Research in Special Needs Education (master)

Learning outcomes

This programme combines the Nordic approach to inclusive education with global knowledge from different cultural contexts.

Learning outcomes for students admitted Autumn 2024 or later

The programme will provide you with significant knowledge in the various fields of special needs education, with the added benefit of a unique combination of theoretical and empirical knowledge developed in the research environment at the Department of Special Needs Education. The RSNE programme is strongly grounded in the current research areas carried out at ISP, and the students have the opportunity to participate in the scientific research carried out at the department.

Upon completing the RSNE programme, students will have the following knowledge, skills and competencies.

Knowledge

thorough knowledge of contemporary epistemology, theory, field of practice and research methodology in special needs education
thorough knowledge of theory and practice regarding development of inclusive and sustainable classes, schools and communities
knowledge of the different approaches to inclusive policies and practices, and how to evaluate them in terms of inclusiveness, ethics, sustainability and effectiveness
practical knowledge of research designs, methods, and ethics in special needs education research

Skills

skills in identifying relevant research questions and in designing, conducting, analysing and evaluating theoretical and empirical studies in the field of special needs education and inclusion
skills in developing the learning environment to individual educational needs, and to work in collaboration with the community, the school and the class
insight into the practical application of principles and methods of special needs education and habilitation/rehabilitation of persons of all ages in the class, school and community
skills in analysing, implementing and evaluating intervention policies and practices in the field of special needs education and inclusion

Competence

the ability to recognise and understand relationships, analyse complex social systems, and recognise how they are embedded within different local contexts and across various domains
competence in resource-based communication care and educational and habilitation/rehabilitation support, together with school and community
competence in planning, implementing and evaluating differentiation and individually adapted education within the community of the inclusive class and school
competence in problem-solving, planning and implementing research, assessing the consequences of actions, and dealing with risks, uncertainty and change
ability to work in teams, and to collaboratively develop and implement innovative actions that further inclusion and sustainability at the local level and further afield
ability to question norms, practices, and established opinions, and to reflect on one’s own values, perceptions, and behaviour