The course discusses the role of social educators at different levels and areas of the educational system. The ideology of inclusive education will be examined in connection with ideas, key concepts, and professional values of social educators. The course focuses on the leadership and the advisory role of social educators in the icelandic education system, with an emphasis on support for full and active participation, teamwork, and multiprofessional collaboration.

Universal Design for Learning (UDL) and inclusive support will be discussed, with a focus on how the environment can be activated as a supportive factor and how support can be made sustainable.

The concept of support will also be examined in relation to the wellbeing of children and young people, including approaches and actions that strengthen the capacity of educational institutions, other agencies, and the wider community to respond to diversity.

Interdisciplinary teamwork will be addressed, and students will have the opportunity to work alongside students in the teacher education faculty. The aim of this joint teaching is to promote interdisciplinary collaboration between courses within the university, in order to better prepare students for interdisciplinary teamwork in professional practice.

This course addresses the concept of relational autonomy in the life of people who need intensive support and how to use it to increase autonomy in daily life. It also addresses the issue of gender and sexuality in relation to disability and the lived experiences of disabled people. In the module, the feminist idea of relational autonomy will be regarded as a key element for personal autonomy to flourish. Different perspectives of autonomy will be explored, e.g. how to increase respect for personal characteristics, independency, sexuality, and gender roles. The module explores how disabled people have been simultaneously viewed as asexual, eternal children or sexual predators. These contradicting stereotypes have hindered access to adult roles. The Convention on the rights of Persons with Disabilities (CRPD) will also be under discussion and its relevance in the concept of autonomy, sexuality, diversity, and gender.

This course will discuss human rights in a broad context, with an emphasis on diversity and inclusive societies. The key human rights treaties to which Iceland has become a party will be reviewed and their interconnection will be examined. Emphasis will be placed on the rights-protection role of social educators and the human rights approach in their work in diverse settings. The concept of human rights will be examined in a historical context. Older critical views of human rights will be studied (Thucydides and Nietzsche) and attention will be drawn to how various historical themes are reflected in discussions about the claims of marginalized groups to rights today. Students will use the human rights approach and post-colonialism to analyze the ability of marginalized and minority groups to access fundamental human rights in the Icelandic and international contexts. A particular focus will be placed on the situation of refugees, women, and people with disabilities, the elderly, and economically disadvantaged groups. A critical perspective will be used to identify where societal changes – for example, in terms of technology and digitalization, environmental factors, and attitudes towards different groups – call for changes and improvements to the current human rights system to ensure fundamental rights and prevent setbacks in the struggle to secure human rights.

This course discusses support strategies particularly for social-emotional functioning among students of different ages, both individually and in groups, with respect to the role of social educators. Strategies for social-emotional support are discussed, as well as the state of the research literature. Additionally, the underpinnings of assessment, its strengths, limitations, and application, as it pertains to social educator field work, will be discussed.

Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession.

The subjects of the course are empowering methods and practices in services for people with diverse support needs. The course discusses the ideology and practice of different approaches with emphasis on person-centred practices, autonomy, user participation and full participation in society and in one's own life.

The course prepares students for the role of being a consultant and build cooperative partnerships with the persons they serve in the welfare system.

In this context, the focus is on making individual service plans according to Act no. 38/2018. Students will examine how empowering ways of communication can be used to ensure full participation of service users in the deliberation about their support needs as well as the purpose and the implementation of the service.

Students complete this course alongside the course ÞRS205F Field practicum: Connecting theory and profession. Assignments in this course are connected to students‘ practicum work. 

This course prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and 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.

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.

Aims: The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main approaches to and characteristics of qualitative research are explored as well as various methods of data collection such as interviews and collection of pre-existing data both visual and textual. In the course students will be introduced to various approaches to data analysis such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students will also learn how to present their findings in an organised and responsible manner.

Teaching and learning methods: This course uses flipped learning methods. Videos with lectures for each week are discussed in weekly workshops. Students work together on assignments that are handed in weekly. They also have to work individually on assignments.

