Course syllabus - Special Needs Teacher - Specialisation Intellectual Disability, Part 2
Scope
15 credits
Course code
SQA155
Valid from
Spring semester 2025
Education level
Second cycle
Progressive Specialisation
A1F (Second cycle, has second-cycle course/s as entry requirements).
Main area(s)
Special Needs Education
School
School of Education, Culture and Communication
Ratified
2023-12-12
Literature lists
Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.
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Books
Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write
Newburyport, Brookes Publishing, 2020
Grunderna i läs- och skrivinlärning
Tredje upplagan : Lund : Studentlitteratur, [2020] - 353 sidor
ISBN: 9789144134376 LIBRIS-ID: v68scl1nsqkvzqhv
Tydliggörande pedagogik i anpassad skola och LSS
Natur & Kultur, 2024
Practically Speaking. Language, Literacy & Academic Development for Students with AAC Needs
Baltimore, Maryland, USA, Paul Brookes Publishing Co., Inc., 2009
Hållbart och meningsfullt lärande
Studentlitteratur, 2021
Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
Upplaga 1 : Lund : Studentlitteratur - 298 sidor, 2022
Articles
The effectiveness of aided augmented input techniques for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication, 33(3), 149-159
2017
Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 19(2), 108-120
2010
Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities. Remedial and Special Education, 42(5), 279-289
2021
Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60, 24-36
2017
Using the Virtual-Representational-Abstract Approach to Support Students With Intellectual Disability in Mathematics. Focus on Autism and Other Developmental Disabilities, 33(4), 237-248
2018
Effective Mathematics Instruction for Students with Moderate and Severe Disabilities: A Review of the Literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195-204
2019
Enabling young people with a learning disability to make choices at a time of transition. British Journal of Learning Disabilities, 30(3), 105-112
2002
Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature. Journal of Intellectual Disabilities, 25(3), 387-404
2021
A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability. Scandinavian Journal of Educational Research, 60(2), 182-200
2016
Is Inclusive Education a Good Fit for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs. Education Sciences, 14(9), 952
2024
Maintenance in Mathematics for Individuals with Intellectual Disability: A Systematic Review of Literature. Research in Developmental Disabilities, 105, 103751-103751
2020
A systematic review of mathematics interventions for primary school students with intellectual disabilities. European Journal of Special Needs Education, (37)4, 663678
2022
Toward Equity in Mathematics Education for Students with Dis/abilities: A Case Study of Professional Learning. American Educational Research Journal, 56(3), 995-1032
2019
A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior, 54, 100672
2019
Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review. European Journal of Special Needs Education, 1-16
2024
Alternate Curricula as a Barrier to Inclusive Education for Students with Intellectual Disabilities. International Electronic Journal of Elementary Education, 12(3), 235-247
2020
URLs
Att planera, bedöma och ge återkoppling i ämnen och ämnesområden. [Skolverkets modul; Språk-, läs- och skrivutveckling - Anpassad grundskola åk 1-9]
Skolverket, 2022
Other Materials
Dissertations
Att få tillträde till lärprocesser : professionell utveckling för lärare som undervisar elever med intellektuell funktionsnedsättning och autism i grundsärskolan
Malmö : Malmö universitet, 2022 - 172 sidor
ISBN: 9789178772612 LIBRIS-ID: jz1mkscjgsn0lrqq
Words Dont Come Easy: Decoding and Reading Comprehension Difficulties in Adolescents with Intellectual Disability
Linköping Studies in Arts and Sciences. Linköping University Electronic Press: 52. (66 s), 2022
URL: DiVA portal
Assisterande teknik - att ta till sig och producera text: Ett stöd för elever i anpassad grund- och gymnasieskola
Linneuniversitetet PhD., 2024
Other Materials
Examination
INL1, Written assignment, 6 credits, written and oral assignment concerning learning outcomes 1 and 4, grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Written assignment, 3 credits, written and oral assignment concerning learning outcomes 2 and 4, grades Fail (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 4 credits, written and oral field study report concerning learning outcomes 3 and 4, grades Fail (U) or Pass (G).
OBN1, Compulsory attendance, 2 credits, compulsory attendance and active participation concerning learning outcomes 1-4, grades Fail (U) or Pass (G).
For Pass with distinction (VG) on the course as a whole, the student must have earned that grade for INL1 and INL2.
A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.
Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.
Grade
Pass with distinction, Pass, Fail