LNCE10217 "One school for all" - including exceptional children (Autumn 2018)

The course is connected to the following study programs

Optional course, relevant to school.

Absolute requirements

Higher Education Entrance Qualifications.

Applicants with Certificate of Upper Secondary Education from other than the Nordic countries can be granted dispensation from the requirement of proficiency in the Norwegian language on condition of documented proficiency in the English language, cf. Regulations for Admission to Study Programmes at Østfold University College, section 3.
https://www.hiof.no/studies/admission/admission-rules/regulations-for-admission-to-study-programmes-at-ostfold-university-college_#section3

Lecture Semester

Autumn

The student's learning outcomes after completing the course

Knowledge
The student

• can trace the historical roots of the 'one school for all' model
• can recognise and give an informed description of recurrent pedagogical practices of inclusion
• can give an account of alternative practices of expression and listening.

Skills
The student

• can critically analyse the history of Norwegian inclusive school and its pedagogy
• can discuss historical and contemporary examples of non-normal behavior and marginal insights.

General competence
The student

• can engage in and critique educational practices that listen to, assess and categorise marginal voices.

Content

Why do people feel disenfranchised when living in a democratic country? How can children be excluded when attending universal and inclusive state institutions like schools and kindergartens? In this module, students will learn to exercise ethical and historical discrimination around the techniques of people management and inclusion that have informed pedagogical theory and practice in modern times, with particular focus on the Norwegian model of 'one school for all' as a case study running through the entire syllabus. Particular attention will be given to exercises of mapping, screening and assessment for learning. Alternative models of listening to marginal voices and weird perspectives from history and anthropology will also be considered, as students learn to use, change and reject various forms of integration, and develop an awareness to normalization and social difference in the classroom.

Forms of teaching and learning

The course goes through three phases:

1. An introduction to Norwegian school and kindergarten history, with particular emphasis on the background of the 'one school for all' thinking, and the inclusion and exclusion of various groups;
2. Learning about techniques for handling diversity in inclusive schools and nurseries, including mapping, screening and assessment for learning, and workshops in these tools, together with analysis of the data they produce
3. Identifying and analyzing techniques for listening differently to different voices in the classroom and society.

Lectures, workshops, literature and data analysis.

Workload

Approximately 15 hours pr. week. May vary throughout the semester.

Coursework requirements - conditions for taking the exam

The following required coursework must be approved by teacher before the student can take the exam:

• 80 % approved attendance
• Two days of compulsory workshops
• One oral presentation containing a data analysis (groupwork)

Examination

Home exam (3 days) on a given topic (2000-3000 words).

Marks A-F. A indicating excellent, and F indicating fail.

Examiners

Internal examiners.

Course evaluation

Course will be evaluated at the end of the course.

Literature

Last updated May 15^th 2018.

(Items marked with a * star will be available on fronter)

Agamben, G. (2005). State of exception. Chicago: University of Chicago Press.

*Arnesen, A-L. and Lundahl, L. (2006) "Social and Democratic? Inclusive Education Policies in the Nordic Welfare States¿ in Scandinavian Journal of Educational Research, 50:3, 285-300, DOI: 10.1080/00313830600743316

*Bishop, D. V. M. (2014) "Ten questions about terminology for children with unexplained language problems¿ in International Journal of Language and Communication Disorders 49:4, pages 381-415.

*Buber, M., & Smith, R. G. (2002). Between Man and Man (New Ed. ed.): United Kingdom: Taylor & Francis Ltd - M.U.A. "Dialogue (I)¿: pages 1-21

*Dean, M. M. (2009). Governmentality : Power and Rule in Modern Society. London: SAGE Publications. (chapter 1, pages 16-51)

European Agency for Special Needs and Inclusive Education (2014). Five Key Messages for Inclusive Education. Putting Theory into Practice. Retrieved from https://www.european-agency.org/sites/default/files/Five%20Key%20Messages%20for%20Inclusive%20Education.pdf

*Foucault, M. (2003). Abnormal : lectures at the Collège de France, 1974-1975 (G. Burchell, Trans.). New York: Picador. (chapter 2, pages 31-52)

Gardner, J. R., (ed) (2011). Assessment and Learning. London: SAGE Publications. (chapters 1, 2, 14, 15, 16, pages 1-32; 233-286)

*Hausstatter, R. S. and Thuen, H. (2014) "Special Education in Norway¿ in Rotatori, A. F. et al. (eds.) Special Education International Perspectives: International Issues. Advances in Special Education 28. Bingley: Emerald Group Publishing, pages 181-207.

Knowles, G. (ed.) (2017) Supporting Inclusive Practice and Ensuring Opportunity is Equal for All (3rd. Edition) London: Routledge

*Ogden, T. (2014) "Special needs education in Norway - The past, present, and future of the field¿ in Cook, B. G. et al. (eds.) Special Education Past, Present, and Future: Perspectives from the Field. Advances in Learning and Behavioral Disabilities 27. Bingley: Emerald Group Publishing, pages 213-238.

Malabou, C., (2008). What Should We Do with Our Brain? Bronx: Fordham University Press.

*Sattler, J. M. (2008). Assessment of children : cognitive foundations (5th ed. ed.). San Diego, Calif: Jerome M. Sattler Publ. (chapter 1-3 and 7, pages 1-90 and 215-242)

*Scott, J. C. (2012). Two Cheers for Anarchism : Six Easy Pieces on Autonomy, Dignity, and Meaningful Work and Play. Princeton: Princeton University Press. (chapter 1, pages 1-29)