 32:3, (pp. 391-405)

Malmqvist, Johan & Nilholm, Claes (2016)
The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system. Emotional and Behavioural Difficulties, 21:3, (pp. 287-300)

Pritchard, Alan (2014)
Ways of learning: learning theories and learning styles in the classroom. 3rd. ed.
London: Routledge., Chapter 6 Difficulties with learning, p. 59-93.

The Swedish National Agency for Education (2011)
Curriculum for the compulsory school, preschool class and the leisure-time centre
(www.skolverket.se)

The Swedish National Agency for Education (2010)
Curriculum for the Preschool, Lpfö 98
(www.skolverket.se)

The Swedish National Agency for Education (2011)
Curriculum for the upper secondary school
(www.skolverket.se)

Additions and Comments on the Reading list
Selected articles (at least 50 pages) from e.g. European Journal of Special Needs Education, International Journal of Special Education, International Journal of Inclusive Education, etc.

The Swedish National Agency for Education: Reports and official documents on Education according to instructions from the lecturer, 50 pages.

The Salamanca Statement and Framework for Action on Special Needs Education UNESCO.