Special Needs Education, 7.5 credits

Learning outcomes

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.

Content

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.

Examinations and grades

Pedagogical Approaches to Special Needs Education, 7.5 credits (Code: A001)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components (Code: A002)
Grades used are Participated (DT).

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 determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

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

Comments on grades

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.

Modes of assessment

Pedagogical Approaches to Special Needs Education, 7,5 credits (Code: A001)
Written examination.

Compulsory Components (Code: A002)
Compulsory components in the form of participation in seminars.

Comments on modes of assessment
Examination deadline
An examination shall be carried out at the time decided by the university. If an examination, which involves that the student can do the assignment in another place than in the university's premises (for example take-home examination), can not be submitted on time, the examiner decides how the examination shall be handled.

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.

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

For further information, see the university's local examination regulations.

Specific entry requirements

General entry requirements for university studies.

For further information, see the university's admission regulations.

Other provisions

The course is given in English.

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.

Reading list and other learning resources

Required Reading

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

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

Göransson, Kerstin, Nilholm, Claes & Karlsson, Kristina (2011)
"Inclusive education in Sweden? A critical analysis" i 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" i European Journal of Special Needs Education, 32:3, (pp. 391-405)

Larsliden, Bibbi & Nilholm, Cleas (2021)
"Is it possible for pupil welfare teams to work health promoting and preventively? – A case study" i International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1941315

Malmqvist, Johan & Nilholm, Claes (2016)
"The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system" i 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.