The Bachelor's in Special Education provides graduates with broad competency in planning teaching, development and good living conditions for children, young people and adults with special needs. The principle of lifelong learning in an inclusive society is a major theme throughout the entire programme, which follows a natural progression in which students are first introduced to frameworks and academic bases within the field, emphasizing among other things major theories about learning challenges and learning processes, historical movement from segregated special education services to inclusion, governmental policies and various arenas where special education knowledge is applied. Over time students will develop more specific competency within four selected areas: language and communication difficulties, interaction and behavioral challenges, therapeutic work and habilitation/rehabilitation. The study programme aims at finding a balance between the special education field as both discipline and profession:
The courses are directed towards subject-specific competency and are based on a four-part approach of which the following elements are stressed: (a) training in subject thematics (b) training in topic-related charting and assessment (c) training in course-related actions and working methods and (d) working with asking critical question surrounding ethical dilemmas and other challenges that may arise within these areas. Throughout the entire programme there is a focus on being able to see and understand reduced functional ability and learning challenges as an interaction between the individual and contextual conditions. Completing practice teaching allows students the opportunity to observe and participate in relevant working arenas. The study programme's goal is to educate competent special education teachers that can help promote an equal and inclusive society through planning teaching and a good quality of life for children, young people and adults with special needs.
|1. sem||PED128-2 Learning and training 15 sp||PED151-1 Introduction in Special Needs Education 15 sp|
|2. sem||PED152-1 Language and communication difficulties 15 sp||PED153-1 Special Needs Educational Work in School and Preschool. 15 sp|
|PRA101-1 Practice 1 Special Needs Education 0 sp|
|3. sem||EX-100-1 Exam Philosophicum 10 sp||EX-105-1 Examen Facultatum - Educational variant 10 sp||PED239-1 Habilitation and rehabilition 10 sp|
|4. sem||PED236-1 Milieu therapeutic work 15 sp||PED228-2 Research methods 15 sp|
|PRA203-1 Praksis 2 i spesialpedagogikk 0 sp|
|5. sem||PED315-2 Individual counseling - theory and practice 15 sp||PED335-1 Interaction and behavioural problems 15 sp|
|6. sem||PED320-1 Bachelor's thesis 15 sp||PED324-1 Quality of life and Life Conditions 15 sp|
Upon completion of the study, students will:
The study programme is based on both individual and group work. There are lectures, seminars, group work, assignment writing, independent study and other forms of training. The programme includes two compulsory teaching practice periods. The language of instruction is mainly Norwegian, but the course literature and certain lectures may be given in English. Compulsory teaching and work assignments may be required in any course offered in the study programme.
It is a requirement that all students at UiA have their own portable computer (`laptop¿) for use in teaching and examinations, see Examination Regulations, University of Agder, §12d
Various forms of evaluation are applied, including a written individual examination, individual and group term papers, portfolio assignments, group oral examination, individual oral examination and a written individual at-home examination.
Students may study abroad during term 5 and/or 6 by agreement with the department.
Information about our options for student exchange is found on the university’s site for student exchange.
Completing a bachelor-level study programme in special education qualifies graduates for admission to master-level study programmes in special education, education or the equivalent. The study programme does not provide teaching competency for use in schools but rather the opportunity to work in other areas of the school system (f.ex. after-school programmes, support services, alternative schooling options). Graduates may also work in daycare centres. The study programme is also relevant for employment in various positions in the health care and social welfare sector as well as in other employment and welfare agencies (f.ex. working with criminals and/or substance abusers, promoting workplace inclusion, etc.).
Higher Ececutive Officer Tonny K. Pedersen, (+47)38141232
Associate Professor Maryann Jortveit, firstname.lastname@example.org, (+47) 38141311
Upon admission students must provide a (police) certificate of good conduct.
The certificate must be handed in before participating in the practice period
Next application will be 2019.
Faculty of Humanities and Education