After completing the course the student should be able to:
demonstrate basic knowledge regarding the concept of inclusion in education and its historical development
describe major educational dilemmas pertaining to children and young people with learning and social/emotional difficulties
identify various challenges brought to the forefront in international agreements (e.g., laws, treaties, and declarations) pertaining to access to education and human rights from childhood through adulthood
demonstrate a basic knowledge of the Norwegian educational system with respect to adapting teaching and the goals of education
express an awareness of cultural, historical, and philosophical differences across contexts regarding the education of individuals with disabilities and other historically excluded groups
The course provides an introduction to central concepts in inclusive and special needs education from an international comparative perspective. Key issues include the difficulty in defining inclusion and exclusion; influences of politics, law and research; international agreements and declarations (e.g., Unites Nations´ standard rules, Salamanca, Jomtien); considerations with regard to the labels we use, systems of differentiation and the role and purpose of special education. The focus of the course is primarily on the education of children. However, adult learning and work environments and the support mechanisms that exist in diverse societies and cultures will also be discussed.
Working methods will involve a combination of lectures, group work, self-study, individual tutorials and visits to schools or other institutions.
Attendance in 70% of lectures. A group presentation and participation in seminars related to group projects. Topic and literature for the written assignment must be approved.
Assessment methods and criteria
A group report (5000-6000 words) and an individual oral examination. Each counts towards 50% of final grade.
The person responsible for the course, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.
Offered as Single Standing Module
Yes, subject to capacity.
Admission Requirement if given as Single Standing Module
The course is open for students who are training to become teachers and students who are studying education in courses that do not in themselves lead to qualified teacher status.
Before participating in school practice or school visits all students must sign a declaration of confidentiality, and present a valid certificate of good conduct issued by the police, or a confirmation from the home institution that the valid certificate is in their possession.