Children with Special Needs

Summer 2019 – Session 1

 

 

Copenhagen

3 Credits

Major Disciplines: Child Development, Education, Sociology/Anthropology

Faculty: Eeva Laine Jakobsen (eeva.jakobsen@dis.dk)

Program Director: Neringa Bigailaité Vesterbo, nb@dis.dk

Program Assistant: Shannon Schooley, sks@dis.dk

Time: 11 am-2 pm

Room: N7-B13

Course Description:

This course considers children with special needs from a critical perspective, drawing on element of disciplines such as disability studies and social justice. We will approach special needs and disability as an interaction between individual factors (such as the nature and severity of impairment, personal strengths and abilities), and structural factors (such as attitudes of others, abling or disabling environments). 

The classroom format will mirror Danish pedagogical university colleges, where early childhood educators (pedagogues) receive their training. The focus of the pedagogue's education is both theory and practice in close interaction, as well as personal development. With this in mind, the practical aspect of the course will be to explore and apply tools for observation, reflection and development of one's own daily practices rather than learning specific methods or interventions. We will work on adding to student's “toolbox” of skills that can contribute to the development of practice in many different contexts. 

A central focus in this class is to bring the voices of disabled persons into the center. Articles, video clips and presentations by persons with different disabilities are an important part of the syllabus for the class. We will also visit different sites and organizations in field studies outside of the classroom as an aspect of learning about children with special needs in a Danish context.

We situate our study within Nordic pedagogy where we define the terms “special needs” and “disability,” and consider broad topics of inclusion and quality of life within the Danish social welfare system.

Students in this class will: 

• Employ methods to observe, document and reflect on children's abilities and disabilities, especially from the perspective of the child.
• Reflect on classes, field studies, and your experiences and observations.
• Collaborate and draw on the perspectives of others through group discussions and group work
• Apply core concepts from class to everyday situations.

• Be responsible for their own learning - just as in any other Danish classroom.
• Explore disability from a variety of perspectives, including professionals, parents and families, and especially persons with disabilities themselves.

 

Objectives:

This course examines children with special needs from a disability studies perspective, with a focus on Danish and Nordic contexts. Students will gain an understanding of: 

1. Dialectical interactions between theory and practice
2. Selected theoretical models of disability
3. Applying and reflecting on tools and methods for developing practice
4. Issues and dilemmas of diagnosis, systematized pedagogy, and interventions in relation to children with special needs,
5. Insight into Danish and Nordic pedagogical perspectives and practices

  

Course Components

1. Required Texts:

Canvas: readings will be uploaded on Canvas in Modules.

2.  Field Studies:

Field Studies are hands-on academic visits to different sites in and around Copenhagen. These serve to complement your course work by giving you hands-on insights into different contexts related to children with special needs, in order to extend and rethink what we read about and discuss in class. Please be ready for each field study by completing all readings and preparing questions in advance.

 3. Log Books

Throughout the course, students will collect material in their personal “toolbox,” in the form of a logbook.

• A log book for note taking will be handed out to each student at the beginning of the course. A log book is a professional journal that students keep during the course and is a useful tool to collect material for classroom discussions, group work and assignments. A logbook can contain observations, thoughts and reflections about what you see and experience in relation to your own background, culture and education. Your logbook can include (but is not limited to) your notes from observations, interviews and discussions, reflections and reactions. You can also be creative- pictures, drawings, poems, etc. that reflect your ideas, thoughts and experiences.
• The log book can also be used for recording field notes and practice narratives from visits for use in your assignments.
• The log book will also be used to record and develop each individual student's personal “toolbox” of skills, methods and reflections that are acquired through observation, reflection and discussions.
• A log book can be used to write down question from field studies, class, readings etc – and questions for our guests and field studies.
• Please bring the logbook with you to every class, field study, and guest lecture throughout the whole course.

4. Assignments:

*Thorough descriptions for assignments will be handed out in class. 

1. Participation (25%): Ongoing

Participation in all program activities- classes and field studies is mandatory. Students are expected to record their experiences, thoughts, notes etc. in their logbooks throughout the course. In class, students are required to complete the readings and take part in discussions and lecture presentations.   Additionally, it is paramount that students contribute to a safe, nurturing class environment. Attendance, questions, comments, group discussions, curiosity etc. are all part of active participation.

2.  Mini portfolio (35%): Wednesday, June 5
   

In the end of the three week course you will submit a mini portfolio to summarize your learning experiences. You will choose samples from your logbook notes which describe your biggest take away points in this course. You can incorporate visual memories, drawings, photos etc. Your logbook entries should include reflections both on class topics, discussions and Field study hands- on experiences, making connections between theory and practice.  (4-5 pages) 

3. Observation paper (10 %): Thursday, May 30
   

The practice narrative is a tool for observation while engaged in a practice setting. You will write a 1 page practice narrative from a field study or other context you have experienced in Denmark. (1 page)

4.  Final group project  (30%)

• Visual product: In groups, describing a practice context for child or youth with within disability, special education setting, childhood, or learning within a Danish context, based on the experiences and learning in class and field studies. Each group will prepare a visual presentation (poster, Power point, installation, item...) about the topic to be presented on June 9.
• Final Presentation: Friday, June 7 Students will present the topics on their visual product for the rest of the class. (15 min presentation + discussion)

  

Approach to Teaching

The fundamental approach to teaching is based on exploring issues and ideas together through a strong a supportive learning community. You are responsible for your own - and your classmates' - learning. I expect that you are responsible in the classroom and that you have read required texts, and that you contribute thoughtfully and creatively to a safe and collaborative learning space.

