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European Teacher Education for Primary School > Detailed Curriculum by Subject > Special Education

Special Education

 

Name of the module           : Special Education

Target group : 3rd year

Level of the unit                 : BA

Entrance requirements        : N/A

Number of ECTS credits    : 30 ECTS (1x10=10 ECTS, 4x5=20 ECTS)

 

 

The identity of the subject within the international degree program in Education

The subject special education in the European Teacher Education has the overall objective to enable the student to substantiate, plan, implement and evaluate special education of children taking into consideration the prerequisite of the individual child with a teaching characterised by and taking into consideration the cultural diversity.

 

It is a necessary prerequisite of the subject that the cultural pre-understanding of the individual child is involved and considered a resource, and that the aim is to understand the child as a member of a multi cultural and global community with the potential and possibilities for development, the child has through this. In addition, it is cornerstone to the understanding of the subject that societal and cultural development trends have a specific influence on the special education, and that the inclusion for this reason cannot be considered solely locally, but should also be considered globally, so that all children with the prerequisites they possess obtain a qualified teaching from which they will benefit. The student will be able to substantiate personal and professional decisions to discussions on special education.

 

Module overview

Module 1. Introduction to Children with Special Needs and Special Education 10 ECTS 

Module 2. Inclusion in Primary Schools 5 ECTS

Module 3. Assessment & Planning in Inclusive Education 5 ECTS

Module 4. Teaching Literacy & Math Skills 5 ECTS

Module 5. Special Education as a Field for Development & Research 5 ECTS

 

 

Module descriptions

 

Module 1:  Introduction to Children with Special Needs and Special Education 10 ECTS 

 

Contents

This module aims at giving the European education student a basic knowledge on children with special needs and special education. The module first focuses on the historical and theoretical background or perspectives of education of children with special needs. Then, the module entails an understanding of the definition, causes, classification, characteristics of children with various needs including children with intellectual disabilities, visual impairments, hearing impairments, emotional and behavioural disorders, learning disabilities, pervasive developmental disorders, physical disabilities, communication disorders, and those who are gifted and talented. The module also emphasizes the topics regarding educational opportunities in special education.

 

 

Aim/Student Learning Outcomes

 

Upon successful completion of the course, students will be able to:

 

Describing the historical and theoretical background or perspective of education of children with special needs 

Defining and classifying each special needs group

Explaining causes and characteristics of each special needs group

Defining educational alternatives or opportunities  for each group of children with special needs

Identifying issues of special education in relation to organisational, institutional and cultural conditions and opportunities

 

Central knowledge and proficiency areas

Insight into international, historical and theoretical background of the education of children with special needs

Insight in and knowledge about children with special needs

Insight in and knowledge about the educational opportunities and alternatives of children with special needs

Insight in and knowledge on the issues of special education in relation to organisational, institutional and cultural conditions and opportunities

 

Suggested readings 

 

Smith, D. B. (2007). Introduction to special education: Making a difference (6th Edition). Boston: Allyn & Bacon.

Turnbull, A.P., Turnbull, H.R., & Wehmeyer, M.L. (2007).  Exceptional lives: Special education  in today¬ís schools (5th ed.).  Upper Saddle River, NJ:  Merrill/Prentice Hall.

 

Module 2: Inclusion in Primary Schools 5 ECTS

 

Contents

This module aims at giving the European education student a sense of the development of inclusion in a global context and skills that will help students to work efficiently in inclusive settings. The module starts with theoretical and historical background of the exclusion and inclusion, then continuous with definition and characteristics of the inclusion. The module entails an understanding of the opportunities and limitations of the concept in both the special education and the general teaching, and the stress field between the two in a multicultural room. Furthermore, the module is to give the students teaching methods or techniques in order for them to undertake teaching differentiation with special view to be able to do this in an environment marked by cultural diversity.

 

Aim/Student Learning Outcomes

 

Upon successful completion of the course, students will be able to:

 

Describing the theoretical and historical background of the exclusion and inclusion

Defining the process of inclusion and its characteristics

Debating exclusion and inclusion in a local and global connection

Being able to and know how to apply and analyse a number of different factors influencing the success of the inclusion

Knowing how to apply and analysing a number of different teaching methods to differentiate the teaching so that the needs of the individual child are taken into account

 

Central knowledge and proficiency areas

Insight into the theoretical and historical background of the exclusion and inclusion combined with international declarations and conventions

 Insight in the definition and characteristics of the inclusion

Insight in and knowledge of the inclusion with local and global connections.

Insight in and knowledge to be able to define factors and prepare setting based on these factors (e.g., factors related to students, families, and settings, and other teachers, etc.,) influencing the success of inclusion.

Insight in and knowledge to be able to provide various teaching methods in inclusive settings (e.g., settings, playgrounds.)  

 

 

Suggested readings

 

Henley, M., Ramsey, R. S. & Algozzine, R. F. (2006). Characteristic of and strategies for teaching students with mild disabilities. (Fifth ed.). Boston: Allyn and Bacon.

Smith, T., Polloway, E.,  Patton, J. &  Dowdy, C. (2008). Teaching students with special needs in ınclusive settings. (5th Edition) Boston: Allyn & Bacon.

Wood, J. W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction. (Fifth ed.). Upper Saddle River, NJ:  Merrill/Prentice Hall.

