Study Guide

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

Pass/Fail