Programme description for Master's programme in Special Needs Education (2026–2028)

Upon completion of the programme, the students shall

Knowledge

• Have in-depth knowledge of various scientific perspectives and their applications within special needs research.
• Have in-depth knowledge of inclusion processes, counselling, special education leadership and innovation, learning difficulties, and other socio-emotional needs.
• Have in-depth knowledge of the working methods of special education and how the field can promote sustainable development.
• Have in-depth knowledge of ethical challenges in the field of special education.

Skills

• Be able to analyse relevant questions, plan for change, and implement measures for individuals, groups and various systems aiming at designing and further developing special education offers.
• Be able to apply the knowledge of special needs education to prepare for an inclusive and safe environment in encounters with people in vulnerable situations.
• Be able to apply the knowledge of special education about inclusion processes, counselling, special education management, learning difficulties and other special needs.
• Be able to develop an appropriate research design, carry out a comprehensive research process, relate criticallyto 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 issues in special education research and practice.

General competences

• Have in-depth knowledge about special education as a subject and field of research, including themes such as historical perspectives, dilemmas, and challenges.
• Be able to disseminate various theoretical and empirical perspectives within the field of special education.
• Be able to solve complex special education problems and ethical dilemmas occurring within the field of special education.
• Be able to apply knowledge and skills when working to establish, further develop, change and lead special education activities.
• Be able to apply innovation and innovative processes in special education work.

The general admission requirement is a bachelor’s degree or the equivalent education of a minimum of three years duration (180 ECTS credits).

The following must be included:

1).
An integrated programme (a minimum of 120 ECTS credits) in special needs or a major in special needs. At least at least 80 ECTS credits20 credits must be on the supplementary level (Level 2).
2).
a) A bachelor’s degree in pedagogy or a teacher education (general /primary education, pre-school, post-graduate certificate in education based on university studies of at least 180 ECTS credits)
b) A minimum of 30 credits in special needs
3).
a) A bachelor's degree in psychology, child welfare, logopedics, social education or paramedicine
b) A minimum of 30 credits in special needs

A weighted average grade of C or better is a requirement. The requirement is calculated on the basis of the bachelor’s degree as a whole.

Furthermore, the general regulations on admission to studies at the University of Agder will apply.

Special needs education is a complex field that deals with facilitating the development of human potential and compensating for challenges that have a negative impact on learning. The field is closely linked to the right to special needs education in schools and special needs educational assistance in kindergartens, and many special needs teachers work in the education sector. With lifelong learning as a starting point, there is also a need for special needs education competence in arenas outside school, including in health and care services, in labour and welfare administration and in child welfare services.

The special needs teacher meets a diversity of children, adolescents and adults with special needs. It is nevertheless important that special education work is not limited to follow-up of individuals or specific groups with difficulties, but also involves system-oriented and preventive work with different age groups. This may involve working with changes at management level, organisational development and counseling with the individual or in groups.

The master’s programme in Special Education aims to educate competent professionals who are capable of improving existing practice. The programme will prepare students to contribute to interdisciplinary collaboration and to offer a comprehensive service to vulnerable children, young people and adults. This is seen in the context of the goal of creating a more inclusive and sustainable learning environment for all.

The programme is especially relevant to the UN’s sustainable development goals :

• Good education
• Healthy lives and well-being
• Peace, justice and accountable institutions

This is a full-time study programme with mandatory attendance requirements in specific gatherings in all courses. The workload for a full-time student is estimated at 1600 hours per year.

There are three main teaching methods: lectures, seminars and individual/group based supervision. Teaching is arranged over three to four days per week during the first three semesters. In addition to the teaching activities, independent work with the curriculum and other relevant literature is a condition. Oral and/or written assignments are included in all courses and include group assignments. To develop competence in teaching, counselling, and interdisciplinary work, students are periodically expected to give plenary oral presentations, share written work with peers and participate in other dynamic forms of learning activities (for example roleplays with video recording).

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:

• consideration of coherence and context between content, learning outcomes, work methods and the assessment forms of each course
• consideration of varied assessment forms in the programme
• consideration of the progression towards master’s 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 concepts of inclusion/exclusion will be related to both national and international contexts. Students are exposed to a multitude of perspectives on special educational work through comparisons of the organisation of special education in Norway and other countries.

The language of instruction is Norwegian, but some of the teaching may be in other Scandinavian languages or in English. Literature from international research in English will be used in all courses.

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 international coordinator Tone Frøysnes (tone.froysnes@uia.no) and programme 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.

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.