Master's programme in Special Needs Education

Either: Integrated study (at least 120 credits) in pedagogy or special needs education

Or: Specialization (at least 80 credits) in pedagogy or special needs education

Or: Teacher education (primary and lower secondary teacher/ general teacher, kindergarten teacher/preschool teacher, practical-pedagogical education based on tertiary education of at least 180 ECTS credits)

Or: Completed three years of 4-year teacher training

Or: Bachelor's Programme in Child Welfare, Social Care, Psychology

See supplementary rules for admission to the uia.no/spesped-master.

The basic goal of special educational work is to facilitate the development of human potentials and to compensate for challenges that have a negative impact on learning. The special needs teacher meets a multitude of children, young people and adults with special needs.

To meet these diverse needs, today's professions have become increasingly specialized. This development may have contributed to some people in vulnerable situations experiencing a lack of coherence in everyday life. It is therefore important that special educational work is not limited only to follow-up of individuals or specific groups with difficulties, but also involves system-oriented and preventive work at various levels. This includes, for example, special educational management and innovation work and consulting, where the goal is to promote development and learning processes in a lifelong perspective. The programme focuses on current knowledge within the field of special needs education research and facilitates (out) the formation of competent professional practitioners who are able to plan and implement changes to improve existing special needs education practices. The programme prepares and trains students to contribute to interdisciplinary collaboration where the goal is to offer a holistic offer to vulnerable children, young people and adults, create inclusive environments, as well as provide and lead special educational activities at both the individual and system level.

Upon completion of the programme, the students shall

Knowledge

• Have in-depth knowledge about special education as a subject and field of research, including topics like historical perspectives, dilemmas and challenges
• Be able to apply knowledge that is specific to special education in relation to inclusion processes, counselling, special education leadership, learning difficulties and other special needs
• Have advanced knowledge about special education issues related to working with innovation and change
• Have in-depth knowledge about different perspectives of philosophy of science and their application within special education research

Skills

• Be able to apply special education knowledge, plan for change and implement measures for individuals, groups and various systems, aiming at designing and further developing special education offers
• Be able to prepare for inclusion in special education contexts
• Be able to manage special education activities with regards to goals for innovation and change
• Be able to offer advice and counsel people in vulnerable situations
• Be able to develop an adequate research design, carry out a holistic research process, have a critical attitude to various sources of information and present the results of one’s research work in accordance with scientific criteria
• Be able to analyse critically and relate to ethical problems in special education research and practice
• Be able to make individual analyses and assessments with regards to innovation and change in various institutional and social contexts

General competences

• Be able to disseminate various theoretical and empirical perspectives within the field of special education
• Be able to solve complex special education problems individually, both at individual and social levels
• Be able to apply the knowledge and skills required from a counsellor and innovator within the field of special education
• Be able to contribute to the development of future leadership competencies required in special education

There are three main work methods: lectures, seminars and individual/group based supervision.

A two-week period of professional, supervised work experience is included in the third semester in relation to the course ‘Innovation and leadership in special education.’

Three factors have been taken into consideration: holistic coherence between content, learning outcomes, work methods and the assessment forms of each course, variation of assessment forms, and the progression towards thesis writing.

The assessment forms vary between individual written examination, term paper - individual or in groups, oral examination, home examination in groups and master’s thesis.

Emphasis is placed on the master's programme in special needs education being put into an international context. For example, in PED 424 Inclusive Special Needs Education, the terms inclusion/exclusion will relate to both national and international contexts. Students are exposed to a multitude of perspectives on special educational work through comparisons of the organization of special education in Norway and other countries.
Student exchange is facilitated in the 3rd and/or 4th semesters. The university has a number of cooperation agreements with universities and university colleges abroad. Information about relevant exchange locations can be found on our website about exchange: https://www.uia.no/student/utveksling.

See also https://www.uia.no/exchangestudies/search?soid=5908

Feel free to contact the coordinator for student exchange, Tone Frøysnes (tone.froysnes@uia.no) and study coordinator David Lansing Cameron (david.l.cameron@uia.no) for more guidance.

The master’s degree in special education qualifies for work in a variety of different contexts where teaching, education, dissemination, counselling or leadership related to special education is central. Relevant contexts can be public or private administration, public services, pre-school and school sectors at various levels within municipality, county or state. Relevant jobs are at the PP-tjeneste, Statped, public health facilities, peer-support work, psychiatry, child welfare institutions, workplace inclusion, NAV, crime-preventive work, nursing homes and relief facilities, adult education and inclusion work aimed at asylum applicants and other exposed groups.

The master’s degree is a disciplinary education and qualifies for further organised research training.

Certificate of good conduct

A valid police certificate of conduct must be presented upon application and must be submitted before students can participate in the professional, supervised training.

Suitability assessment

Suitability assessment is continuous throughout the programme. If there is doubt about the suitability of a student, a special follow-up should be applied.