My hope is that the class will promote learning through reflecting on practice. The pedagogical focus is on the dynamic interplay between practice and theory. Each class will include reflections – either from field studies, readings, personal experiences, group work or everyday cultural encounters.

Expectations of the students:

Students are expected to have completed the readings prior to each class and be prepare to contribute to the class with questions and reflections from your observations and learning from  readings and other class materials, and field study visits, as well as experiences in Copenhagen and other contexts. A core element of this class is to link student’s field study observations and experiences to prior knowledge, experience, and class readings. It is expected that students:

• be curious and hard-working
• contribute to the learning of the whole class
• be respectful and inclusive of all
• listen to and reflect upon class topics, comments and group work
• be creative and open minded
• complete assigned readings before coming to class
  
• bring and use your log book / observations with you to all course activities
• apply course readings and discussions to field study/cultural experiences
• develop and exercise analytical thinking throughout the course
• complete assignments on their due dates

  

To be eligible for a passing grade in this class you must complete all of the assigned work.

 

Instructor Information:

Eeva Laine Jakobsen, ME (Educational Psychology, 2014, Aarhus University, Department of Education) Bachelor's Social Education (Bachelor of Social services with creative activities, 2005, Laurea University of Applied Sciences, Vantaa, Finland). Student at Slagelse Pædagogseminariet, 2003 (University College, Slagelse, Denmark). Master's thesis research: qualitative study of inclusive classrooms in Finnish primary schools. Work as pedagogue at a Danish after school program Marievang and in youth club network in Slagelse (2005-2010). Work as pedagogue with children and youth with disabilities since 2005 in Specialcenter Slagelse, department "Kernehuset" which is a social service for families with children with developmental disabilities. The pedagogical approach and working methods are based on neuropedagogy (Neuropædagogik), KRAP framework(Cognitive, Resource-based, Acknowledging Pedagogy), personal recovery approach, Low arousal theory and inclusive pedagogy . Major focus is on children´s general well-being supporting them in social interaction, independence and individual competencies. With DIS since 2015.

Disability and resource statement: Any student who has a need for accommodation based on the impact of a disability should contact Sean Green (sgr@dis.dk) to coordinate this. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Policies

Attendance

You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note.

Being late on numerous occasions will affect your participation grade. 

Academic Honesty: Plagiarism and Violating the Rules of an Assignment

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on late papers

Late papers will be accepted, but your grade for the paper will be reduced by half a grade for each day that it is late. 

Use of laptops or phones in class

Computers and smartphones are allowed in class PURELY for class related activities. Other uses such as Facebook, emails or internet use that is not class related will have a negative impact on your participation grade. Texting/SMS'ing etc. during class will have a negative impact on your participation grade

 

Readings

Canvas: Exact class readings will be uploaded on Canvas in modules and class preparation information will be posted on Canvas, available through a link embedded in the calendar.

Bøttcher, L. & Dammeyer, J. (2012). Disability as a dialectical concept. building on Vygotsky’s defectology, European Journal of Special Needs Education, 27(4), pp. 433-446.

Hedegaard Hansen, J. (2012). Limits to inclusion, International Journal of Inclusive Education, 16:1, 89-98, DOI: 10.1080/13603111003671632.

Hedegaard Sørensen, L. & Tetler, S. (2011). Situated Professionalism in Special Education Practice. In M. Mattsson, T.V. Eilertsen and D. Rorrison (eds.), A Practicum Turn in Teacher Education, (113–129). Rotterdam: Sense Publishers.

Kragh-Müller, G. & Isbell, R. (2011). Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States. Early Childhood Educ J (2011) 39:17–27 DOI 10.1007/s10643-010-0434-9.

Kragh-Müller, G. (2017). The key characteristics of Danish/Nordic child care culture Nordic social pedagogical approach to early years (pp. 3-23): Springer.

Larrivee, B. (2008). Meeting the Challenge of Preparing Reflective Practitioners. New Educator, 4(2), 87-106.

MacDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Perspectives on Activity and Context, (269-305). Cambridge University Press.

Panksepp, J. (2008). Play, ADHD and the construction of the social brain. Should the first class each day be recess? American Journal of Play.

Shakespeare, T. (2007). Disability: A complex interaction. In T. Shakespeare, Disability Right and Wrongs, (pp. 55-67). New York, Routledge.

Skovlund, H. (2014) Inclusive and exclusive aspects of diagnosed children's self-concepts in special needs institutions. International Journal of Inclusive Education.

Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education.  Information Age Publishing.  ISBN: 978-1593113506

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Attendance
• Coursework, Exams, and Final Grade Reports

DIS - Study Abroad in Scandinavia - www.DISabroad.org