Programme description for Bachelor's Programme in Special Needs Education (2024–2027)

Upon completion of the programme, students will:

Knowledge

• have broad knowledge within the special education field, including its history, political and legal constraints, theoretical diversity and working methods
• have knowledge about various lifelong areas of difficulty and teaching challenges within special education
• have extensive knowledge about the concept of integration's significance for the special education field and for teaching in general

Skills

• identify and chart areas of concern in association with various difficulties and their significance for lifelong learning and inclusion
• implement preventive actions and plan lifelong learning and inclusion
• display independence and the ability for interdisciplinary cooperation and planning meaningful learning situations
• master research methods needed for professional development within the field

General competence

• be able to apply the discipline's knowledge base and acquire new knowledge and skills
• have the ability to evaluate and disseminate special education's knowledge basis and potential contribution within various contexts
• have an awareness of ethical challenges connected with legislation, working methods and various scholarly viewpoints in the special education field
• plan, complete and document independent academic work

Higher Education Entrance Qualification

Admission to the second year requires a one-year study of Special needs education or the first year of a bachelor's programme in Special needs including a minimum of 10 credits in social science methodology.

Admission to year three is two years of a bachelor’s programme in Special needs.

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:

Special education is a discipline with established theories and methods in which research and development takes place while it simultaneously is a field constantly changing, where various opinions and manners of comprehension encounter one another. Special education is also a profession with roots in the professional traditions of both healthcare and education.

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.

The programme yields competences relevant for the following sustainable development goals:

• Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• Ensure healthy lives and promote well-being

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 periods of compulsory supervised teaching practice. The language of instruction is mainly Norwegian, but the course literature and certain lectures may be given in English.

The bachelor’s programme introduces international perspectives through lectures, the syllabus and guest lecturers.

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’s programme in special education qualifies graduates for admission to master’s programmes in special education, education or the equivalent.

The 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.).

Laptop

In accordance with Regulations on studies and examinations at the University of Agder § 12d, all students at UiA are required to have their own laptop for use in teaching and during exams.

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

Students in the Master’s Programme in Special Needs Education are subject to the regulations on suitability assessment in higher education (no.859), with legal authority in Act relating to universities and university colleges § 4-10 (6).

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