1920_KRI_menntavisindasvid_200904_004.jpg
Language skills
required, minimum level of B2
Programme length
2 years.
Study mode
Face-to-face learning Distance learning
Application status
International students:
Students with Icelandic or Nordic citizenship:
Overview

  • Do you have a BA in social education?
  • Would you like a more in-depth knowledge of the subject?
  • Would you like to learn about new perspectives and approaches to the services provided by the profession?
  • Are you interested in completing a graduate degree?

This programme focuses on providing students with a more in-depth knowledge and understanding of the main policies, research and theories in social education and other disciplines on which the profession is based.

Students will explore recent Icelandic and international research in the field. They will also discuss new perspectives and approaches to social education services and current challenges facing the profession.

The programme is based on a social model of disability and diversity and students will learn to analyse the circumstances of disabled people and other marginalised groups through the lens of human rights. Students will learn methods that can be used in social education research. 

Programme structure

The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.

Students choose between the following specialisations:

  • Research-based MA 

The research-based programme allows students to specialise in research into the circumstances of disabled people. Students gain a deeper knowledge of research and academia, preparing them for doctoral studies. The final project is 40 ECTS.

  • Vocational MA

The vocational programme allows students to specialise in a specific area: either social education with a focus on adult services or social education with a focus on child and adolescent services. The final project is 30 ECTS.

The programme is made up of:

  • Minimum of 60 ECTS in mandatory courses, including methodology courses for 10-20 ECTS.
  • Final project, 30-40 ECTS
  • Elective courses, 10-20 ECTS

Organisation of teaching

Teaching and exams are in Icelandic.

Main objectives

After completing the programme, students should be confident professionals able to base their work on an up-to-date theoretical foundation.

Other

Also available:

Completing the programme allows you to apply for doctoral studies

Admission to the Master’s programme follows the main rule that an applicant must have completed a BA degree in social education with a first-class grade (7.25).

A total of 120 credits must be completed. The programme is a research-oriented or vocational Master’s study, emphasising a final assignment and a sound basis in methodology. Core courses make up a minimum of 60 credits, thereof 10-20 credits in methodology and a 30-40 credit final assignment.

The following documents must accompany an application for this programme:
  • CV
  • Statement of purpose
  • Reference 1, Name and email
  • Reference 2, Name and email
  • Certified copies of diplomas and transcripts

Further information on supporting documents can be found here

Programme structure

Check below to see how the programme is structured.

First year | Fall
Social educators in the educational system (ÞRS103F, ÞRS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Relational autonomy and sexuality (ÞRS103F, ÞRS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Human rights and human diversity (ÞRS101F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Inclusive Research methods (ÞRS104F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Effective support and application of assessment instruments (ÞRS206F, ÞRS207F)
Restricted elective course, conditions apply
10 ECTS, credits
2 fieldwork credits
Course Description

This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Empowerment and Service (ÞRS206F, ÞRS207F)
Restricted elective course, conditions apply
10 ECTS, credits
2 fieldwork credits
Course Description

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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Universal Design (ÞRS002M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
Not taught this semester
First year | Spring 1
Internalised oppression (ÞRS003M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Prerequisites
Course taught first half of the semester
Not taught this semester
First year | Spring 1
Professional supervision and guidance (ÞRS004M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
First year | Year unspecified
Parent-child interaction (FFU201F)
Free elective course within the programme
15 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Autonomy, wellbeing and neglect (ÞRS601M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
First year | Year unspecified
Coping skills and support (ÞRS006M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Course taught first half of the semester
First year | Year unspecified
Upper secondary school students with special education needs (MAL202F)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Professional development, ideology and self-reflection I (ÞRS301F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The objective of this course is to create 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, thereby promoting innovation. The educational role that social educators play will be emphasised, particularly as it pertains to professional supervision, consultation, and human rights advocacy. Students will be afforded opportunities to cultivate their professional awareness as well as their contribution to the enhancement of social educator practice. Students will work on various development projects to further their understanding of the diversity of social educator roles and responsibilities, as well as top of the agenda issues at each time.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Fall
Final project (ÞRS441L)
A mandatory (required) course for the programme
0 ECTS, credits
Course Description

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 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.

