Special Needs Early Childhood Education Programme description

Denne videreutdanningen er for deg som ønsker spesialpedagogisk kompetanse. Emnet passer godt for deg som ønsker å legge til rette for et inkluderende læringsmiljø i barnehagen gjennom tilpasning og mestring for barn med ulike læringsforutsetninger. Studiet legger vekt på dialog, samhandling og refleksjon knyttet til ulike temaer, slik at du får et godt grunnlag til refleksjon rundt problemstillinger du møter i ditt pedagogiske arbeid i egen barnehage.

Utdanningen retter seg mot ansatte i barnehage som har relevant bachelorutdanning og som ønsker å utvikle egen kompetanse i emnet. Studiet inneholder ulike teoretiske innfallsvinkler til det spesialpedagogiske området og kjennetegnes av en breddetilnærming til inkludering og tidlig innsats, med mål om at studentene utvikler evne til kritisk og analytisk tenkning og handlingskompetanse. Studiet omhandler kunnskap om å tilrettelegge for et allmennpedagogisk tilbud av god kvalitet for barn som trenger spesialpedagogisk hjelp og ekstra støtte, herunder kunnskap om omsorgssvikt og vold mot barn, og vold i nære relasjoner, og hvordan barnehagen kan arbeide forebyggende med dette.

Kunnskap om foreldresamarbeid og tverrprofesjonelt i arbeid med barn som trenger ekstra støtte, kommunikasjon og relasjonelt arbeid, samt observasjon, kartlegging, dokumentasjon og vurdering inngår i studiet. Studiet omhandler også kunnskap om hvordan digitale verktøy kan være en ressurs i det pedagogiske arbeidet når det gjelder tilrettelegging for barns lek, læring og utvikling.

Studentene skal få erfaringer med å vurdere og analysere det de lærer i studiet i tråd med innholdet i Rammeplan for barnehagen. Med utgangspunkt i rammeplanens verdigrunnlag vil temaer som barn og barndom, demokrati, mangfold og respekt, likestilling og likeverd, bærekraftig utvikling, og livsmestring og helse, inngå i studiet på et overordnet og tverrprofesjonelt nivå.

Spesialpedagogikk i barnehagen(30 studiepoeng) er en samlingsbasert videreutdanning på masternivå over to semestre. Fullført utdanning kan, etter søknad, innpasses som del av masterprogrammet i barnehagekunnskap (120 studiepoeng) ved OsloMet. Det søkes om innpassing av Spesialpedagogikk i barnehagen etter opptak på masterprogrammet i barnehagekunnskap.

Students who complete the programme, which has a scope of 180 credits, are awarded a Bachelor's Degree in Prosthetics and Orthotics. After completing the programme and two years' internship, students can apply for authorisation as a prosthetist/orthotist pursuant to the Act relating to Health Personnel and the Regulations relating to practical training (turnus) for prosthetist/orthotists and chiropractors.

The primary function of a prosthetist/orthotist is to contribute to providing people with orthopaedic appliances that promote function, activity and participation. Prosthetist/orthotists also perform health-promoting work to prevent or reduce functional impairment in future. The appliances are divided into two main groups; prostheses and orthoses. A prosthesis replaces a missing body part, while an orthosis relieves and/or supports an existing body part with impaired or lost functionality. Orthoses include orthopaedic footwear.

Prosthetist/orthotists operate at the intersection between health sciences and engineering. This means that professional practice requires good knowledge and good cooperation with the user, in combination with the ability to develop individually adapted technical solutions. The work requires a high degree of cooperation with other professions, particularly cooperation with orthopaedic technicians.

Professional practice can be divided into a clinical and a technical part. The clinical part is about preparing and implementing a prosthetic and orthotic management plan, which involves adapting and adjusting prostheses and orthoses. All prostheses and orthoses must be adapted especially to suit the individual user. Achieving a good result requires good communication and cooperation with the user. The user group ranges from small children to the elderly, which means that cooperation with users could also involve parents, guardians and next of kin.

In order to achieve a good result, prosthetist/orthotists need technical expertise in the development and quality-assurance of appliances. This expertise entails knowledge about the use of different materials, production skills and HSE (health, safety and the environment) measures.

Prosthetist/orthotists participate in interprofessional teams and sometimes function as consultants when users have complex needs that can only be met through cooperation between several professional groups and/or public agencies. All Norwegian health and social care education programmes shall therefore have common content to support interprofessional cooperation in order to ensure that the welfare state can offer users comprehensive measures that form a coherent whole in a diverse society.

Technological developments will probably lead to an increasing need for prostheses, orthoses and other assistive technology. Prosthetist/orthotists have important expertise on how to develop these appliances. The average life expectancy is rising, which means that the need for appliances will increase. The demand for prosthetist/orthotists is also increasing in developing countries. The technological development is progressing rapidly, which makes new and more advanced solutions possible. Prosthetist/orthotists are natural participants in this innovation to improve quality and develop new solutions.

