6732.22 - Special Education I - Special Education, Normality and Deviance

6732.22

Special Education I - Special Education, Normality and Deviance

10

A student of teacher education in the Faculty of Education, the University of the Faroe Islands

The student must acquire knowledge of the special educational landscape and of the need for special educational assistance in today's society. The student must then gain an insight into international trends and procedures in special education. The student must gain knowledge of medical work tools (these are diagnostic systems) and educational theories, which can help put special education as a field of research and as a field of practice in a larger perspective. Finally, the student must be made aware of his/her own prejudices and his/her own attitudes in relation to students who have challenges in primary and upper secondary school.

• Special education in historical perspective • Special educational trends in the 21st century - international focal points and Faroese affairs • Basic concepts in special educational work – relationships, inclusion and exclusion • Normality and deviance – psychological tests, diagnosis and educational intervention • Attitudes, language use and approaches in special educational work • Psychological and educational theories on which special education is based (e.g. developmental psychology, neuropsychology and positive psychology) • The teacher's role in special educational work • Special education in primary and upper secondary school - competence areas, special classes, special offers, special agreements and special schools • Interprofessional collaboration

Lectures, presentations, logbook, dialogues, casework, exercises and self-study

On completion of the course, the student should be able to • explain basic conditions in special pedagogy - both in historical light and in today's society • explain what a diagnosis is, how it can increase our understanding, and what it can be used for in the school system • explain what happens when a student is tested and given a diagnosis • reflect on the relationship between developmental psychology, neuropsychology and positive psychology on the one hand and special education on the other • assess one's own understanding of special educational challenges and interventions (including one's own attitudes and one's own use of language) • describe the laws and decrees in the field of special education, and to reflect on development, well-being, needs and opportunities in relation to pupils who have challenges in primary and upper secondary school. (In this context concepts such as normality, deviation, inclusion and exclusion are at the center).

Active participation. Group discussions: Students reflect in teams on the selection of special educational dilemmas

Internal

P-

The students get the reading list before the course starts

Hans Harryson