948AL2 · 15 credits · Advanced level (AXX) · Specialpedagogik
Special Education
Active · next start VT 2027
86%
passed the latest regular sitting
SRE9 · 16 Feb 2026 · 37 students
86%
passed the regular sittings, all sittings over the last 5 years
SRE9 · 37 students
48%
Harder than 48% of courses at advanced level
Compared with 285 courses at the same level, ordinary exams over the last three academic years. 37 students.
Part of 1 programme
Other module
SRE9 Written presentation
- G
- U
Main rounds
86% passed · 37 students
- 86%37
Later rounds
100% passed · 5 students
- 100%5
- Pass a later round: 100% (5 students), compared with 86% (37 students) on the ordinary exam
Show small sittings (1)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%2
Other modules
Partial exams, hand-ins and labs. They are not part of the figures at the top.
Other module
SRE7 Examination
- G
- U
Main rounds
98% passed · 166 students
- 97%39
- 100%44
- 95%43
- 98%40
Later rounds
No sittings with at least 5 students.
Show small sittings (3)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
- 100%2
- 100%1
Other module
STN2 Written examination
- G
- U
Main rounds
77% passed · 111 students
- 68%38
- 84%37
- 81%36
Later rounds
100% passed · 31 students
- 100%15
- 100%7
- 100%9
- Pass a later round: 100% (31 students), compared with 77% (111 students) on the ordinary exam
Show small sittings (4)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
- 100%1
- 100%1
- 0%1
Other module
SRE5 Examination
- G
- U
Main rounds
85% passed · 125 students
- 82%44
- 90%41
- 83%40
Later rounds
100% passed · 12 students
- 100%7
- 100%5
- Pass a later round: 100% (12 students), compared with 85% (125 students) on the ordinary exam
Show small sittings (4)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
- 100%4
- 100%1
- 100%1
Other module
SRE6 Examination
- G
Main rounds
100% passed · 126 students
- 100%44
- 100%43
- 100%39
Later rounds
No sittings with at least 5 students.
Show small sittings (1)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
Other module
SRE8 Collaborative group
- G
- U
Main rounds
97% passed · 126 students
- 95%44
- 95%43
- 100%39
Later rounds
No sittings with at least 5 students.
Show small sittings (2)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
- 100%1
Other module
SR10 Examination
- G
Main rounds
100% passed · 40 students
- 100%40
Later rounds
No sittings with at least 5 students.
Other module
SR11 Collaborative group
- G
- U
Main rounds
98% passed · 40 students
- 98%40
Later rounds
No sittings with at least 5 students.
Other module
STN3 Written examination
- G
- U
Main rounds
94% passed · 33 students
- 94%33
Later rounds
No sittings with at least 5 students.
Show small sittings (1)
Sittings with fewer than 5 students, often credit transfers or special sittings. They are not part of any figure on this page.
- 100%1
About the course
Aim
On completion of the course, the student should: - have developed a deeper understanding of the importance that the organisation of the special education has for both its contents and its outcomes - have advanced knowledge of different educational processes and methods in working as a conversation partner and an advisor - have a deeper scientifically based knowledge of structures and processes in small and large groups, and of how roles and norms are developed, as well as the function these have in different groups - have developed a deeper understanding of the importance of the group leader's approach to the group interaction - be able to reflect on the own role and approach, and also be able to evaluate the own contribution in groups of different kinds - have developed a deeper knowledge of how educational analysis can be used to produce development plans and action programmes - have an ability to evaluate assessment needs in different situations
Content
The focus of the second course of the Special Teacher Programme/Special Education Programme is on the areas of responsibility and the activities that the special teacher/remedial teacher should lead, develop and evaluate. Central contents of the course are organisation of and learning about how different groups develop and function. Communication and conversation in different contexts and the student's own role as a leader in a group context are highlighted in discussions and in evaluation of group work. How groups and group processes influence learning is also important course content. Part of the work of the special needs teacher/special education teacher is to assess, investigate, plan and evaluate both organisational and individual special education efforts. Action planning and action programmes are tools in this work. The meaning, organisation and implementation of these tasks are studied and analysed in the course through both theoretical studies and placement. How schools use development plans is also studied.
- Examiner
- Susanne Severinsson
- Main field of study
- Specialpedagogik