Today, most prosthetist/orthotists in Norway work in private enterprises that have funding contracts with the Norwegian Labour and Welfare Administration (NAV). Some enterprises are located in hospitals. Other potential workplaces include the public administration, special interest organisations for people with disabilities, and enterprises and agencies that provide medical technology equipment to the healthcare sector.

The Bachelor's Programme in Prosthetics and Orthotics qualifies students for admission to several different master's degree programmes. Rehabilitation and habilitation, health sciences, biomechanics and human movement science are some of the most relevant options.

The programme description was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at HiOA. The description complies with the recommended guidelines for study programmes issued by the International Society for Prosthetics and Orthotics (ISPO).

The target group is people who wish to train as prosthetist/orthotists. The discipline combines health sciences and engineering, and the prosthetist/orthotist's core competence is to plan, develop and follow up prostheses and orthoses in close cooperation with users and other professional groups. Therefore, applicants should be creative, interested in developing technical skills and, not least, interested in developing good communication and cooperation skills.

The admission requirements are the Higher Education Entrance Qualification and mathematics R1 and R2 and physics FYS 1.

Students must submit a transcript of police records on admission to the programme pursuant to the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme. Particular requirements relating to clothing apply for health, safety and environmental reasons, and exemptions from these requirements are not granted.

Applicants should be aware that the students will have to conduct physical examinations of each other, and that they will never be divided by gender in examinations and skills training sessions.

The Bachelor's Programme in Prosthetics and Orthotics aims to educate user-oriented, creative, inquisitive, independent and reflective professionals who are capable of engaging in professional and interprofessional cooperation. After completing the programme, the candidates are expected to have acquired competence that ensures that they will practice their profession in accordance with society's requirements and need for prosthetic and orthotic services. The learning outcomes are in accordance with the Qualifications Framework, but have been supplemented with some learning outcomes from the ISPO guidelines.

The competence can be defined in terms of knowledge, skills and general competence.

Knowledge

The candidate

• has broad knowledge of scientific, technological and social science subjects that are essential in a prosthetist/orthotist's professional practice
• has broad knowledge of the prosthetist/orthotist's role and function in preventive, therapeutic and (re)habilitative activities
• is familiar with the discipline's history, traditions, distinctive nature and place in society
• is familiar with global challenges relating to assistive technology, public health and the environment in a changing society
• is familiar with research and development work of relevance to prosthetics and orthotics
• is capable of updating his/her knowledge in fields relevant to prosthetics and orthotics activities

Skills

The candidate is capable of

• preparing and implementing an prosthetic and orthotic management plan for individual users
• applying knowledge of prosthetics and orthotics and relevant results from research and development work to practical and theoretical problems and making well-founded choices
• carrying out clinical and technical procedures and processes involved in prevention, treatment and (re)habilitation for persons in need of prostheses and/or orthoses at some point in their life and reflecting on his/her own professional practice
• applying relevant materials, equipment, components and techniques
• exploring new technology and considering potential areas of application in the field of prosthetics and orthotics
• finding, assessing and referring to information and specialist literature and presenting it so that it highlights a problem

General competence

The candidate is capable of

• communicating with users and other partners in a professional manner and practising the profession in an ethically sound manner
• relating to a diverse society characterised by individual and cultural differences in a professional manner
• cooperating in a user-focused and interprofessional manner
• taking an active role in quality assurance, improvement, development, innovation and promotion of services and professional practice
• independently applying knowledge and skills by demonstrating cooperation skills, responsibility, and the ability to reflect on and take a critical approach in his/her professional practice
• identifying own learning and competence needs to be able to keep up to date
• complying with national legislation and national and international guidelines for professional practice in the health and social services at both system and individual level
• planning and implementing relevant projects and complex tasks that take place over time and that contribute to the development of theory and/or practice, alone or as part of an interprofessional team that can contribute to developing good practices
• demonstrating insight into creative processes and applying methods used in innovation and entrepreneurship
• communicating important subject matter to users, other partners and the general public

The programme is organised as 15 modules. Fourteen of the modules are profession-specific, while one (ORTO3000) is common to several programmes at the faculty. All the modules are compulsory.

The academic year is 40 weeks and the expected workload is 40 hours per week. This includes scheduled activities, self-directed learning and exams.

Study progress

The first year of the programme must be passed before the student can start the second year, and the second year must be passed before the student can start the third year.

Se emneplanen.

Spesialpedagogikk i barnehagen

Special Needs Early Childhood Education

Videreutdanning for barnehagelærere

30 studiepoeng

Godkjent av utdanningsutvalget 17.12.2019.

Gjeldende fra høstsemesteret 2021.

Fakultet for lærerutdanning og internasjonale studier

Institutt for barnehagelærerutdanning

Emnekode: BSPE6000