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Special Educational Support
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Summary of the Profile
General Description:
Objective(s) of a study programme:
To educate highly competent speech and language therapists and special pedagogues, who are ready to work in the rapidly changing school and are able to recognize, assess and meet special educational needs (SEN) of persons of various ages, to professionally provide special educational support based on research and innovations, and counsel participants on educational issues.
Particular attention is paid to the virtuous (value) education of professionals providing special educational support (speech and language therapists, special pedagogues) in order to ensure equal opportunities, following approaches and principles of human rights, and be ready for the advocacy of interests of persons
with SEN and their families in educational and other communities.
Learning outcomes:
1. Be able to explain the innovative tendencies, theories and practices in the fields of education, health care and social policy as well as in the field of special educational support at international and national contexts.
2. Be able to integrate psychology, pedagogy and related fields such as linguistics, biomedicine knowledge and apply it in identification and meeting SEN of children as well as special educational support provision in real practical situations.
3. Be able to apply various research methods, collect data, analyse results and assess special educational support processes and educational reality of persons
experiencing SEN.
4. Be able to make action research and apply its results for the evidence based special educational support practice.
5. Be able to identify and systemically assess developmental pathways and individual structure of learner abilities as well as their special educational needs and a conceptuality of SEN, purposefully select and apply strategies and instruments of assessment.
6. Be able to create emotionally safe, engaging, motivating and inclusive educational environment, adjust, plan, organise, and manage educational content and process to address SEN of learner.
7. Be able to foresee and construct priorities, ways and means of special educational support provision, ensuring efficient functioning and participation of a person, widening accessibility of educational curriculum and efficiency of education; provide special educational support, evidence-based educational strategies, innovative means and technologies.
8. Be able to collaborate with a learner’s family and within interdisciplinary teams while evaluating learner SEN as well as other participants’ competencies and needs; to share with the information related to psychological, social and educational difficulties experienced by persons with special educational needs, while developing and strengthening their interactions for efficient learning.
9. Be able to communicate with persons taking into account their abilities, needs and peculiarities, provide consultations for education, and represent / advocate interests of learners with SEN and their families.
10. Be able to critically reflect special educational practice at a national and international context as well as to reflect own professional experience to ensure own professional development.
11. Be able to follow and apply principles of inclusion, professional ethics and respect to human rights.
Activities of teaching and learning:
Achievement of learning outcomes is facilitated by activities grounded on the principles of personalized learning and problem-based learning, applying the elements of universal design for learning and through reflective practice. Study activities are learner-centred and oriented to the change in the learner’s role, shifting from the ‘user’ to the ‘collaborative partner’ and creating a unique learning path. Learning and teaching activities are organized to support students to perceive the aim of learning, plan, assess and reflect on the learning process, progress and achievements.
Study methods include individual and group projects, solving problem situations, role play, case studies,
critical analysis of literature, document analysis,
analysis of video material, analysis of actual educational situations, thematic debates, discussions, focus group discussion, collaborative activities in small groups and pairs, critical reflection, reflection diaries, inquiry-based learning and elements of action research, preparation of the learning portfolio, etc. Time is spared for student consultations aimed at clarifying arising questions individually or in groups, getting advice on performance of self-study assignments. Interactive lectures, seminars, practical activities, independent individual and group/team work, educational (study) visits, learning in non-traditional settings (schools, education centres, services providing educational assistance, etc.) promote students’ active learning, encourage them to relate acquired new knowledge to practice and try them out practically. Studies grounded on the personalized learning paradigm emphasize the development of the learner’s experience. Therefore, considerable attention is paid to
students’ practical activities and reflection on them.
Methods of assessment of learning achievements:
Assessment of learning outcomes achievement is based on curriculum-based assessment (CBA), which is oriented to continuous recording and assessment of student progress. Assessment methods and techniques are attuned to learning outcomes and competencies as well as relevant study methods. The concept of personalized learning is implemented seeking shared responsibility of a student and a teacher for learning and learning outcomes achieved. The following ways of assessment are used: the course teacher’s assessment, self-assessment of the student performed task, students’ assessment of each other’s tasks in pairs or groups, etc. Considerable attention is paid to the assessment of a learning portfolio and self-assessment of own learning. Studies of the subjects of the study programme are completed with the evaluation of the student’s knowledge and skills on the 10-point grading system. Assessing student performance in individual subjects, assessment criteria are formulated in accordance with the summative assessment system for assessment of learning outcomes, applied at Vytautas Magnus University (including formative assessment too), defined in the Study Regulation of VMU. Evaluation of students’ academic achievements involves intermediate assessments and examination (or the defence of the student’s independent assignment). Students’ theoretical preparation and the ability to practically solve tasks of special educational support provision and improvement in the educational process are assessed. The final mark of the study subject consists of the marks for performance of intermediate tasks (individual projects/assignments, individual homework, tasks of
solving problem situations, work portfolio, case study, written assignments, etc.) and for the examination (or
the defence of the student’s independent project). The examination mark must constitute at least 30 per cent of the final mark, while the weight of individual constituents of intermediate assessments in the final
mark is established/announced by the course teacher during the first lectures.
