Study Guide

Objectives (course unit)

Student:
• recognises contemporary social phenomena and discussions regarding special education pedagogy and can observe them critically
• is aware of the significance of background, values, and attitudes as well as social differences when it comes to defining diversity and who is considered a person with special educational needs
• understands how international, national, and local values and ideologies are reflected in the structures, operational environments, and encountering diversity in various service systems
• understands how society creates and defines inclusion or exclusion
• looks at the paths leading to marginalisation from the society’s viewpoint

Content (course unit)

The course looks at how international, national, and local ideologies regarding diversity, special educational needs, and disabilities have developed over the decades and what impact have the various ideologies and values had on the development of the service system during different eras. The course also focuses on the paths of inclusion but also exclusion and marginalisation from the societal viewpoint, and what is the role of the service system in either preventing or even causing marginalisation, especially during various stages of transition. The course also makes the students think about how their own personal values and attitudes impact their definition of diversity, encountering students with special educational needs, and planning support activities as experts.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- apply research data about the difficulties with written language and mathematics to their work
- discover individual means of supporting students of various ages in learning reading, writing and mathematics.

Content (course unit)

During the study unit, we will seek to answer the following questions:
- How do mathematical thinking and literacy develop?
- How do learning difficulties in reading, writing and mathematics manifest themselves?
- Which methods can you use to assess the need for support in reading, writing and mathematics?
- How can you support students of various ages in challenges related to reading, writing and learning mathematics?

Assessment criteria, satisfactory (1-2) (course unit)

To receive the grade ‘Satisfactory’ (1–2), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages.

Assessment criteria, good (3-4) (course unit)

To receive the grade ‘Good’ (3–4), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- discover individual means of supporting students of various ages in learning reading, writing and mathematics.

Assessment criteria, excellent (5) (course unit)

To receive the grade ‘Very good’ (5), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- discover individual means of supporting students of various ages in learning reading, writing and mathematics
- apply research data about the difficulties with written language and mathematics to their work.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support
- use pedagogical support measures that promote socio-emotional development in various operating environments.

Content (course unit)

During the study unit, we will seek to answer the following questions:
- What are the areas of socio-emotional development?
- How can you identify factors that protect or endanger development?
- How can you prevent the endangering factors?
- How can you identify the need for socio-emotional support and how can you support socio-emotional development?

Assessment criteria, satisfactory (1-2) (course unit)

To receive the grade ‘Satisfactory’ (1–2), the student must be able to
- name the areas of socio-emotional development.

Assessment criteria, good (3-4) (course unit)

To receive the grade ‘Good’ (3–4), the student must be able to

- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support.

Assessment criteria, excellent (5) (course unit)

To receive the grade ‘Very good’ (5), the student must be able to
- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support
- use pedagogical support measures that promote socio-emotional development in various operating environments.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- encounter different types of students and respect their individuality in the work of a special needs teacher
- support the agency, self-determination and independent thought of individuals through their actions
- promote inclusive interaction that supports participation in the work of a special needs teacher
- identify and apply the principles of dialogicality
-acknowledge their strengths and improvement areas in interaction and reflect on and develop them
- act in a positive, encouraging and compassionate manner when interacting with others
- communicate in a clear, open and interactive manner
- value collegial support in the work of a special needs teacher, reflect on their operating methods and develop them
- offer consultation as a special needs teacher to other members of the work community, with regard to communal and ethical viewpoints
- acknowledge the boundaries of their own work, and take care of their own well-being and coping at work and those of their colleagues.

Content (course unit)

During this study unit, we will seek to answer the following questions:
- What kinds of interaction strengthen the participation of students in the work of a professional special needs teacher?
- What are good professional communication and interaction like in the work of a professional special needs teacher?
- How do you build and strengthen dialogue as a part of interaction?
- What are collegial and cooperative support and working culture like, and how are they built?
- How do you implement and develop a consultative approach to work?
- How can you support your own coping at work and that of others?

Assessment criteria, pass/fail (course unit)

The student passes the study unit if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the study unit. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional Special Needs Teacher Education’. The assessment criteria is derived from the learning outcomes presented in the implementation plan for the study unit.

