Course Syllabus
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| Semester & Location: |
Summer 2022 - DIS Copenhagen |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Child Development, Education/Educational Studies, Sociology |
| Prerequisite: |
None |
| Faculty Members: |
Jonatan Kolding Karnøe (current students please use the Canvas Inbox to contact) |
| Program Director: |
Suman Ambwani - sam@dis.dk |
| Time & Place: |
Classroom N7 - A23 |
Description of Course
This course explores children with special needs, especially in Danish and Scandinavian settings, from a critical perspective, drawing on element of disciplines such as disability studies and social justice. This course addresses the contemporary issues facing the professionals working with children with special needs in Scandinavia. We will link the topics to how the topics might be understod in an american context.
The course have two themes - an overall view of children with special needs and a closer look at children with special needs in an educational setting.
In the first theme we will look in to topics such as definitions of inclusion, reasons to inclusion, normality as well as looking in to the challenges of categorize people.
In the second theme we will zoom in on educationg children with special needs. We will look in to how we develop inclusive learning environments which include special didactics, classrooom management and how to develop positive relations to the children.
We will approach special needs 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 experiences of children with special needs will be considered across different settings. However, a primary focus of the course is education, and students will be expected to draw comparisons with educational systems in the US and internationally. Additionally, recent reforms in school policy in Denmark will be investigated with regard to children with special needs.
We will participate in hands-on 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.
Learning Objectives
This course examines children with special needs from a disability studies perspective, with a focus on Danish and Nordic contexts.
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:
- Dialectical interactions between theory and practice
- Selected theoretical models of disability
- Applying and reflecting on tools and methods for developing practice
- Issues and dilemmas of diagnosis, systematized pedagogy, and interventions in relation to children with special needs,
- Insight into Danish and Nordic pedagogical perspectives and practices
Faculty
The course will be taught by Jonatan Kolding Karnøe, psychologist, master in change management and associated professor at University College Absalon. Beside research Jonatan has held several positions related to children with special needs.
Readings
Canvas: Exact class readings and preparation will be posted in the Course Overview, which is found throug Canvas in calendar.
Please note that there is no textbook for this course and readings are found exclusively through Canvas. Preparation can include readings aswell as videos, webpages or others.
Asta Cekaite & Disa Bergnehr (2018) Affectionate touch and care: embodied intimacy, compassion and control in early childhood education, European Early Childhood Education Research Journal, 26:6, 940-955
Buchholtz, N., Stuart, A. et Frønes, T.S. (2020). "Equity, Equality and Diversity -Putting Educational Justice in the Nordic Model to a Test". In: Equity, Equality and Diversity in the Nordic Model of Education. Springer.
Bøjgaard, S. (2017). On normality and diversity. In: C. Quvang (Red.), Special Education (s. 23–37 af 62). Hans Reitzel.
Chaplain, R. (2018). Managing Classroom Behavior. In: Cremin, T. et Burnett, C. Learning to teach in the Primary School. Routledge.
Enselman, M. (2021). The IC3-model of inclusion. Private.
Lang, W.P., Little, M. et Cronen, V. (1990). The Systemic Professional Domains of Action and the Question of Neutrality. In: Human Systems: The Journal of Systemic Consultation & Management Vol 1.
Lave, J. et Wenger, E. (1991). Legitimate peripheral Participation. In: Situated learning - Legitimate Peripheral Participation. Cambridte University Press.
MacDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on Activity and Context, (269-305). Cambridge University Press.
Peacock, A. (2018). "Building inclusive communities of engaged learners". In: Cremin, T. et Burnett, C. Learning to teach in the Primary School. Routledge.
Skovlund, H. (2014) Inclusive and exclusive aspects of diagnosed children's self-concepts in special needs institutions. International Journal of Inclusive Education.
Strong, T. Sutherland, O., Couture, S., Godard, G. et Hope, T. (2008). Karl Tomm’s Collaborative Approaches to Counselling. In: Canadian Journal of Counselling / Revue canadienne de counseling / 2008, Vol. 42:3.
Wenger, I., Schulze, C., Lundström. U. et Prellwitz, M. (2021) Children’s perceptions of playing on inclusive playgrounds: A qualitative study, Scandinavian Journal of Occupational Therapy, 28:2, 136-146.
Wood, D., Bruner, J.S. et Ross, G (2006). The Role of Tutoring in Problem Solving. In: Journal of Child Psychology and Psychiatry · December 2006.
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.
Field Studies:
Field Study #1: Pilelygaard, a Danish school for children with special needs.
Field Study #2: Snoezelhuset. A sensory center for children with special needs.
Guest Lecturers
We will have an online field trip visiting Sten Schaksen, a teacher on a school for children with special needs.
We will have more meetings with representatives from the every practice. Due to corona, these meetings is still in the planning proces.
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 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 teachings, comments and group work
- be creative and open minded
- complete assigned readings before coming to class
- apply course readings and discussions to Field studies / cultural experiences
- develop and exercise analytical thinking throughout the course
- complete assignments on their due dates
Evaluation
*Thorough descriptions for assignments will be continuesly further formulated - see LINK
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Attendance(Ongoing) & Participation (Ongoing): Individual
Attendance is mandatory and the grade given for attendance includes being in classes, being on time, and handing in assignments on time. Each absence, late class or assignment will take points away from your attendance grade. Absence will only be excused in serious situations. Active participation in class will include engaging in group work, completion of assigned reading, video clips etc., and contributing to class discussions, and lectures. It also includes being active during field studies and showing respect to other students in the class, the instructor and guest speakers as well as being able to reflect upon the readings done prior to the class. To get a high participation grade you will also have to contribute to class discussions often, raising your hand and be attentive towards contributing to the flow of the class.
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Portfolio (Ongoing): Group based
During the course you will work in/fill out a portfolio. This work will be done in groups. It is only your own group, that will have access to your portfolio.
The goal with the portfolio is to:
- apply the theory
- scaffold your work before, in and after class
- enhance group collaboration in relation to topics
There will be a variety of task in the portfolio. It can be discussions, application of theory, research excercises and other ways of supporting the learning proces for the groups as well as for the individual student. Three times during the semester you will be asked to make a 10 minute video as a group where you present work and reflections of your own choice related to your work in the portfolio. There will be given feedback on these short video presentations.
- Individual Assignments: Individual
There will be two individual assignments relevant to the two themes in the course.
Grading
The grading breakdown is as follows:
| Assignment |
Percent |
| Attendance & Participation |
20% |
|
Portfolio |
40% |
|
Individual Assignments |
40% |
Additional Policies
Use of laptops or phones in class
We will use computer and phones in class. There for bring both devices to activities in class as well as on fieldtrips. Unrelated use of electronic devices will affect the participation grade.
To be eligible for a passing grade in this class you must complete all of the assigned work.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
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