Competences of Special Education (5 cr)

Objectives (course unit)

- can identify the key factors that influence individual growth and learning
- can describe the main concepts, approaches and theories in education
- understands the importance of thinking, will, motivation and emotions in learning and is able to
apply this knowledge to support growth and learning
- recognizes one’s own strengths and development challenges as a educator /pedagogy and develops educational awareness
- can define underlying values, ethical principles and significance of special education at individual, community and social level
- can explain special support needs, assessment methods, support measures
and principles of eco-cultural and multi-professional special education
- can structure the principles of special education, phenomena, supportive activities and the role of social worker in different phases of life

Content (course unit)

Education:
- educational awareness and knowledge as concepts and phenomena
- I as an educator
- education and authority
- different concepts of learning
- the influencing factors of learning, motivation and belief, and support for learning
Special Education:
- approaches and basic concepts of special education, as well as human perception, human dignity, self-determination, participation, segregation, integration, inclusion
- socio-emotional difficulties, neuropsychiatric disorders, language disorders, learning difficulties, supportive and compensatory methods of communication, self-esteem, peer support, eco-culture,
multi-professional network in special education
- An own implementation of ECEC special education, where content focuses on ECEC and day care environment. Supporting child's development and learning, identifying the need for support and providing targeted support are essential. Special education in ECEC focuses on support for child development and learning.

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

Can identify and define phenomena related to the field and basic concepts and theory. The relationship to knowledge is largely telling and descriptive.

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

To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative approach. The relationship to knowledge is analytical, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.

Location and time

AIKATAULU / KASVATUS

1) to 1.10. 13.30-15 aloitus (kasvatus, kasvatustietoisuus, arvot, etiikka, tehtävien ohjeistus)
2) pe 2.10 klo 9-12 RYHMÄ1, pe 2.10 klo 13-16 RYHMÄ2; oppimiskäsitykset, kasvatustyylit
3) ke 7.10 klo 9-12 RYHMÄ1, ke 7.10 klo 13-16 RYHMÄ2; motivaatio, lähikehityksen vyöhyke, yksilöllisyys/ yhteisöllisyys oppimisessa (haastattelun purku)
4) to 8.10 klo 9-12 RYHMÄ1, to 8.10 klo 13-16 RYHMÄ2; vuorovaikutuksen merkitys, oppimisen omistajuus / osallisuus (lukupiirit)

5) ti 27.10 klo 9-12 A-ryhmä, ti 27.10 klo 13-16 B-ryhmä ja ke 28.10 klo 13-16 C-ryhmä; elinikäinen oppiminen, minä kasvattajana, temperamentti, (elämänjana)


AIKATAULU / ERKKA

1) ma 2.11 klo 13-16 VAKA ja ti 3.11 klo 9-12 YLEINEN
2) ti 10.11 klo 9-12 VAKA, ti 10.11 klo 13-16 YLEINEN

3) ti 24.11 klo 9-12 YLEINEN / puolet
ti 24.11 klo 13-16 VAKA
ke 25.11 klo 13-16 YLEINEN / puolet
oppimistehtävien purku

Exam schedules

ei tenttiä

Assessment methods and criteria

Kasvatus
Lukupiirit hyv / täyd
Haastattelu -tehtävä hyv / täyd
Elämänjana hyv / täyd
Oppimispäiväkirja 0-5

Paalasmaa, J. Maailman parhaat kasvatusajatukset. LUKUPIIRISSÄ
Salmela-Aro, K. (toim.) Motivaatio ja oppiminen. OPPIMISPÄIVÄKIRJAN KIRJOITTAMISEN TUKENA

Erkka
ryhmätyö (erityisen tuen tarpeet) 0-5

Assessment scale

0-5

Teaching methods

Lähiopetus: luennot, ryhmätyöt
Itsenäinen työskentely: oppimispäiväkirja

Learning materials

Kasvatus:
Paalasmaa, J. Maailman parhaat kasvatusajatukset. LUKUPIIRISSÄ
Salmela-Aro, K. (toim.) Motivaatio ja oppiminen. OPPIMISPÄIVÄKIRJAN KIRJOITTAMISEN TUKENA

Erityispedagogiikka:

YLEINEN - Oppimisen vaikeudet. 2019. Toim. T. Ahonen, M. Aro, T. Aro, M.-K. Lerkkanen & T. Siiskonen
Ks. myös https://www.autismiliitto.fi/materiaalia/verkkokauppa/kirjat

VAKA - Pihlaja, P. & Viitala, R. 2018. Varhasiserityiskasvatus.

Student workload

kasvatus
opetus 15t, itsenäinen 66t
erkka
opetus 9t, itsenäinen 45t

Content scheduling

kasvatus ajalla 1.10-27.10.2020
erkka ajalla 2.11-25.11.2020

Completion alternatives

Erkka
laajennettu oppimistehtävä