Framework:
Study subjects (modules), practical training:
The study programme consists of 240 credits: Artes Liberales general university study subjects (40 ECTS) and speciality subjects and practices (practical placements) comprising study base in the field (200 ECTS). Speciality subjects form the following modules: of pedagogical studies, of selected pedagogical specialisation and selected deepened specialisation.
1. The module of pedagogical studies (61 credits, of which 31 ECTS are allocated to theoretical studies and 30 ECTS to pedagogical practical placements).
- Subjects of the module of pedagogical studies: general psychology; developmental and pedagogical psychology; neuropsychology; general pedagogy and didactics; pedagogy of inclusive education; pedagogy of meeting special educational needs; final thesis of pedagogical studies;
- Pedagogical practical placements (pedagogical specialization – Speech and Language Therapy): speech and language therapist’s practical placement in preschool educational institution (with integrated pedagogical action research); speech and language therapist’s practical placement at school (with integrated pedagogical action research); the speech therapist’s practical placement in health care institution ((with integrated pedagogical action research);
- Practical placements (pedagogical specialization – Special Education): practice of education of preschool children with SEN (with integrated pedagogical action research); practice of education of children with mild and moderate SEN at school (with integrated pedagogical action research); practice of education of children with severe and profound SEN at school (with integrated pedagogical action research).
2. The module of selected pedagogical specialization (105 ECTS: pedagogical specialization studies make up 90 ECTS (of which 30 ECTS are allocated for subjects coinciding in specialisations and 60 ECTS are allocated for subjects of selected pedagogical specialization); 15 ECTS are allocated for the bachelor’s final thesis). Students choose one of two pedagogical specialization: Speech and Language Therapy or Special Education.
- Studies of subjects coinciding in specializations: the human rights-based disability model; research
methodology; psycho-sociology of disability; collaboration with family and teamwork; early and preschool meeting of special educational needs; systemic cognition of the child and assessment of special educational needs; alternative and augmentative communication.
- Subjects of pedagogical specialization in Speech and Language Therapy: anatomy and physiology of speech and language; neurophysiology; introduction to social and psychological linguistics; phonetics of the standard Lithuanian language; development of child language; phonetic and phonological disorders; motor speech disorders; fluency disorders; spoken language disorders; written language disorders; bilingualism and multilingualism; voice, swallowing and eating disorders; loss of speech: aphasia and other neurological speech disorders; diversity of special educational needs and communication.
- Subjects of pedagogical specialisation in Special Education: linguistic literacy development; mathematical literacy development; subject learning and content integration; disability due to intellectual disabilities; multi disability; disability caused by sensory impairments; learning disabilities and difficulties; ICT and compensatory devices; individual education and transition plan; development of curriculum and its managing, meeting special educational needs; autism spectrum disorders; behavioural and emotional disorders; children’s speech and language disorders.
3. The module of selected deepened specialization (34 ECTS, of which 10 ECTS are allocated to pedagogical practical placement of the deepened specialisation).
Students choose one from three deepened specialization: Education of Children with Autism Spectrum and/or Behavioural Disorders or Education of Children with Visual Impairments or Education of Children with Hearing Impairments.
- Subjects of deepened specialisation in Education of Children with Autism Spectrum and/or Behavioural Disorders: educational aspects of children with autism spectrum and/or behavioural disorders; educational strategies of children with autism spectrum and/or behavioural disorders; behaviour modelling; sensory processing disorder; prevention and management of aggression; pedagogical practical placement of children with autism spectrum disorders and/or behavioural disorders.
- Subjects of deepened specialisation in Education of Children with Visual Impairments: development of visual, sensory and motor development and optical technologies; orientation and mobility of the blind and visually impaired persons; anatomy, physiology, pathology of visual organs and vision
assessment; embossed writing system of the blind
and ICT technologies; psycho-sociology of visual impairments; pedagogical practical placement of children with visual impairments.
- Subjects of deepened specialisation in Education of Children with Hearing Impairments: hearing development and pronunciation teaching of children with hearing impairments and cochlear implant users; Lithuanian sign language, Level 2; teaching and learning of the Lithuanian language and communication in the Lithuanian language; basics of audiology and hearing aids; psycho-sociology of hearing impairments; teaching and learning of
children with hearing impairments (with integrated pedagogical practical placement).
