On completion of the course, the student should be able to:

- explain how special education, mainstreaming and inclusive education are related to theoretical perspectives and educational policies in an international context
- describe special educational needs by using a holistic approach based on ecological system theory of factors and processes influencing learning and development of children and youth

- critically apply special educational perspectives in identifying barriers for the promotion of inclusive education on different levels (from individual to societal levels)
- identify factors that support the development of inclusive learning situations in educational settings and problematize these factors in relation to conditions on different levels (from individual to societal levels in different national or international contexts) and interdisciplinary collaboration

- critically problematise the concepts of exclusion, mainstreaming and inclusive education in relation to national and international educational policies, based on research results from different disciplines

• Special education, mainstreaming and inclusive education
• International policies and guidelines for inclusive education
• Processes towards inclusion and processes towards exclusion
• Perspectives in the area of special needs education
• Holistic approaches in dealing with diversity among children and youth in education and in society based on an ecological understanding
• Proactive measures to prevent and/or counteract learning difficulties
• Interdisciplinary teams in collaboration with children/youth and guardian

The teaching consists of lectures, seminars and exercises performed individually or in groups. A digital learning platform is used. Students who have been admitted to and registered on a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course to which they were accepted. After that, the right to receive instruction/supervision expires.

The teaching is conducted in English.

The applicant must hold the minimum of a bachelor’s degree (i.e. the equivalent of 180 ECTS credits at an accredited university) within health and care sciences, behavioral science, social work, or educational sciences, including independent, theoretical based work, i.e. a thesis or the equivalent. Also 45 credits at advanced level within the subjects of the bachelor’s degree including independent, theoretical based work, i.e. a thesis or the equivalent. Proof of English proficiency is required. Exemption is granted from the requirement in Swedish.

The course is graded A, B, C, D, E, FX or F.

The grades A, B, C, D and E are all passing grades. For courses with more than one examination, students are given a final grade based on an overall assessment of all examinations included in the course. The final grade of the course is issued only when all course units have been passed. The examination is based on instruction and course literature.

The examination must allow for students to be assessed on an individual basis. Students may not make a second attempt at any examination (or element of examination) already passed in order to receive a higher grade. Further information concerning assessment and grading criteria is provided in a study guide distributed at the beginning of the course.

Students are guaranteed a minimum of three examination occasions, including the regular occasion. If a student has failed the same examination three times, the student is entitled to request that the next examination is assessed and graded by a new examiner if possible. The decision to accept or reject such a request is made by the vice dean of education. In case the course is terminated or significantly altered, examination according to the present course syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Name of the Test	Value	Grading
Individual written assignment	7.5 credits	A/B/C/D/E/FX/F

At the end of the course, a course evaluation is performed and commented on by the course coordinator and, if possible, a student/students (course developer/s). The course evaluation, which is published on the relevant learning platform and submitted to the study administration, is to function as a basis for future improvements to the course.

Florian, Lani. (2014). The SAGE Handbook of special education (Vols. 1-2). London: SAGE Publications Ltd. doi: 10.4135/9781446282236 (150 pp.)

Kiuppis, Florian & Sarromaa Hausstaetter, Rune. (2015). Inclusive Education Twenty Years after Salamanca. Bern: Peter Lang. 374 s.

Mitchell, David. (2014). What really works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London: Routledge. 347 p.

European Agency for Special Needs and Inclusive Education (2016). Raising the Achievement of All Learners in Inclusive Education – Literature Review. (Kefallinou, Anthoula, ed.). Denmark: Odense. 84 p.


Additional literature:

Scientific articles within the student’s specialization (200 p)


Reference Literature:
Citing Sources – How to Create Literature References. http:ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

Information Material about Anti-Plagiarism at Universities. The Interactive Anti-Plagiarism Guide – Jönköping University. http:pingpong.ju.se/public/courseId/10565/publicPage.do