Special Pedagogical challenges in kindergartens and schools: Opportunity and growth.

Transkript

1 NO EN Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. SPECIAL PEDAGOGICAL CHALLENGES IN KINDERGARTENS AND SCHOOLS: OPPORTUNITY AND GROWTH. ECTS Credits 30 Study level One term programme Start semester Autumn 2015 Teaching language Norwegian Faculty Campus Application deadline The Faculty of Education and Arts JOB OPPORTUNITIES FURTHER EDUCATION ADMISSION REQUIREMENTS Higher Education Entrance Qualification (international students refer to NOKUTs GSU list). Completed bachelor\'s degree equivalent to a Norwegian bachelor\'s degree. Page 1 of 5

2 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2015 Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. (1/2) 30 SP Mandatory courses 30 ECTS Credits Spring 2016 Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. (2/2) 30 SP Page 2 of 5

3 Study plan ADMISSION REQUIREMENTS Higher Education Entrance Qualification (international students refer to NOKUTs GSU list). Completed bachelor\'s degree equivalent to a Norwegian bachelor\'s degree. STUDY ABROAD n/a COSTS No special costs except semester registration fee and syllabus literature. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If an applicant does not fulfill the requirements for The Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. See also General Arrangements for recognition of prior learning under the University Rules and Regulations. EXAMINATION REGULATIONS, ASSESSMENT AND GRADING Examination regulations can be found in regulations for studies and exams at University of Nordland (UiN) as well as the special regulations Regulations for examination candidates at UiN. The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes failed. Grades can also be given as: passed / not passed or approved / not approved. PROGRAMME EVALUATION The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university s quality assurance system QUALIFICATIONS REQUIREMENTS AND REGULATIONS Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations and directives, see University Rules and Regulations. Page 3 of 5

4 Subject descriptions (1) Special Pedagogical challenges in kindergartens and schools: Opportunity and growth. No costs except semester registration fee and course literature. SPECIAL PEDAGOGICAL CHALLENGES IN KINDERGARTENS AND SCHOOLS: OPPORTUNITY AND GROWTH. ECTS Credits 30 Level Course type Start semester Graduate degrees Compulsory. Autumn 2015/spring 2016 Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø. The Faculty of Education and Arts COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 4 of 5

5 RECOMMENDED OR REQUIRED READING Required Erdis, M. g Bjerke, A.-K. (2009). Juss for pedagoger. Fagbokforlaget, (112 s.) Eriksen, K., E.; Halkier, L. (2012) Utviklingsstøtte til barn i barnehagen 1. utg., Kommuneforlaget, (128 s.) Gjærum, B., Grøholt, B., Sommerschild, H.(red). (2003). Mestring som mulighet i møte med barn, ungdom og foreldre. 4. opplag, Oslo: Universitetsforlaget (355 s.) Helland, T. (2012) Språk og dysleksi. Fagbokforlaget (336 s.) Holland, H. (2013) Varig atferdsendring hos barn krever varig atferdsendring hos voksne, 1. utg. Gyldendal Akademisk (200 s.) Johannessen, A., Tufte, P. A. og Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. 4. utgave 2. opplag, Abstrakt forlag. Kap. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16,17, 26 og 27. (194 s.) Johannessen, E., E. Kokkersvold og L. Vedeler. (2010), Rådgivning. Tradisjoner, teoretiske perspektiver og praksis. 3. utg. Oslo: Gyldendal Akademisk (300 s.) Lassen, L. (2014), Rådgivning. Kunsten å hjelpe og sikre vekstfremmende prosesser. 2. utg. Oslo: Universitetsforlaget (180 s.) Lyster, S-A H. (2012), Elever med lese- og skrivevansker. Hva vet vi? Hva gjør vi? Oslo: Cappelen DAMM Akademisk. (110 s.) Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A Meta- Analytic Review. Psychological bulletin. ISSN (2), s doi: /a (30 s) Morken, I. (2012). Normalitet og avvik. Spesialpedagogiske utfordringer en innføring. 2. utgave, Cappelen Damm, (172 s.) Nordahl, T. (red.)(2012), Bedre læring for alle elever. Om skoler som har problemer med elever, og om elever som har problemer i skolen. Oslo: Gyldendal Akademisk (214 s.) Ogden, T. (2015). Sosial kompetanse og problematferd blant barn og unge. 1. utgave, Gyldendal Akademisk (282 s.) Roland, R. (2014) Mobbingens psykologi. 2 utgave, Universitetsforlaget, Oslo, (224 s.) Skagen, K. (red.)(2011), Kunnskap og handling i pedagogisk veiledning. 2. utg. kap. Innl., 3, 4, 7, 9, 10, 11 og 12. Bergen: Fagbokforlaget (156 s.) Additional: Bele, I.B. (2009). Språkvansker. Teoretiske perspektiver og praktiske utfordringer. (2. opplag) Oslo: Cappelen Akademisk Forlag (261 s.) Egan, G. (2007), The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping. Belmont, California: Thomson Brooks/Cole. Egeberg, E. (2012). Flere språk flere muligheter. Flerspråklighet, tilpasset opplæring og spesialpedagogisk metodikk. Cappelen Damm, Oslo, (220 s.) Hagtvedt, B. E. (2004). Språkstimulering: tale og skrift i førskolealderen. 2. utg. Cappelen akademisk (445 s.) Høien T., Gabrielsen E., Heber E. (2008). Unge og voksne med lesevansker. Bryne. Logometrica. (148 s.) Høien, T. og Lundberg, I. (2012). Dyslexi. Fra teori til praksis. 5. utgave. Gyldendal Akademisk, Oslo, (310 s.) Killen, K.(2009). Sveket. Barn i risiko og omsorgssituasjoner. 4. utg. Oslo: Kommuneforlaget Lassen, L. og N. Breilid. (2010), Den gode elevsamtalen. Oslo: Gyldendal Akademisk Mathiesen, I. H. og Vedøy, G. (2012). Spesialundervisning drivere og dilemma. Rapport IRIS 2012/017 Rapport Spesialundervisning - drivere og dilemma.pdf Ogden, T. (2012), Klasseledelse. Praksis, teori og forskning Oslo: Gyldendal Akademisk (172 s.) Skau, G.M. (2007), Gode fagfolk vokser. Personlig kompetanse i arbeid med mennesker. Oslo: Cappelen Akademisk Forlag Tezchner, S. v. (2012). Utviklingspsykologi. 2. utgave. (Kapittel 16. Utvikling av kommunikasjon og språk, s ) Gyldendal Akademisk, Oslo, (51 s.) Utdanningsdirektoratet (2014).Utdanningsspeilet Tall og analyse av grunnopplæringen i Norge. Utdanningsdirektoratet: Rammeplan for barnehagens innhold og oppgaver, PROFESSIONAL PRACTICE No. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2013 autumn, last instance 2017 spring). Assignment, worth 45/100 of the grade (first instance 2013 autumn, last instance 2017 spring). Written examination, 6 Hours. Worth 55/100 of the grade (first instance 2013 autumn, last instance 2017 spring). OVERLAPPING COURSES PE306L Interplay and behaviour problems - 30 study points. Page 5 of 5