Cognitive and special education perspectives on language, reading, and writing development

The aim of the course is for students to acquire in-depth knowledge of children's and pupils' language, reading, and writing development from cognitive and special education perspectives. The course provides students with the opportunity to deepen their ability to critically analyse, prevent ,and address difficulties, as well as to promote inclusive practices and accessible learning environments that accommodate the diverse needs of pupils in both regular compulsory school and compulsory school for pupils with intellectual disabilities. The course includes field studies.

The course covers:

• Current research on language, reading, and writing development, as well as cognitive and special education perspectives on learning.
• Theories of reading and writing difficulties/dyslexia: definitions, causes, consequences, and links to neurodevelopmental disorders and intellectual disability.
• Research-based teaching practices, special education approaches and interventions for preventing and addressing difficulties.
• Planning and use of observation, mapping, analysis of learning environments, and pedagogical documentation.
• Teaching methods for early reading and writing instruction: phonics-based approaches versus whole-word methods.
• Analogue and digital tools, assistive technology, and augmentative and alternative communication (AAC).

Progressive specialisation: A1N (has only first‐cycle course/s as entry requirements)

Education level: Master's level

Admission requirements: A teaching qualification comprising at least 180 credits, or 30 credits in Social Sciences or Behavioural Science at G2F level or higher.Upper secondary level Swedish course B/3 or Swedish as a second language course B/3, and English course A/6.An equivalence assessment can be made.

Selection: Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.