Course

Inclusive Education (EIS110)

This module is a mandatory part of the course and is divided in two parts: A.) Introduction to Norwegian education which provides information about education in Norway. B.) Inclusive education offering comparative understanding of the Norwegian approach

 

The introduction part provides foreign students some knowledge about the education system and experiences with the Norwegian approach to outdoor education. It creates a background for all the other modules and a possibility to enhance the student¿s  reflexive competence.

The Inclusive education part consists of lectures, group work, and 5 full days of school-based practice during which students conduct a small research assignment. The module is designed to provide comparative knowledge and understanding of inclusive education in Norway from an international perspective.


Dette er emnebeskrivelsen for studieåret 2014-2015

See course description and exam/assesment information for this semester (2024-2025)

Semesters

Fakta

Emnekode

EIS110

Vekting (stp)

5

Semester undervisningsstart

Spring

Undervisningsspråk

English

Antall semestre

1

Vurderingssemester

Spring

Timeplan

Vis timeplan

Content

  • Educational system and ¿traditions in Norway
  • Outdoor education: Learning outside the classroom, ideas and practice
  • Children¿s books: a way of introducing Norwegian culture
  • Inclusive education
  • Inclusive education / special education
  • Adapted learning and differentiation
  • Official Norwegian policy on Inclusive education
  • Implementing Inclusive education - dilemmas and challenges
  • National anti-bullying initiatives in Norway

Learning outcome

After finishing this module the student should be able to

  • Describe the educational system an approach in Norway
  • Be able to reflect on educational approaches in a European  perspective
  • Define inclusive education
  • Describe and evaluate characteristics of inclusive education related to classroom practices in Norwegian schools
  • Discuss adapted education and differentiation
  • Describe official Norwegian policy on inclusive education, including anti-bullying initiatives

Forkunnskapskrav

Ingen

Exam

Method of work

The module makes use of, among other things: lectures, group work, a 1 week school placement and a supervised small research assignment. We expect active participation in classroom activities and group work. Students will also make comparisons of teaching and learning of their own home countries with the Norwegian system.  The Norwegian approach to outdoor education will be illustrated during workshops in a thematic week.

Åpent for

Pre-school Teacher Education - Bachelor's Degree Programme Comparative Educational Studies
Exchange Students at Faculty of Arts and Education

Litteratur

  1. Introduction to Norwegian education

 

Education system in Norway http://www.eurydice.org/

Lysklett, O. et al (2007). Temahefte om natur og miljø. Oslo: Kunnskapsdepartementet. (48 pages). This Compendium on Nature and Environment will be provided online: http://www.regjeringen.no/upload/kilde/kd/red/2006/0107/ddd/pdfv/290161-temahefte_om_natur_og_miljo.pdf

Norwegian Directorate Of Education and training: The Education Mirror 2013  www.udir.no

 

For students of preschool teacher education:

Kristjansson, B. (2006): The Making of Nordic Childhoods. IN: Einarsdottir, J./Wagner, J.T. Nordic Childhoods and Early Education. Greenwich: Information age Publishing. pp 13-42. (Copies will be handed out)

Ministry of Education and Research, Oslo (2011): Framework Plan for the Content and Tasks of  Kindergarten.  www.regjeringen.no/en /dep/kd/

 

For students teachers of primary and lower secondary education:

Ministry of Education and Research, Oslo (2006): Knowledge Promotion and Curriculum for compulsory school  www.regjeringen.no/en/dep/kd/Selected-topics/compulsory-education/Knowledge-Promotion.html?id=1411

Telhaug, A.O./Mediås, O.A./Aasen, P: The Nordic Model in Education: Education as part of the political system in the last 50 years. In: Scandinavian Journal of Educational Research, Vol 50, No 3 (2006), pp 245-283.

The Norwegian Directorate of Education and Training: Curriculum in English http://www.udir.no/Tema/In-English/Curriculum-in-English/

 

B.) Inclusive education

Ainscow, M. & Miles, S. (2008). Making Education for All inclusive: where next? Prospects28, 15-34.

Bruin, M. & Ohna, S. E. (2012). Alternative courses in upper secondary vocational education and training: Students¿ narratives on hopes and failures. International Journal of Inclusive Education, 17 (10), 1089-1105.

Emanuelson, I. (2001). Reactive versus proactive support coordinator roles: an international comparison. European Journal of Special Needs Education, 16:2, pp. 133-142

Flem, A., Moen, T., Gudmunnsdottir, S. (2004). Towards inclusive schools: a study of inclusive education in practice. European Journal of Special Needs Education, 19:1, pp. 85-98.

Hart, S., Dixon, A., Drummond, M. J. & McIntyre, D. (2004). Learning without limits. New York: Open University Press. Chapter 1 + 17

Haug, P. (2008). Understanding Inclusion in Education. The example of Norway. Unpublished text, Volda University College, Faculty of Education.

Ohna, S. E. (2005). Researching classroom processes of inclusion andexclusion, European Journal of Special Needs Education, 20:2, pp. 167-178

Purdue, K. (2006). Children and disability in early childhood education: ¿special¿ or inclusive education? Early Childhood Folio, 10: 2006, pp. 12-15.

Stevens, V., De Bourdeaudhuij, I., Van Oost, P. (2001). Anti-bullying interventions at school: aspects of programme adaptation and critical issues for further programme development. Health Promotion International, 16:2, pp. 155-167

These articles are collected in a READER (compendium), which you can buy at ATTENDE in the Kjølv Egeland¿s-House.

Kontakt

Tilbys av

Faculty of Arts and Education

Department of Early Childhood Education

The course description is retrieved from FS (Felles studentsystem). Version 2