Professional Special Needs Teacher Education
Qualification Awarded and the Level of Qualification
Professional Special Needs Teacher Education (60 cr)
Contact Information
e-mail: taok.tamk@tuni.fi
Special Admission Requirements
Voit hakea ammatilliseen erityisopettajankoulutukseen, mikäli sinulla on ammatillisen koulutuksen ammatillisten tai yhteisten tutkinnon osien opettajan kelpoisuus (Lisätietoja asetuksesta 986/1998, § 13, § 13 a, § 13 b, § 14, § 29):
hakukelpoisuuteen vaadittava tutkinto
hakukelpoisuuteen vaadittava työkokemus
opettajan pedagogiset opinnot (60 opintopistettä/35 opintoviikkoa)
ja lisäksi vähintään 5 kuukauden päätoiminen opetus- ja/tai ohjauskokemus ammatillisesta oppilaitoksesta ja/tai ammattikorkeakoulusta.
Opettajan pedagogiset opinnot voivat olla suoritettu joko ammatillisena opettajankoulutuksena tai yliopisto-opintoina. Hakukelpoisuuden tulee täyttyä hakuajan päättymiseen mennessä.
Recognition of Prior Learning
Osaamisperustainen erityisopettajankoulutus perustuu erityisopettajaopiskelijan aikaisemman osaamisen tunnistamiseen, tarvittavan osaamisen kehittämiseen ja koulutusprosessin aikaiseen jatkuvaan arviointiin.
Qualification Requirements and Regulations
Ammatillinen erityisopettajankoulutus antaa kelpoisuuden toimia ammatillisena erityisopettajana ammatillisessa koulutuksessa ja ammattikorkeakoulussa.
Asetus opetustoimen henkilöstön kelpoisuusvaatimuksista (865/2005).
Completing the studies entitles the person to use the abbreviation AmE (ammatillinen erityisopettaja, professional/vocational special needs teacher) to signal their qualification.
Key Learning Outcomes
The education focuses on special pedagogical competencies, pedagogical competencies of professional special needs teachers, work community competencies and development competencies.
Occupational Profiles of Graduates with Examples
Ammatillinen erityisopettaja työskentelee alansa
asiantuntijana ja kehittäjänä oppilaitosten monipuolisissa
oppimis- ja toimintaympäristöissä sekä verkostoissa
alueellisella, kansallisella ja kansainvälisellä
tasolla.
Examination Regulations, Assessment and Grading
Pedagogical Skills Related to Special Needs: scale 1-5
Other Study Modules: Pass/Fail
Mode of Study
The professional special needs teacher education is based on inclusive pedagogy, which involves a reflective, inquisitive and development-oriented approach.
The perspectives included in the studies involve individuality, guidance, authenticity, cooperation and plasticity.
The studies are multimodal.
Professional Special Needs Teacher Education
Professional Special Needs Teacher Education
Professional Special Needs Teacher Education
Enrolment period
20.01.2025 - 23.02.2025
Timing
03.03.2025 - 30.05.2025
Credits
5 op
Virtual portion
5 op
Mode of delivery
Distance learning
Unit
Professional Teacher Education
Campus
TAMK Main Campus
Teaching languages
- Finnish
Degree programmes
- Professional Special Needs Teacher Education
Teachers
- Minna Seppälä
Person in charge
Minna Seppälä
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