Specialisations:
Pedagogical specialisations (students choose one of two):
1. Speech and Language Therapy;
2. Special Education.
Deepening specialisations (Graduates of each specialisation Speech and Language Therapy, and graduates of Special Education Students choose one from three deepening specialisation:
1. Education of Children with Autism Spectrum and/or Behavioural Disorders’
2. Education of Children with Visual Impairments;
3. Education of Children with Hearing Impairments.
Optional courses:
Optional subjects established by VMU in the study programme Special Educational Support (from the subjects offered in the study programme) make up 50 ECTS: 16 ECTS which the student may choose at discretion from Artes Liberales study subjects as well as from all study programmes taught at the university, or from the list of subjects of group B; the student studies 34 ECTS credits, choosing one of the three offered
deepened specialisations.
Distinctive features of a study programme:
1. The study programme is the only one in the country, oriented to education of all special educational support providers in parallel studies, who are able to identify and meet children diverse educational needs, including educational needs related to autism spectrum and/or behavioural disorders, visual impairments, hearing impairments, and language, speech and communication disorders in order to ensure every child’s quality education and education together with their peers;
2. The study programme is based on the internationally recognized methodological approach of human rights and social justice, the social-educational model of special educational support, the concepts of personalized learning and inclusive education;
3. The study programme of this type was prepared in Lithuania for the first time, uniting scientists of Lithuania and other countries, working in the field of special education, and professional competencies necessary for the implementation of the programme.
4. The programme was prepared and it is planned to implement it in a close cooperation with educational institutions providing educational support in accordance with the signed cooperation agreements between Vytautas Magnus University and educational support providing setting (5 agreements were signed).
Access to professional activity or further study:
Access to professional activity:
Upon completion of the study programme Special Educational Support (specialization: Speech and Language Therapy), specialists will be able to work as speech and language therapists and will be able to:
- assess speaking, language and communication competencies, individual / special educational needs arising due to speech and language disorders of people of various ages;
- provide speech and language therapy support for persons of various ages who have speech and language and/or secondary communication disorders in inclusive settings (preschool institutions, comprehensive education schools etc.) and in special education settings (special schools, special education units, multifunctional centres); in institutions providing counselling services (pedagogical psychological services, methodological centres, etc.); in institutions providing social services (child care homes, etc.); and private organizations providing speech and language therapy; after completing studies and taking additional courses, professionals will be entitled to work in health care institutions (early rehabilitation services, children’s and adults’
hospitals, rehabilitation centres, etc.);
- provide counselling of educational process participants (teachers, parents, pupils, etc.) on the issues of recognition of and efficient support for persons with speech, language and communication disorders, work in the interdisciplinary team and the network with institutions providing support to the child, family and school.
Upon completion of the study programme Special Educational Support (specialization: Special Education), specialists will be able to work as special pedagogues and be able to:
- evaluate the capabilities and difficulties of persons of various ages, to identify their individual / special educational needs, to identify their causes, level and nature;
- provide special educational support for children with SEN of different levels and types (related to various developmental peculiarities, disabilities, the impact of unfavourable environment) in inclusive preschool institutions, comprehensive education schools and special education settings (special schools, special education units, multifunctional centres); institutions providing counselling services (pedagogical psychological services, methodological centres, etc.); institutions providing social services (child care homes, etc.) and private organizations providing special pedagogical support;
- provide counselling services for participants of the educational process (teachers, parents, pupils, etc.) on the issues of recognition of and efficient support for persons with SEN, work in the interdisciplinary team and the network of institutions providing support to the child, family and school.
Students of the study programme Special Educational Support, selecting deepened specialisation Education of Children with Autism Spectrum and/or Behavioural Disorders, will be able to work as specialists who are able to:
- assess children SEN related/caused by autism spectrum disorders and/or behavioural;
- provide special educational support to children with behavioural and/or autism spectrum disorders, applying specific strategies of behaviour modelling, positive behaviour support, development of structured environment, alternative and augmentative communication, etc. in inclusive and special educational settings, in institutions providing counselling services, etc.
Students of the study programme Special Educational Support, selecting deepened specialisation Education of Children with Visual Impairments, will be able to work as specialists who are able to:
- assess pupils’ individual / special educational needs caused by visual impairments;
- provide special educational support to children with visual impairments by communicating in Braille,
developing their sensory and motor functions, orientation and mobility skills, employing special aids and compensatory devices in inclusive and special education settings; in institutions providing counselling services, etc.
Students of the study programme Special Educational Support, selecting deepened specialisation Education of Children with Hearing Impairments, will be able to work as specialists who are able to:
- assess children individual / SEN caused by hearing impairments and arising to cochlear implant users;
- provide special educational support to children with hearing impairments in the educational process, communicating and conveying information in verbal, written and spoken (pronunciation, speech reading, etc.) language and Lithuanian sign language, applying special aids and using sound
amplifying compensatory devices.
Access to further study:
Those who wish will be able to continue their studies in the Master’s degree study programmes in the field of education or other social science study and related
fields.
