190102 SE Education and Training with Impaired Senses, Behav., Cogn., Language and Social-Emotional Developm. (2022S)
Special Education and Equity: Overrepresented referral to special education
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Tu 01.02.2022 06:30 to Tu 22.02.2022 09:00
- Registration is open from Fr 25.02.2022 09:00 to Mo 28.02.2022 09:00
- Deregistration possible until Mo 21.03.2022 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Der Termin am 06.04 findet online statt.
Der Termin am 04.05 findet online statt.
Der Termin am 15.06 findet online statt.
- Wednesday 09.03. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 23.03. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 06.04. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 04.05. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 18.05. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 01.06. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 15.06. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
- Wednesday 29.06. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
- Students are expected to work in pairs or groups for some specific tasks in the class and they have to perform individually.
- In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course. Students will be asked to analyze videos or related websites that can further the class discussion. There will be also guest speakers giving lectures on the topic.
- Reflections: Students are supposed to write 6 reflections on the assigned texts. If there is more than one text for a session, students can decide on which text to write their reflections. Students are expected to summarize their learning from the article and reflect on the relevance of the article to their previous knowledge.
- Presentations and Leading Classroom Discussion (30-40 Minutes). Students are expected to prepare a presentation to summarize the text for the class and to further the class discussion on the topic of the article.
- Term Paper: Students can choose a term paper topic based on their needs and interests as long as it is relevant to the course. Term paper should be 12-14 pages excluding the cover page, table of content and references.
- In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course. Students will be asked to analyze videos or related websites that can further the class discussion. There will be also guest speakers giving lectures on the topic.
- Reflections: Students are supposed to write 6 reflections on the assigned texts. If there is more than one text for a session, students can decide on which text to write their reflections. Students are expected to summarize their learning from the article and reflect on the relevance of the article to their previous knowledge.
- Presentations and Leading Classroom Discussion (30-40 Minutes). Students are expected to prepare a presentation to summarize the text for the class and to further the class discussion on the topic of the article.
- Term Paper: Students can choose a term paper topic based on their needs and interests as long as it is relevant to the course. Term paper should be 12-14 pages excluding the cover page, table of content and references.
Minimum requirements and assessment criteria
• Regular attendance (80%). Students are allowed to miss 3 hours of class.
• Active participation is important to achieve in this course.
• Students are expected to perform in written (reflection, term paper) and oral form (presentation).
• Attending the first sessions is mandatory.
• 6 Reflections (max. one page, students will be informed about how to write a reflection)
• 1 individual presentation and leading the class discussion after the presentation (30-40 minutes in total)
• 1 term paper (12-14 pages, can be written in German or English))
• To be able to follow the seminar you need good command of English. The written assignments for this seminar can be handed in English and in German. The presentation should be in English
Grading:
Reflections 30% (each 5% percent)
Presentation 20%
Term paper 50%
Students are expected to fulfill all tasks to be able to graded positively.
For a positive grade students should achieve at least 60%.
100%-90%: very good
89%-81%: good
80%-71%:satisfactory
70%-60%: sufficient
• Active participation is important to achieve in this course.
• Students are expected to perform in written (reflection, term paper) and oral form (presentation).
• Attending the first sessions is mandatory.
• 6 Reflections (max. one page, students will be informed about how to write a reflection)
• 1 individual presentation and leading the class discussion after the presentation (30-40 minutes in total)
• 1 term paper (12-14 pages, can be written in German or English))
• To be able to follow the seminar you need good command of English. The written assignments for this seminar can be handed in English and in German. The presentation should be in English
Grading:
Reflections 30% (each 5% percent)
Presentation 20%
Term paper 50%
Students are expected to fulfill all tasks to be able to graded positively.
For a positive grade students should achieve at least 60%.
100%-90%: very good
89%-81%: good
80%-71%:satisfactory
70%-60%: sufficient
Examination topics
-Lecture of the course instructor
-Lecture of the guest speakers
-Academic literature used for the class
-Videos and websites introduced in the class
-Lecture of the guest speakers
-Academic literature used for the class
-Videos and websites introduced in the class
Reading list
These are some of the texts that we will read. Some additional texts can be introduced during semester.Arzubiaga, A., Nogueron, S., & Sullivan, A. L. (2009). The education of children in
immigrant families. Review of Research in Education, 33, 246-271.