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

The aim of the course is to provide a forum for students in practice-based Master’s programme to critically examine their own professional practice in relation to their research projects. Emphasis is placed on the integration of professional practice, theoretical perspectives, and critical self-reflection. Students develop their ability to relate their own research and development projects to scholarly debate and current knowledge in the field of social education. Particular emphasis is placed on understanding the innovation process and how new ideas or professional practices are conceptualised, developed, implemented, and evaluated within real-world professional contexts.

Through structured self-reflection, students examine their own writing, professional position, and role within the research and development process, including ethical considerations, power relations, and collaboration with service users and other stakeholders. Emphasis is also placed on students’ ability to justify their theoretical and methodological choices clearly and academically.

The course is based on dialogue, peer support, active participation in class sessions, and independent study.

The MA final project/thesis is an individual research project. 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 can choose to complete a 30- or 40-credit research project, or a 30-credit practice-based research project

Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Practice-Based Research Project (30 credits)

Practice-based MA projects may take a variety of forms and consist of an academic written component and a practice-based output. The academic component shall present the research question, the aims and background of the project, its theoretical framework, the methods applied for data collection, and the development of the output, as well as the findings. The primary purpose of the project is to ensure that students acquire competence in applying appropriate research methods to collect data relevant to the project and to develop proficiency in academic research practices.

Research Project (30 or 40 credits)

This project consists of an individual research study. Its primary objective is to ensure that students acquire training in research and academic practices, with particular emphasis on the formulation of clear, effective, and relevant research questions, the systematic collection of data, the structured and productive analysis of data, and the examination of the research topic and data within an academic framework. Furthermore, the project aims to develop students’ ability to locate scholarly sources in academic databases, critically evaluate their own research data and the work of others, and produce a well-structured, coherent, and readable academic text.

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 prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course is a continuation of Professional development, ideology and self-reflection I. The objective is to keep creating a platform for students enrolled in the MA programme in social education (professional orientation) to review their own work, connect it to academic practice and development projects. Students get to practice applying scientific knowledge to development projects, pondering on pros and cons of the project, while continuing to further develop their project. A special focus will be placed on evaluating and responding to ethical issues in development projects.

The MA final project/thesis is an individual research project. 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 can choose to complete a 30- or 40-credit research project, or a 30-credit practice-based research project

Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Practice-Based Research Project (30 credits)

Practice-based MA projects may take a variety of forms and consist of an academic written component and a practice-based output. The academic component shall present the research question, the aims and background of the project, its theoretical framework, the methods applied for data collection, and the development of the output, as well as the findings. The primary purpose of the project is to ensure that students acquire competence in applying appropriate research methods to collect data relevant to the project and to develop proficiency in academic research practices.

Research Project (30 or 40 credits)

This project consists of an individual research study. Its primary objective is to ensure that students acquire training in research and academic practices, with particular emphasis on the formulation of clear, effective, and relevant research questions, the systematic collection of data, the structured and productive analysis of data, and the examination of the research topic and data within an academic framework. Furthermore, the project aims to develop students’ ability to locate scholarly sources in academic databases, critically evaluate their own research data and the work of others, and produce a well-structured, coherent, and readable academic text.

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 covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and 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.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

NB The course is taught both in Icelandic and English.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

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.

The course discusses the role of social educators at different levels and areas of the educational system. The ideology of inclusive education will be examined in connection with ideas, key concepts, and professional values of social educators. The course focuses on the leadership and the advisory role of social educators in the icelandic education system, with an emphasis on support for full and active participation, teamwork, and multiprofessional collaboration.

Universal Design for Learning (UDL) and inclusive support will be discussed, with a focus on how the environment can be activated as a supportive factor and how support can be made sustainable.

The concept of support will also be examined in relation to the wellbeing of children and young people, including approaches and actions that strengthen the capacity of educational institutions, other agencies, and the wider community to respond to diversity.

Interdisciplinary teamwork will be addressed, and students will have the opportunity to work alongside students in the teacher education faculty. The aim of this joint teaching is to promote interdisciplinary collaboration between courses within the university, in order to better prepare students for interdisciplinary teamwork in professional practice.

