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.

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.

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 course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

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.

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).

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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 explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

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.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

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.

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.

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.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

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.

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.

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 course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

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.

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).

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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 explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

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.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

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.

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.

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.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

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.

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.

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 course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

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.

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).

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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 explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

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.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course puts the child at the center, its well-being, and rights in everyday life. These factors are explored in relation to the child’s immediate environment: family life, schoolwork, and leisure time, social relationships and participation, mental and physical well-being, violence, and protection as well as social and economic status. Social contexts around child well-being are in focus but also resources and support available to them, considering diversity and the circumstances of children and young people experiencing being vulnerable or marginalized. Concepts related to well-being, prosperity and children's rights will be examined critically, from the perspective of childhood studies and in the light of contemporary challenges. National, Nordic, and international policies for children and young people will be discussed in the light of new emphasis on prosperity in education policy both in Iceland and abroad. Students will in course assignments use new Icelandic research data to analyze factors that promote or reduce the well-being of children and young people.

The course is split up in seven topical themes of which five are the units that the dashboard of childrens prosperity builds on. Students choose one of those five themes and do assignments within that theme to enhance their knowledge and understanding.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

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.

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.

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.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.