 

Module descriptions

 

Module 3: Assessment & Planning in Inclusive Education 5 ECTS

 

Contents

With taking account of a multicultural perspective, this module aims at two main topics: Assessment and Planning. The module first focuses on the assessment process need to be taken in inclusive settings. It provides basic information about the assessment process of children with special needs.  With this scope, the definition of the assessment and approaches to the assessment procedures will be explained. Various assessment tools and techniques will be then introduced in order to enable students to conduct efficient assessments in their settings.

 

After having a basic knowledge on the assessment, the second part of the module focuses on the planning based on the information gathered through assessment. At this stage, the process of developing individualized education plans (IEPs) and its importance will be highlighted. The approaches to develop the IEPs efficiently will be introduced. Students will be enable to develop sample IEPs at the end of this module.

 

In short, this module aims at enabling the student to prepare IEPs and evaluate these, including knowledge of different tests and their opportunities and limitations in a multicultural setting. This includes that the students should be able to plan, evaluate and test with an understanding of the multi-various cultural pre-understandings.

 

Aim/Student Learning Outcomes

 

Upon successful completion of the course, students will be able to:

 

Defining the assessment and understanding the importance of the assessment process from a multicultural perspective

Defining and analysing various assessment approaches and tools

Adapting and applying these assessment procedures and tools to children with various special needs 

Defining the process of developing IEPs

Preparing examples of IEPs

Cooperating with parents, other teachers, and support personnel and to be able to efficiently prepare and evaluate the IEPs

 

Central knowledge and proficiency areas

Insight into the definition and importance of the assessment process from a multicultural perspective

Insight into the definition and analysing various assessment approaches and tools

Insight into the adaptation and application of assessment tools

Insight into the development and preparation of  the IEPs

 Insight into cooperation with parents, other teachers, and support personnel by taking into consideration the multifarious cultural pre-understandings

 

Suggested readings 

 

Smith, T., Polloway, E.,  Patton, J. &  Dowdy, C. (2008). Teaching students with special needs in ınclusive settings. (5th Edition) Boston: Allyn & Bacon.

 

Wood, J. W. (2006). Teaching students in inclusive settings: Adapting and accommodating instruction. (Fifth ed.). Upper Saddle River, NJ:  Merrill/Prentice Hall.

 

Module Descriptions

 

Module 4: Teaching Literacy & Math Skills 5 ECTS

 

Contents

This module aims at making the student able to acquire competencies in two functional academic skill areas: Literacy and Math skills. The model first focuses on the reading & writing problems and issues at primary school level. This first section of the module will be associated with behaviour related problems. The module then points out the mathematical problems and issues in relation to behaviour of primary school children. The module overall will provide some essential teaching methods or techniques to efficiently deal with reading, writing, math and related problems.  These two main subsections are going to enable the students to plan, carry out and evaluate literacy and math teaching based on the needs of the individual child or his/her IEP. This module will take into consideration the socio-cultural characteristics of the targeted child in a multicultural community in which various experiences and background are valid in their experience with reading, written language and mathematical pre-understandings.

 

Aim/Student Learning Outcomes

 

Upon successful completion of the course, students will be able to:

 

Defining literacy skills and understanding its importance

Analysing reading, writing and related problems

Defining teaching strategies to deal with reading and writing problems

Defining math skills

Analysing mathematical and related problems

 Defining teaching strategies to deal with math skills and related problems

Planning, carrying out and evaluating teaching that is based on the needs of the individual child with reading/writing/math and related problems. 

 

Central knowledge and proficiency areas

Insight into special education theories about reading and writing problems and knowledge to be able to apply these

Insight into special education theories about mathematical problems and knowledge to be able to apply these

Knowledge of teaching strategies for reading, writing, math, and related problems

Knowledge of the interpretation and handling of various cultures of the abovementioned problems.

 

Suggested readings 

 

Mercer, C. D., & Mercer, A. R. (2005). Teaching student with learning problems. Seventh Ed. Upper Saddle River, NJ:  Merrill/Prentice Hall.

Module Descriptions

 

Module 5: Special Education as a Field for Development & Research

5 ECTS

 

Contents

This module aims at enabling the student to analyse and relate to special educational issues from a sociological angle, and for the student to be able to relate to historical and cultural effects that has and still does influence the area of special education. The student should especially obtain knowledge about the effect on this of globalisation and the multicultural society. In addition, its intention is that the student becomes able to relate to and analyse new and old research within the area of special education as well as become able to identify new areas for research and development.

 

Aim/Student Learning Outcomes

 

Upon successful completion of the course, students will be able to:

 

Describing, analysing and assessing normality and deviation in a global perspective

Describing, analysing and assessing national and international research within the area of special education 

Identifying areas of the need for national and international special education research

Relating to cultural and multicultural account of the area of special education

 

Central knowledge and proficiency areas

Insight into different perceptions of normality and deviation and the historical and cultural effect on this

Knowledge of national and international research and the need for future research

Knowledge of account of the area of special education in different cultural contexts

Knowledge of methods for identifying and describing areas for research and development work within special education

 

Suggested readings 

 

Gay, L.R. & Airasian, P. (2000). Educational research. (Sixth ed.). Upper Saddle River, NJ:     Merrill/Prentice Hall.

 

Teaching forms

The description applies to all five modules. The teaching will vary between teacher introductions, student presentations, discussion and group work with clear feedback.  The teaching will seek to enable the student to an increasing extent becomes able to communicate, argument and relate to the area of special education, for which reason the students are expected to contribute actively to the teaching.

 

Assessment form

Various assessment procedures can be carry on by each lecturer based on his/her plan or resources in his/her country. This can include multiple choice exam, portfolio, project based evaluation, written assignments, etc.

 

Language: English

 

 

 

 
 

 

 
 

 

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