MASPED Master in Special Education: Practical Skills Transformative Learning
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Master in Special Education: Practical Skills Transformative Learning
At the end of the programme the student will have demonstrated:
A comprehensive understanding of the theory of knowledge and a critical understanding of different ideologies, paradigms and perspectives in special education
A comprehensive understanding of research methodology its applicability in varied contexts
A comprehensive understanding of learning theories and teaching methods, explored through direct experience of implementation in different locations and settings
A reflective awareness of the influence and importance of space, materials and practice in facilitating transformation and transformative learning
At the end of the programme, the student will be able to:
Identify pedagogic opportunities in children and young peoples’ development and learning journey
Undertake critical reflection and evaluation of academic arguments in respect of practical and theoretical problems
Carry out independent and original robust research, using appropriate methods
Take responsibility for own autonomous learning and self transformation
Communicate research findings in an effective and accessible way, orally and in writing.
Use practical skills as tool to develop practice in special education.
At the end of the course students will be have gained the following general competences:
To be able to write in a coherent and accessible way
To engage in innovative and entrepreneurial activities
To operate as an effective member of a team in an international context
To be able to plan and deliver projects, on time and to a sufficiently high quality
The MA programme will be delivered on a collaborative basis in both the UK and in Norway. It will bring students together in a series of seven intensive two week study blocks over the two years of the programme. Students will be expected to complete a series of tasks, and learning activities to include academic reading, reflective peer learning and assignments in between the formal study blocks.
The courses are offered parallel. Learning will take place primarily at Inland Norway University of Applied Scienceand The Field Centre, Ruskin Mill Land Trust (UK). In details:
Course 1: The philosophy of science and the history of special education This course will be taught in Lillehammer (Norway). The examination will take place at Ruskin Mill, Nailsworth (UK).
Course 2: Research methods and situated transformative action research Lectures and seminars in Lillehammer ( Norway) and at The Field Centre, Nailsworth (UK)
Course 3: Theoretical approaches to practical skills transformative learning This course will be taught at the Field Centre, Nailsworth (UK). The examination will take place at the Field Centre, Nailsworth (UK) in February.
Course 4: Special education and symptoms of disabilities
This course will be taught at the Field Centre, Nailsworth (UK) and in Lillehammer (Norway). The examination will take place in Lillehammer (Norway)
Course 5: Work based learning: Enhancing professional practice
This course will be taught at the Field Centre, Nailsworth (UK).
Due to the practical nature of the course and its intentions in respect of the development and evaluation of innovative approaches to pedagogy, the programme includes a work based learning element. Students will be expected to secure their own placement within a relevant role and/or work place, to be agreed by the programme team.
This programme additionally includes a ‘golden thread’ that runs through the programme. This is intended to provide students with a semi-structures vehicle for on-going reflection and transformation during their programme of study. Although this course is not credit bearing, it forms the basis for the reflective epilogue within the Masters’ thesis.
This new international master programme in Special Education is fully taught in English and focuses on learning processes that arise when students engage in practical and estethical activities.
Through a combination of theoretical, practical and experimental approaches to special pedagogics we aim to facilitate critical debate and evaluate existing perspectives in the field. In addition we will work with developing new and innovative approaches in the field of education, especially with reference to children and young people with learning disabilities and / or special needs.
The primary goals of the Masters include:
Develop and create innovative practical approaches to teaching and learning in special needs education
Recognize and meet children and youth with disabilities and/ or special learning difficulties with knowledge, respect, dignity – in a collaborative process
Develop conscious awareness of educational potential, through the re-connection of the hand (practical), the heart (emotional) and the head (intellectual)
Develop conscious awareness of pedagogic possibilities and potential in new situations, contexts and locations
Facilitate transformative learning through the relocation of the point of learning from the head to the hands and heart
Effectively evaluate, reflect and research own practice in order to enhance the effectiveness of teaching and learning within a special needs context, reflecting the specific needs and resistances presented by the individual learner.
Study in Nailsworth and Lillehammer
The study programme is organised around the students own practical and aesthetic skills. It is a part time programme with a duration of three (3) years and 120 ECTS credits (240 UK Credits). The programme will be delivered in Nailsworth (England) and in Lillehammer (Norway), through 4 two-week and 2 one-week residental blocks.
Theoretical studies and philosophical debates will be combined with practical use of experimental learning in a number of workshops.
(For EU/EEA/Swiss applicants only)
Admission to the Masters programme requires the following: The applicant must:
Be competent in a practical aesthetical skill and have current experience of practice
Have an undergraduate Bachelor’s degree.
Have a minimum of 3372 hours (2 years) relevant work experience with children and/or adults within an educational context.
In support of an application, applicants must submit the following:
A reflective essay on your practical aesthetic skill, describing your experience and its relevance to the programme (maximum 1200 words – this can include examples e.g. photographs).
A copy of your Bachelor’s degree diploma/certificate (Degree must meet the requirements of the Norwegian Agency for Quality Assurance in Education).
A description(maximum 500 words) and proof of relevant work experience, e.g. a statement from an employer.
A statement of why you want to be admitted onto the programme (maximum 500 words)
If you are not a Norwegian citizen: Copy of your passport.
Based on the application, those applicants who meet the admission criteria will be invited for an admission interview. Candidates will then be selected on the basisof their qualifications and experience, and outcomes of the formal interview. Candidates are responsible of their own application and interview costs. A good command of English is required for all students attending the masterprogramme. English language qualifications can be tested in the interview.
How to apply
The required documents must be uploaded on the online application form. The preferred format for uploading documents is PDF