This course addresses the concept of relational autonomy in the life of people who need intensive support and how to use it to increase autonomy in daily life. It also addresses the issue of gender and sexuality in relation to disability and the lived experiences of disabled people. In the module, the feminist idea of relational autonomy will be regarded as a key element for personal autonomy to flourish. Different perspectives of autonomy will be explored, e.g. how to increase respect for personal characteristics, independency, sexuality, and gender roles. The module explores how disabled people have been simultaneously viewed as asexual, eternal children or sexual predators. These contradicting stereotypes have hindered access to adult roles. The Convention on the rights of Persons with Disabilities (CRPD) will also be under discussion and its relevance in the concept of autonomy, sexuality, diversity, and gender.

This course will discuss human rights in a broad context, with an emphasis on diversity and inclusive societies. The key human rights treaties to which Iceland has become a party will be reviewed and their interconnection will be examined. Emphasis will be placed on the rights-protection role of social educators and the human rights approach in their work in diverse settings. The concept of human rights will be examined in a historical context. Older critical views of human rights will be studied (Thucydides and Nietzsche) and attention will be drawn to how various historical themes are reflected in discussions about the claims of marginalized groups to rights today. Students will use the human rights approach and post-colonialism to analyze the ability of marginalized and minority groups to access fundamental human rights in the Icelandic and international contexts. A particular focus will be placed on the situation of refugees, women, and people with disabilities, the elderly, and economically disadvantaged groups. A critical perspective will be used to identify where societal changes – for example, in terms of technology and digitalization, environmental factors, and attitudes towards different groups – call for changes and improvements to the current human rights system to ensure fundamental rights and prevent setbacks in the struggle to secure human rights.

This course discusses support strategies particularly for social-emotional functioning among students of different ages, both individually and in groups, with respect to the role of social educators. Strategies for social-emotional support are discussed, as well as the state of the research literature. Additionally, the underpinnings of assessment, its strengths, limitations, and application, as it pertains to social educator field work, will be discussed.

Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession.

The subjects of the course are empowering methods and practices in services for people with diverse support needs. The course discusses the ideology and practice of different approaches with emphasis on person-centred practices, autonomy, user participation and full participation in society and in one's own life.

The course prepares students for the role of being a consultant and build cooperative partnerships with the persons they serve in the welfare system.

In this context, the focus is on making individual service plans according to Act no. 38/2018. Students will examine how empowering ways of communication can be used to ensure full participation of service users in the deliberation about their support needs as well as the purpose and the implementation of the service.

Students complete this course alongside the course ÞRS205F Field practicum: Connecting theory and profession. Assignments in this course are connected to students‘ practicum work. 

This course prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and 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.

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

In this course, the focus will be on the development of research and research methods within critical studies such as disability-, queer- and gender studies. Criticism of traditional research methods, which originates from critical feminist studies, will be emphasised. Recent approaches redefine power relations between researchers and participants and focus on collaboration and mutual respect between disabled people and scholars. The goal of such research is to facilitate cooperation and empowerment throughout all stages of the research. The characteristics, opportunities, and limitations of such research will be examined, including methods such as action research, participatory research, inclusive research, diaries, story completion methods, as well as universally designed questionaries. Ethical issues will be explored and new research and development projects in the field will be introduced and discussed.

Aims: The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main approaches to and characteristics of qualitative research are explored as well as various methods of data collection such as interviews and collection of pre-existing data both visual and textual. In the course students will be introduced to various approaches to data analysis such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students will also learn how to present their findings in an organised and responsible manner.

Teaching and learning methods: This course uses flipped learning methods. Videos with lectures for each week are discussed in weekly workshops. Students work together on assignments that are handed in weekly. They also have to work individually on assignments.

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

The aim of the course is to provide a forum for students in practice-based Master’s programme to critically examine their own professional practice in relation to their research projects. Emphasis is placed on the integration of professional practice, theoretical perspectives, and critical self-reflection. Students develop their ability to relate their own research and development projects to scholarly debate and current knowledge in the field of social education. Particular emphasis is placed on understanding the innovation process and how new ideas or professional practices are conceptualised, developed, implemented, and evaluated within real-world professional contexts.

Through structured self-reflection, students examine their own writing, professional position, and role within the research and development process, including ethical considerations, power relations, and collaboration with service users and other stakeholders. Emphasis is also placed on students’ ability to justify their theoretical and methodological choices clearly and academically.

The course is based on dialogue, peer support, active participation in class sessions, and independent study.

