SNE4200 - Planning, Implementing and Evaluating Education for Learners with Disabilities
All texts marked with an asterisk will be available in a compendium (SNE4200) which will be for sale from "Kopiutsalget" in Akademika bookshop, Blindern campus.
Sensory functions (vision and hearing)
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 10. Children Who Are Deaf or Hard of Hearing (pp 376 – 418). Chapter 11. Children with Visual Impairments (pp 419 – 468). 91 p.
Movement related functions and specific health conditions
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 12. Children with Multiple and Severe Disabilities (pp 469 – 511). Chapter 13. Children with Physical Disabilities and Health Impairments (pp 512 – 557). 87 p.
*Curtin, M. & Clarke, G. (2005). Listening to young people with physical disabilities’ experiences of education. International Journal of Disability, Development and Education, 42, 3, 195-214. 16p.
*Heimdahl Mattson, E. (1998). Adjusted school environment for students with severe motor disabilities. International Journal of Inclusive Education, 2, 3, 237-253. 16p
*Mattson, E. (1994). Disabled students’ experience of dependence and autonomy in integrated/segregated environments. European Journal of Special Needs Education, 9,2,119-124. 5 p.
*Nowicki, E. (2007). Children’s beliefs about learning and physical difficulties. International Journal of Disability, Development and Education, 54, 4, 417-427. 10 p.
Intellectual functions
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 5. Children with Mental Retardation and Developmental Disabilities (pp 156 - 210. 34 p. Chapter 8. Children with Autism Spectrum Disorders (pp 294 – 325). 65 p.
Communication, speech and language
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 7. Children with Communication Disorders in Speech and Language (pp 257 – 293). 36 p.
Warrick, Anne. 1998. Communication without Speech. Augmentative and Alternative Communication around the World. The International Society for Augmentative and Alternative Communication (ISAAC). 85 p.
Reading and numeracy
*Askew, M. (2000) It ain’t (just) what you do: effective teaching of numeracy. In Tompson, I. (Ed.) Issues in teaching numeracy in primary schools. Open University Press, 12 p.
*Askew, M (2001) What does it mean to learn? What is effective teaching? In Anghileri, J. (Ed.) Principles and practices in Arithmetic teaching. Innovative approaches for the primary classroom. Open University Press, 13 p.
*Carr, M. & Hettinger, H. (2003) Perspectives on Mathematics Strategy Development. In Royner, JM. (Ed.) Mathematical cognition. Connecticut: Information Age Publishers. 36 p.
*Dowker, A. (2004) Children’s arithmetical difficulties. In Miles, TR. & Miles, E. (Eds.) Dyslexia and Mathematics. London: Routledge Farmer 12 p.
*Griffin, S. (2003) The Development of Math Competence in the Preschool and Early School Years: Cognitive foundations and Instructional Changes. In Royner, JM. (Ed.) Mathematical cognition. Connecticut: Information Age Publishers. 32 p.
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 4. Children with Specific Learning Disabilities (pp 114 – 155). 41 p.
*Geary, D.C. (2004). Mathematics and Learning Disabilites. Article in Journal of Learning Disabilites Vol. 37. No 1/2004: 4 – 15. 12 p.
*Lyster, Solveig-Alma H. (2001). Language and Reading – Development and Disorders. Article in Johnsen, Berit H. & Skj?rten, Miriam D. (eds). Education – Special Needs Education: An Introduction. Oslo, Unipub. 13 p.
*Ostad, Snorre A. & Peer M. S?rensen (2007). Private Speech and Stategy-Use Patterns: Bidirectional Comparisons of Children With and Without Mathematical Difficulties in a Developmental Perspective. Article in Journal of Learning Disabilities Vol. 40. No. 1/2007 2-14. 13 p.
*Ostad, Snorre A. (2001). Understanding and Handling Numbers. In B. H. Johnsen & M. D. Skj?rten, (eds.). Education – Special Needs Education: An Introduction (pp. 203 – 224). Oslo, Unipub. 21p.
Socio-emotional conditions, interpersonal interactions and relations
*Capuzzi, David and Gross, Douglas R. (2004). Youth at risk. Chapter 1. DefiningYouth at Risk (pp. 3- 20). Chapter 2. Prevention and Overview (pp. 21- 34) Chapter 3. Resilience: Individual, Family, School, and Community Perspectives (pp. 35 – 68). Chapter 4. The Impact of Family Dynamics on Children and Adolescents (pp. 69-92) Chaptor 5. “Who Cares What I think”: Problems of Low Self-Esteem (pp. 93-116) USA. American Councelling Association. 112 p.
Kirk, Samuel A. et. al. (2006). Educating Exceptional Children. Eleventh edition. USA, Hougthon Mifflin Company. Chapter 6. Children with Emotional and Behavior Disorders (pp 211 – 256). 45 p.
*Rye, Henning. (2005). The Foundation of an Optimal Psychosocial Development. In B. H. Johnsen (ed.). Socio-Emotional Support and Development of Learning Strategies (pp. 215 – 228) Oslo, Unipub - Oslo Academic Press. 13 p.
DVD material for obligatory group work: Department of Special Needs Education and InterMedia, Faculty of Education, University of Oslo (2008). Teachers for All. Part II Inclusive Education. [DVD material]