Further education in special needs education for teachers at Catholic schools
Further education in special needs education for teachers at Catholic schools
From February 2015 to January 2017, 21 teachers for lower secondary and primary level at Catholic schools successfully completed their supplementary programme in further education in special education: pedagogy and didactics for learning and emotional and social development impairments with a special focus on inclusive settings. Lecturers from the Institute of Special Needs Education and Rehabilitation will teach concepts for the integration and implementation of inclusive education in the classroom in six modules. They were presented with their certificates at a ceremony on 3 February 2017.
The second round of the programme will be completed in January 2018.
Performance profile
The University of Oldenburg offers further education at university level with an academic qualification.
The further education programme is modular and can be studied over two years while working. The further education programme is divided into six modules with a total of 70 credit points (CP) = ~1,750 hours "workload" (~320 hours course time + 175 hours examination + ~1,260 hours coursework).
Successful completion of the programme is certified by the University of Oldenburg with a university certificate. The certificate shows the topics covered and the number of credit points.
Achievements from a successfully completed certificate programme can be credited via a certificate of equivalence if you are interested in further studies in the field of special education.
Modules of further education
The degree programme comprises the following six modules:
Module 1: Introduction and Fundamentals: Special Education and Inclusion | ||
| 4 compact units à 3 CP = 12 CP | The qualification programme is based on an introduction to the tasks of special educational support and the academic discipline of special education. The basic principles, organisational forms and concepts of the main areas of special needs education and fields of action are dealt with. The focus is on the mandate for inclusion in the education system, but also on scientifically sound approaches to realising the new tasks that arise. Another focus is the introduction to academic work and working with the Stud.IP learning platform as part of the continuing education programme. This is dealt with in the four module components: 1.1 Introduction to special needs education: subject-specific framework, academic work, Stud.IP (3 CP, 15 hours), 1.2 Theoretical foundation: Subject matter, tasks and aims of special needs education (3 CP, 15 hrs), 1.3 Inclusion and participation: idea, development in the field of education, inclusive school concepts (3 CP, 15 hrs), 1.4 Forms of disability and risk and resilience factors in the psycho-social development of children and adolescents (3 CP, 15 hours). | |
| Module 2: Cross-categorical fields of action | ||
| 5 compact units 3 CPs each = 15 CPs | This module focuses on the four basic special educational tasks and fields of action: support diagnostics, didactics, co-operation/counselling and transition management. The module offers basic knowledge and initial testing of pedagogical forms of action that are indispensable for successful inclusive support and cooperation.
2.1 Special educational support diagnostics and planning (3 CP, 15 hours), 2.2 Didactics in special educational fields of action (3 CP, 15 hours), 2.3 Transitions/transition management (3 CP, 15 hours), 2.4 Co-operation and counselling (3 CP, 15 hours), 2.5 Collegial practical counselling (3 CP, 15 hours). | |
| Module 3: Specialisation in learning | ||
| 4 compact units 3 CP each = 12 CP | This module focuses on the topics of "learning impairments" and "effective learning support" in the areas of lesson design, language and maths against the background of the special problems of children and young people with learning impairments according to the KMK. The module is intended to enable a critical examination of aspects of prevention and intervention as well as the resulting pedagogical and didactic consequences for everyday teaching. The discussion takes place in the four module components: 3.1 Fundamentals of the learning support focus (3 CP, 15 hours), 3.2 Principles of effective learning support (3 CP, 15 hours), 3.3 Diagnostics and support in the areas of language, reading and spelling (3 CP, 15 hours), 3.4 Diagnostics and support in the area of maths (3 CP, 15 hours). | |
| Module 4: Focus on emotional and social development | ||
| 4 compact units 3 CP each = 12 CP | The module on the specialisation area of emotional and social development deals intensively with the basic content of competent developmental support in the area of emotional and social development: theories, prevalence, manifestations, diagnostics, prevention and intervention are explained against the background of the school's mission in accordance with the KMK. The discussion takes place in the four module components: 4.1 Fundamentals of the focus on emotional and social development (3 CP, 15 hours), 4.2 Principles of effective behavioural support (3 CP, 15 hours), 4.3 Diagnostics and support for externalising behavioural problems (3 CP, 15 hours), 4.4 Diagnostics and support for internalising behavioural problems (3 CP, 15 hours). | |
Module 5: Inclusive didactics | ||
4 compact units | The didactically and methodologically appropriate structuring and organisation of lessons is the key to inclusive education. The module teaches the empirically proven key competences for successful implementation. The joint teaching of pupils with and without special educational needs, the structuring and use of effective forms of lesson organisation create a teaching environment that is conducive to learning and development. The discussion takes place in the four module components: 5.1 Fundamentals of collaborative learning in heterogeneous learning groups (3 CP, 15 hours), 5.2 Dealing with classroom disruptions/classroom management (3 CP, 15 hours), 5.3 Methods of inclusive lesson organisation (3 CP, 15 hours), 5.4 Differentiation and individualisation (3 CP, 15 hours). | |
| Module 6: Examination module | ||
| 2 compact units à 3 or 4 CP = 7 CP | The qualification programme conveys the content set out by the KMK in its teacher training standards, which are confirmed in a certificate. The final examination module documents and verifies the qualifications acquired. Students are also given intensive guidance and support during the final phase in order to ensure that the competences they have acquired are maintained. Preparation and realisation: 6.1 Written examination: project work (without colloquium) (4 CP), 6.2 Oral examination: The contents of both specialisations are examined for 50 minutes + 10 minutes of consultation (3 CP). | |