PED424 Inclusive Special Education
- ECTS Credits:
- 15
- Responsible department:
- Faculty of Humanities and Education
- Course Leader:
- Velibor Bobo Kovac
- Lecture Semester:
- Autumn
- Teaching language:
- Norwegian
- Duration:
- 1 term
The course is connected to the following study programs
- Master's programme in Special Needs Education
Teaching language
NorwegianCourse contents
The course presents essential theory and research related to inclusive special education. In the analyses, the emphasis is placed on special needs education as a subject and field of research, and inclusive innovation work which promotes the community and facilitates for development and learning processes in a life-long perspective. Different understandings of how aberrations, normality, disabilities and variance arebeing established, and the implications of these constructions for the special needs practice, will be discussed. The students will have the opportunity to study specific inclusion- and exclusion processes and mechanisms that are preserved in social structures. Preventative work both on the system- and individual level will be emphasised in discussions where the aim is to improve existing special needs practice. A specific topic in this course is the experience of being included or excluded and the impact that this experience may have on behaviour, well-being and cognitive development. Some of the theoretical perspectives that are presented have as their point of departure comparative processes, estimation of social roles, stigmatising, mastering, social identity, discourse, gender and problems related to diversity. The course has a social scientific approach and analyses inclusive special education from a pedagogical, psychological and sociological perspective.
Learning outcomes
Upon completion of the course the students will
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Be familiar with the development of special needs education as a subject and a field of research, among other things through historical and legal perspectives
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Be able to analyse and legitimate practical solutions to dilemmas and challenges in special needs practice and research
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Be able to utilise research and theory to analyse terms related to inclusion/exclusion, for instance normality and aberration
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Be able to describe the relations between terms like adapted education, differentiation, special education, integration vs inclusion, and the relation between special needs education and common pedagogy
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Show the ability to reflect critically on various perspectives on special needs pedagogy and related dilemmas, like medical and social approaches to special needs education
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Be able to identify and compare stigmatising processes that lead to exclusion, and how one should intervene in these processes
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Be able to explain the relation between political management and practice with regards inclusion in pre-school, school and working life
Examination requirements
Three assignments gradually designing the term paper must be approved.
Teaching methods
Lectures, seminars, supervision in groups and individually
The workload is estimated to about 400 hours
Evaluation
The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.
Assessment methods and criteria
Term paper written in a group on a selected topic within the frames of the course.
5-6000 words exclusive of references.
Graded assessment.
Reduction of Credits
This course’s contents overlap with the following courses. A reduction of credits will occur if one of these courses is taken in addition:
| Course | Reduction of Credits |
|---|---|
| PED521 – Inclusion and Exclusion in School and Working Life | 15 |