Choi, S., & Cha, Y. (2019). Integration policy in education and immigrant students’ patriotic
pride in host countries: A cross-national analysis of 24 European countries, International Journal of Inclusive Education, DOI: 10.1080/13603116.2019.1574315
Darmody, M., & McCoy, S. (2011). Barriers to school involvement: immigrant parents in
Ireland, In M. Darmody, N. Tyrrell, & S. Song (Eds.) The changing faces of Ireland: exploring lives of immigrant and ethnic minority children, (pp.145-163). Rotterdam: Sense.
Dyson, A., & Gallannaugh, F. (2008). Disproportionality in special needs education in
England. The Journal of Special Education, 42(1), 36-46.
Jurisic, I. (2014). Feeling integrated, yet not accepted: integration process challenges of
Muslim immigrant women in Berlin. Marburg: Tactum Verlag.
Krammer, G., Gebhardt, M., Rossman, P., Paleczek, L., & Gasteiger-Klicpera, B. (2014). On
the diagnosis of learning disabilities in Austrian school system: Official directions and the diagnostic process in practice in Styria/Austria. Alter, 8(1), 30-39.
Sullivan, A. (2011). Disproportionality in special education identification and placement of
English language learners. Exceptional Children, 77(3), 317334.Sullivan, A. L. & Artiles, A. J. (2011). Inequity in special education: Applying structural
inequity theory to disproportionality. Urban Education, 46(6), 1526-1552.Sullivan, A. L. & Bal, A. (2013). Disproportionality in special education: Effects of individual
and school variables on disability risk. Exceptional Children, 79(4), 475-494.
Sweller, N., Graham, L.J., & van Bergen, P. (2012). The minority report: Disproportionate
representation in Australia’s largest education system. Exceptional Children, 79(1), 107.125.
immigrant families. Review of Research in Education, 33, 246-271.
Choi, S., & Cha, Y. (2019). Integration policy in education and immigrant students’ patriotic
pride in host countries: A cross-national analysis of 24 European countries, International Journal of Inclusive Education, DOI: 10.1080/13603116.2019.1574315
Darmody, M., & McCoy, S. (2011). Barriers to school involvement: immigrant parents in
Ireland, In M. Darmody, N. Tyrrell, & S. Song (Eds.) The changing faces of Ireland: exploring lives of immigrant and ethnic minority children, (pp.145-163). Rotterdam: Sense.
Dyson, A., & Gallannaugh, F. (2008). Disproportionality in special needs education in
England. The Journal of Special Education, 42(1), 36-46.
Jurisic, I. (2014). Feeling integrated, yet not accepted: integration process challenges of
Muslim immigrant women in Berlin. Marburg: Tactum Verlag.
Krammer, G., Gebhardt, M., Rossman, P., Paleczek, L., & Gasteiger-Klicpera, B. (2014). On
the diagnosis of learning disabilities in Austrian school system: Official directions and the diagnostic process in practice in Styria/Austria. Alter, 8(1), 30-39.
Sullivan, A. (2011). Disproportionality in special education identification and placement of
English language learners. Exceptional Children, 77(3), 317334.Sullivan, A. L. & Artiles, A. J. (2011). Inequity in special education: Applying structural
inequity theory to disproportionality. Urban Education, 46(6), 1526-1552.Sullivan, A. L. & Bal, A. (2013). Disproportionality in special education: Effects of individual
and school variables on disability risk. Exceptional Children, 79(4), 475-494.
Sweller, N., Graham, L.J., & van Bergen, P. (2012). The minority report: Disproportionate
representation in Australia’s largest education system. Exceptional Children, 79(1), 107.125.
Association in the course directory
M6.2
Last modified: Tu 14.06.2022 10:29
At the end of this course, students are expected to
get to know concepts and terminology related to the topic of the course
raise their awareness about the existing literature on the topic
be knowledgeable about the findings of the existing research
develop a critical view of the phenomenon
gain deeper understanding of the specific country contexts
analyze current practices about the diagnoses and schooling processes for special educationMethods that will be used: lectures on the main topics of the course, guest speakers, in-class video and website analysis, oral presentations of students, group discussion, reflections on the articles and writing a term paper.