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HiL > Forskning > Forskerutdanning (ph.d.) > Ph.d.-kurs/ PhD courses > Disability and inclusion: perspectives on education for all

Disability and inclusion: perspectives on education for all

Course offered by the PhD-program in Child and Youth Participation and Competence Development at Lillehammer University College

Credits: 5  ECTS
Language of instruction: English
Level: PhD
Place: Lillehammer University College
Dates: 21. -25. November 2016 

Last date for course registration: October 1st 2016. 

Use this application form and register to course coordinator Agnete Orderløkken

Detailed course program and literature (word)

Integrated in the course is the:

Special Education Conference: The social world versus the individual: conflict or synergy?

(Participants are automatically registered for the conference)

Course lecturers

Prof.  Rune S. Hausstätter, Lillehammer University College, Prof. Jonathan Rix, Open University, Senior Lecturer Wayne Veck, The University of Winchester, Prof. Jenny Steinnes, Lillehammer University College, Prof. Mara Westling Allodi University of Stockholm, Associate Prof. Mirjam Harkestad Olsen, The Arctic University of Norway and Associate Prof. Florian Kiuppis, Lillehammer University College 

Course description

The course will examine the idea of disability and inclusion as challenged by an education for all idea.  This relates to social justice, human rights, active participation and competence of professionals and learners. In this course you will be challenged to consider your own understandings of disability and inclusion and your underpinning theoretical position and the way in which this could impact upon practice. Classic debates about the inclusive/democratic school and more recent explorations of these topics will be explored and discussed.

Significant others in the educational context, such as professional and non-professional staff, students, teachers and peers, occupy special roles and positions within and across the educational space. These are connected to power dimensions of impairment, class, gender, creed, sexual orientation and ethnicity. These dimensions play a central part in empowering students’ participation and competence in inclusive learning spaces.

The course will be offered as a five day course (one week). Methods of instruction include lectures, seminar work, group work and oral presentations. Students will prepare an essay before the course that they present by the end of  the course.  After getting feedback from fellow students and teachers the students will have four week to review the essay  before for getting grades for their course work..

Assessment

Compulsory work requirements:

  •  A draft/Written essay within the topic of the course shall be handed in three weeks before the course. (about 3000 words) 
  • One oral presentation of the essay during the course
  • Active participation in seminar work during the course.

Revised essay four weeks after the course ends.

Prerequisites for the course

Students must be admitted to a PhD-program or have completed a master’s degree with the average grade of B or better

Learning outcomes

On completion of the course the doctoral student shall possess:

  • Critical knowledge of theories at the forefront of the field of inclusive education furthering the understanding of the development of democracy, participation and competence building in education.
  • Knowledge about the discussion related to disability studies in education.
  • Knowledge of different approaches to inclusive learning spaces.

Students will have skills to:

  • Evaluate methodology used in selected studies discussed during the course and be able to use their evaluations in different research contexts.
  • Conduct critical and reflective analyses in their writing of a scientific essay about the connection between the concepts and ideology of education.

Students will have acquired competence in:

  • Conducting critical analyses of relationships and power dimensions  between various actors within the school context.
  • Discussing and evaluating research projects focusing the development of inclusive learning spaces.
  • Presenting the literature, both orally and in writing.
  • Identifying factors that may be crucial for defining ways and means (pedagogical and theoretical)  and strategies when facing the challenge of the developing the process towards a inclusive learning space. 
Sist oppdatert: Agnete Orderløkken 02.11.2016

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