The MA final project/thesis is an individual research project. 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 can choose to complete a 30- or 40-credit research project, or a 30-credit practice-based research project

Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Practice-Based Research Project (30 credits)

Practice-based MA projects may take a variety of forms and consist of an academic written component and a practice-based output. The academic component shall present the research question, the aims and background of the project, its theoretical framework, the methods applied for data collection, and the development of the output, as well as the findings. The primary purpose of the project is to ensure that students acquire competence in applying appropriate research methods to collect data relevant to the project and to develop proficiency in academic research practices.

Research Project (30 or 40 credits)

This project consists of an individual research study. Its primary objective is to ensure that students acquire training in research and academic practices, with particular emphasis on the formulation of clear, effective, and relevant research questions, the systematic collection of data, the structured and productive analysis of data, and the examination of the research topic and data within an academic framework. Furthermore, the project aims to develop students’ ability to locate scholarly sources in academic databases, critically evaluate their own research data and the work of others, and produce a well-structured, coherent, and readable academic text.

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 prepares students for implementing professional supervision in their future career development and develop their own skills as future mentors for student training and first year professionals. Key factors in supervision and supervisees‘ role will be discussed as well as commonly used theories and models of supervision.

Students gain understanding on the values of belonging to a learning communitiy and being supported at all stages of their professional development and career.  Students also learn about coping skills concerning work-related stress and protection against burnout and obtain tools for increased self-knowledge, protection, and responsiveness at work.

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

This course is a continuation of Professional development, ideology and self-reflection I. The objective is to keep creating a platform for students enrolled in the MA programme in social education (professional orientation) to review their own work, connect it to academic practice and development projects. Students get to practice applying scientific knowledge to development projects, pondering on pros and cons of the project, while continuing to further develop their project. A special focus will be placed on evaluating and responding to ethical issues in development projects.

The MA final project/thesis is an individual research project. 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 can choose to complete a 30- or 40-credit research project, or a 30-credit practice-based research project

Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Practice-Based Research Project (30 credits)

Practice-based MA projects may take a variety of forms and consist of an academic written component and a practice-based output. The academic component shall present the research question, the aims and background of the project, its theoretical framework, the methods applied for data collection, and the development of the output, as well as the findings. The primary purpose of the project is to ensure that students acquire competence in applying appropriate research methods to collect data relevant to the project and to develop proficiency in academic research practices.

Research Project (30 or 40 credits)

This project consists of an individual research study. Its primary objective is to ensure that students acquire training in research and academic practices, with particular emphasis on the formulation of clear, effective, and relevant research questions, the systematic collection of data, the structured and productive analysis of data, and the examination of the research topic and data within an academic framework. Furthermore, the project aims to develop students’ ability to locate scholarly sources in academic databases, critically evaluate their own research data and the work of others, and produce a well-structured, coherent, and readable academic text.

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 covers the basics of a trauma-informed practices, with a special focus on disabled people and other marginalized groups. Students learn to recognize the prevalence of trauma and the impact of trauma as well as the impact of different types of power imbalances on individuals' lives, behaviour, and coping strategies. Also, how to build empowering and person-centred support that aims to reduce the negative consequences of trauma and prevent re-experiences of trauma. Special emphasis is placed on practices that support emotional regulation, communication, and resilience in life and 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.

One of the most common and problematic ethical issues in professional work with marginalized people who need support and services is finding the right balance between their autonomy and well-being. A too one-sided focus on well-being can lead to an unjustified paternalism and inhibit the independence and development of the individual. Too much or premature emphasis on the individual's autonomy can, on the other hand, lead to neglect and lead to the individual's various basic needs not being taken care of properly. In the course, the tension between the duty to respect autonomy on the one hand and the duty to look after the welfare of service users will be taken into special consideration. Among other things, the main perspectives, ethical and legal, that underlie these obligations will be discussed, how various professional methods can be used to bridge the gap between them, and how professionals on the ground try to take them into account and reconcile them in their daily work. Coursework will mainly focus on the analysis and discussion of stories and examples from the professional arena where questions arise about the importance and tension of autonomy and well-being in the work of professionals.

Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

NB The course is taught both in Icelandic and English.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

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.