Ideas of inclusion, multicultural education, and special needs education are essential to effective schools serving diverse student groups.

The primary purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in inclusive education and multicultural studies in Iceland and other countries.

Research and theories on the marginalisation of children and youth in the school system will be discussed in the context of equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, as well as the status of minorities and refugees, will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as will ways to engage rational individuals and support their participation in preschool, primary, and secondary schools, both in terms of teaching methods and the design of learning spaces.

The course will focus on inclusive education, universal design, a person-centred approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centred approach, and a social perspective on learning and teaching. The course aims to strengthen participants' ability to meet students' needs and to apply rationality within a valid educational system.

Teaching arrangement
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance-learning students must participate in real-time online sessions. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or participate in real time. Throughout the semester, work will be consistently carried out in Canvas.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

The main goal of the course is for participants to learn about and apply methods for organising, teaching, and evaluating learning and teaching across diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

This course focuses on providing student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom/support teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined, along with research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, projects, portfolios, field studies, and fieldwork.

The main task of this course is field work at a preschool, compulsory school, or upper secondary school. The emphasis is on actual teaching practice and giving students opportunities to discuss, evaluate, reflect and develop their teaching. Students will be working with support staff or special divisions in a regular school or in a special school. They will develop a teaching plan and/or individual plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field. The practicum aim is to introduce students to the responsibilities of special education teachers, how schools are organized, and the implementation of special education.

The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development. The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

Ideas of inclusion, multicultural education, and special needs education are essential to effective schools serving diverse student groups.

The primary purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in inclusive education and multicultural studies in Iceland and other countries.

Research and theories on the marginalisation of children and youth in the school system will be discussed in the context of equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, as well as the status of minorities and refugees, will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as will ways to engage rational individuals and support their participation in preschool, primary, and secondary schools, both in terms of teaching methods and the design of learning spaces.

The course will focus on inclusive education, universal design, a person-centred approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centred approach, and a social perspective on learning and teaching. The course aims to strengthen participants' ability to meet students' needs and to apply rationality within a valid educational system.

Teaching arrangement
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance-learning students must participate in real-time online sessions. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or participate in real time. Throughout the semester, work will be consistently carried out in Canvas.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

The main goal of the course is for participants to learn about and apply methods for organising, teaching, and evaluating learning and teaching across diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

This course focuses on providing student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom/support teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined, along with research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, projects, portfolios, field studies, and fieldwork.

The main task of this course is field work at a preschool, compulsory school, or upper secondary school. The emphasis is on actual teaching practice and giving students opportunities to discuss, evaluate, reflect and develop their teaching. Students will be working with support staff or special divisions in a regular school or in a special school. They will develop a teaching plan and/or individual plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field. The practicum aim is to introduce students to the responsibilities of special education teachers, how schools are organized, and the implementation of special education.

The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development. The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

Ideas of inclusion, multicultural education, and special needs education are essential to effective schools serving diverse student groups.

The primary purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in inclusive education and multicultural studies in Iceland and other countries.

Research and theories on the marginalisation of children and youth in the school system will be discussed in the context of equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, as well as the status of minorities and refugees, will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as will ways to engage rational individuals and support their participation in preschool, primary, and secondary schools, both in terms of teaching methods and the design of learning spaces.

The course will focus on inclusive education, universal design, a person-centred approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centred approach, and a social perspective on learning and teaching. The course aims to strengthen participants' ability to meet students' needs and to apply rationality within a valid educational system.

Teaching arrangement
Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance-learning students must participate in real-time online sessions. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or participate in real time. Throughout the semester, work will be consistently carried out in Canvas.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

The main goal of the course is for participants to learn about and apply methods for organising, teaching, and evaluating learning and teaching across diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

This course focuses on providing student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom/support teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined, along with research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, projects, portfolios, field studies, and fieldwork.

The main task of this course is field work at a preschool, compulsory school, or upper secondary school. The emphasis is on actual teaching practice and giving students opportunities to discuss, evaluate, reflect and develop their teaching. Students will be working with support staff or special divisions in a regular school or in a special school. They will develop a teaching plan and/or individual plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field. The practicum aim is to introduce students to the responsibilities of special education teachers, how schools are organized, and the implementation of special education.

The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development. The aim of this course is for students to consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is placed on the relationship between language and literacy, as well as on neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The focus of this course is on emotional and behavioural difficulties (EBD) among children and adolescents. Students learn about the basics of applied behaviour analysis, functional behavioural assessment and comprehensive positive behaviour support plans.

The learning arrangements consist of lectures and group work.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.