Competences for education and 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

Timetable:
Pretask
1) introduction to course (education / pedagogy) 23.1.2023 13:00-16:00
2) reflection / group discussion about education systems in different countries 6.2.2023 13:00-14:30
3) reading circle / independent work
4) introduction to course (special education / pedagogy) 13.3.2023 13:00-16:00
5) presentations of group works (specail education) 18.4.2023 13:00-16:00

Exam schedules

Ei tenttiä

Tutkintosäännön mukaan opiskelijalla on oikeus korottaa saamaansa arvosanaa kertaalleen. Suoritustavasta sovitaan erikseen opettajien kanssa. Aikaa korottamiselle on kuukausi arvioinnin saamisesta.

Assessment methods and criteria

Opintojakson suorittaminen edellyttää läsnäolo kontaktiopetuksissa ja opintojaksoon liittyvien tehtävien tekeminen sovitussa aikataulussa. Poikkeustapauksista sovitaan erikseen opintojakson vastuuopettajan kanssa.

Kasvatus / tehtävät:
Lukupiiri, haastattelu ja elämänjana hyväksytty/hylätty - huom. hyväksytyn raja H3

Oppimispäiväkirja arvioidaan 1-5 (tehtävänannon noudattaminen, aiheen rajaaminen / perusteleminen, työn selkeä rakenne, lähdekirjallisuuden monipuolinen käyttö, teorian peilaaminen käytäntöön / omakohtaisiin kokemuksiin, pohdinta / reflektio)

Erityispedagogiikka / tehtävä: oppimistehtävä arvioidaan 1-5. Pääpaino arvioinnissa on kirjallisessa osuudessa (tehtävänannon noudattaminen, aiheen rajaaminen, lähdekirjallisuuden monipuolinen käyttö, teorian peilaaminen käytäntöön / omakohtaisiin kokemuksiin, pohdinta / reflektio). Ansiokas suullinen esitys nostaa arvosanaa ja huonosti valmisteltu suullinen esitys puolestaan laskee sitä.

Assessment scale

0-5

Teaching methods

Contact teaching, group activities, independent work

Learning materials

Kasvatus:
Paalasmaa, J. Maailman parhaat kasvatusajatukset. LUKUPIIRI-kirja

Oppimispäiväkirjan tukena toista seuraavista:
- Salmela-Aro, K. 2018. Oppiminen ja motivaatio.
- Huotilainen, M. 2019. Näin aivot oppivat.

Erityispedagogiikka:
oppimistehtävän aihepiiriin linkittyvä kirjallisuus

Student workload

education / pedagogy
81 h
special education / pedagogy
54 h

Content scheduling

January 2023 - March 2023

Completion alternatives

ei ole

International connections

KV-opiskelijoita 8 ryhmän mukana
Koulujärjestelmä meillä ja muualla