Text

Course syllabus - To Work as a Special Needs Educator

Scope

15 credits

Course code

SQA128

Valid from

Spring semester 2021

Education level

Second cycle

Progressive Specialisation

A1F (Second cycle, has second-cycle course/s as entry requirements).

Main area(s)

Special Needs Education

School

School of Education, Culture and Communication

Ratified

2020-02-18

Literature lists

Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.

    • Ratified date: 2022-11-25
    • Latest update: 2022-11-25

    Books

    Hjörne, Eva; Säljö, Roger

    Att platsa i en skola för alla : elevhälsa och förhandling om normalitet i den svenska skolan

    4., [rev.] uppl. : Lund : Studentlitteratur, 2013 - 242 s.

    ISBN: 9789144095172 LIBRIS-ID: 14701292

    Juul, Jesper; Jensen, Helle; Öhman, Margareta

    Relationskompetens i pedagogernas värld

    2. uppl. : Stockholm : Liber, 2009 - 271 s.

    ISBN: 978-91-47-02060-7 (inb.) LIBRIS-ID: 11317627

    URL: Omslagsbild

    Lundqvist, Johanna

    Tidiga insatser och barns utbildningsvägar : inkludering och specialpedagogik

    Första utgåvan : 2018 - 198 sidor

    ISBN: 9789127819115 LIBRIS-ID: 22073361

    Runström Nilsson, Petra

    Elevhälsa – främja, förebygga, åtgärda 2 uppl

    2 uppl. : Gleerups Utbildning AB, 2022 - 152 sidor

    ISBN: 9789151108858 LIBRIS-ID: r7vg1rn8pgwgqvsj

    Svensson, Annika; Wiklander, Petter; Jardmo, Karin; Hanzek, Irena; Arvidsson, Christina; Karlsson, Anette; Segolsson, Mikael; Hirsh, Åsa

    Skolutveckling som gemensamt projekt: Att organisera för och genomföra professionsdriven skolutveckling

    Books on Demand, 2019 - 216 s.

    ISBN: 9789178512881 LIBRIS-ID: 19wtt4zvznn7l203

    URL: Omslagsbild

    Compendiums

    FoU Skola, Kommunförbundet Skåne (2013:1). Sammanfattning av Helen Timperley’s Teacher professional learning and development. Tio forskningsbaserade principer för lärares professionsutveckling.

    European Agency for Special Needs and Inclusive Education (2017). Självreflektion avseende inkludering i förskolan. Odense Danmark.

    Specialpedagogiska skolmyndigheten (2016). Värderingsverktyg för tillgänglig utbildning: Handledning: förskola, skola och fritidshem. Härnösand: Specialpedagogiska skolmyndigheten.

    Socialstyrelsen och Skolverket (2016). Vägledning för elevhälsan. ([3. uppl.]). Stockholm: Socialstyrelsen.

    United Nations. (2006). Convention on the Rights of Persons with Disabilities.

    United Nations Educational, Scientific and Cultural Organisation. (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO.

    Articles

    Havik, T; Bru, E; Ertesvåg, S.K

    Assessing reasons for school non-attendance

    Scandinavian Journal of Educational Research, 59(3), 316-336, 2015

    Moen, T.

    Inclusive Educational Practice: Results of an Empirical Study.

    Persson, Roland S.

    Särbegåvade barn och ungdomar är utmaning för svenska psykologer : En kort översikt

    2010

    LIBRIS-ID: bq722nvw8d78636f

    URL: Link

Examination

INL1, Written assignment, 6 credits, individual written report concerning learning outcomes 1-4, grades Fall (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 6 credits, field study report concerning learning outcomes 5-7, grades Fall (U) or Pass (G).
SEM1, Seminar, 1 credit, active participation in seminars concerning learning outcomes 6-7, grades Fall (U) or Pass (G).
OBN1, Compulsory attendance, 2 credits, compulsory attendance and active participation in education concerning learning outcomes 1-7, grades Fall (U) or Pass (G).

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Study guide

Grade

Three-grade scale