Assessment scale

0-5

Objectives (course unit)

Student:
• recognises contemporary social phenomena and discussions regarding special education pedagogy and can observe them critically
• is aware of the significance of background, values, and attitudes as well as social differences when it comes to defining diversity and who is considered a person with special educational needs
• understands how international, national, and local values and ideologies are reflected in the structures, operational environments, and encountering diversity in various service systems
• understands how society creates and defines inclusion or exclusion
• looks at the paths leading to marginalisation from the society’s viewpoint

Content (course unit)

The course looks at how international, national, and local ideologies regarding diversity, special educational needs, and disabilities have developed over the decades and what impact have the various ideologies and values had on the development of the service system during different eras. The course also focuses on the paths of inclusion but also exclusion and marginalisation from the societal viewpoint, and what is the role of the service system in either preventing or even causing marginalisation, especially during various stages of transition. The course also makes the students think about how their own personal values and attitudes impact their definition of diversity, encountering students with special educational needs, and planning support activities as experts.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support
- use pedagogical support measures that promote socio-emotional development in various operating environments.

Content (course unit)

During the study unit, we will seek to answer the following questions:
- What are the areas of socio-emotional development?
- How can you identify factors that protect or endanger development?
- How can you prevent the endangering factors?
- How can you identify the need for socio-emotional support and how can you support socio-emotional development?

Assessment criteria, satisfactory (1-2) (course unit)

To receive the grade ‘Satisfactory’ (1–2), the student must be able to
- name the areas of socio-emotional development.

Assessment criteria, good (3-4) (course unit)

To receive the grade ‘Good’ (3–4), the student must be able to

- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support.

Assessment criteria, excellent (5) (course unit)

To receive the grade ‘Very good’ (5), the student must be able to
- name the areas of socio-emotional development
- name the factors that protect socio-emotional development and understand their significance for the prevention of endangering factors
- identify individuals’ need for socio-emotional support
- use pedagogical support measures that promote socio-emotional development in various operating environments.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- encounter different types of students and respect their individuality in the work of a special needs teacher
- support the agency, self-determination and independent thought of individuals through their actions
- promote inclusive interaction that supports participation in the work of a special needs teacher
- identify and apply the principles of dialogicality
-acknowledge their strengths and improvement areas in interaction and reflect on and develop them
- act in a positive, encouraging and compassionate manner when interacting with others
- communicate in a clear, open and interactive manner
- value collegial support in the work of a special needs teacher, reflect on their operating methods and develop them
- offer consultation as a special needs teacher to other members of the work community, with regard to communal and ethical viewpoints
- acknowledge the boundaries of their own work, and take care of their own well-being and coping at work and those of their colleagues.

Content (course unit)

During this study unit, we will seek to answer the following questions:
- What kinds of interaction strengthen the participation of students in the work of a professional special needs teacher?
- What are good professional communication and interaction like in the work of a professional special needs teacher?
- How do you build and strengthen dialogue as a part of interaction?
- What are collegial and cooperative support and working culture like, and how are they built?
- How do you implement and develop a consultative approach to work?
- How can you support your own coping at work and that of others?

Assessment criteria, pass/fail (course unit)

The student passes the study unit if they have demonstrated competencies described in the learning outcomes. If the student has not achieved the learning outcomes or supplemented their competencies in the manner agreed on, they will fail the study unit. The grounds for the assessment criteria are described in the document ‘Pedagogical principles in professional Special Needs Teacher Education’. The assessment criteria is derived from the learning outcomes presented in the implementation plan for the study unit.

Assessment scale

0-5

Objectives (course unit)

After completing the study unit, the student is able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- apply research data about the difficulties with written language and mathematics to their work
- discover individual means of supporting students of various ages in learning reading, writing and mathematics.

Content (course unit)

During the study unit, we will seek to answer the following questions:
- How do mathematical thinking and literacy develop?
- How do learning difficulties in reading, writing and mathematics manifest themselves?
- Which methods can you use to assess the need for support in reading, writing and mathematics?
- How can you support students of various ages in challenges related to reading, writing and learning mathematics?

Assessment criteria, satisfactory (1-2) (course unit)

To receive the grade ‘Satisfactory’ (1–2), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages.

Assessment criteria, good (3-4) (course unit)

To receive the grade ‘Good’ (3–4), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- discover individual means of supporting students of various ages in learning reading, writing and mathematics.

Assessment criteria, excellent (5) (course unit)

To receive the grade ‘Very good’ (5), the student must be able to
- identify learning challenges in reading, writing and mathematics related to various life stages
- use appropriate methods for assessing the need for support of students of various ages
- discover individual means of supporting students of various ages in learning reading, writing and mathematics
- apply research data about the difficulties with written language and mathematics to their work.

Assessment scale

0-5