Language of instruction: Icelandic
Self-study
Prerequisites
Part of the total project/thesis credits
Not taught this semester
Second year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
Second year | Spring 1
Universal Design (ÞRS002M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
Not taught this semester
Second year | Spring 1
Internalised oppression (ÞRS003M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Prerequisites
Course taught first half of the semester
Not taught this semester
Second year | Spring 1
Professional supervision and guidance (ÞRS004M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Final project (ÞRS441L)
A mandatory (required) course for the programme
0 ECTS, credits
Course Description

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 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.

Language of instruction: Icelandic
Self-study
Prerequisites
Part of the total project/thesis credits
Second year | Spring 1
Professional development, ideology and self reflection II (ÞRS402F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Year unspecified
Autonomy, wellbeing and neglect (ÞRS601M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
Second year | Year unspecified
Coping skills and support (ÞRS006M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Course taught first half of the semester
Second year | Year unspecified
Upper secondary school students with special education needs (MAL202F)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Not taught this semester
Second year | Year unspecified
Education, Social Mobility and Social Stratification (FÉL501M)
Free elective course within the programme
10 ECTS, credits
Course Description

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.

Language of instruction: English
Face-to-face learning
Prerequisites
Second year | Year unspecified
Introduction to Parenting and Counseling for Parents (FFU101M)
Free elective course within the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Year unspecified
Parent education: Supporting parents in their role (FFU301F)
Free elective course within the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Year unspecified
Equality and schooling (FAG101M)
Free elective course within the programme
5 ECTS, credits
Course Description

The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
First year | Fall
Social educators in the educational system (ÞRS103F, ÞRS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Relational autonomy and sexuality (ÞRS103F, ÞRS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Human rights and human diversity (ÞRS101F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Fall
Inclusive Research methods (ÞRS104F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Effective support and application of assessment instruments (ÞRS206F, ÞRS207F)
Restricted elective course, conditions apply
10 ECTS, credits
2 fieldwork credits
Course Description

This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Empowerment and Service (ÞRS206F, ÞRS207F)
Restricted elective course, conditions apply
10 ECTS, credits
2 fieldwork credits
Course Description

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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Research Ethics (MVS211F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

Language of instruction: Icelandic
Face-to-face learning
Online learning
First year | Spring 1
Autonomy, wellbeing and neglect (ÞRS601M)
Free elective course within the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Course taught first half of the semester
Second year | Fall
Qualitative Research Methods I (MVS301F, MVS302F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Fall
Quantitative Methods I (MVS301F, MVS302F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Fall
Final project (ÞRS441L)
A mandatory (required) course for the programme
0 ECTS, credits
Course Description

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 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.

Language of instruction: Icelandic
Self-study
Prerequisites
Part of the total project/thesis credits
Not taught this semester
Second year | Fall
Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)
Free elective course within the programme
10 ECTS, credits
Course Description

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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Attendance required in class
Second year | Spring 1
Action research (MVS011F, KME201F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Spring 1
Research with children and youths (MVS011F, KME201F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Spring 1
Final project (ÞRS441L)
A mandatory (required) course for the programme
0 ECTS, credits
Course Description

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 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.

Language of instruction: Icelandic
Self-study
Prerequisites
Part of the total project/thesis credits
First year
  • Fall
  • ÞRS103F, ÞRS102F
    Social educators in the educational system
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    ÞRS103F, ÞRS102F
    Relational autonomy and sexuality
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS101F
    Human rights and human diversity
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS104F
    Inclusive Research methods
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS206F, ÞRS207F
    Effective support and application of assessment instruments
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

    Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS206F, ÞRS207F
    Empowerment and Service
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS002M
    Universal Design
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS003M
    Internalised oppression
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS004M
    Professional supervision and guidance
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • FFU201F
    Parent-child interaction
    Elective course
    15
    Free elective course within the programme
    15 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS601M
    Autonomy, wellbeing and neglect
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • ÞRS006M
    Coping skills and support
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • MAL202F
    Upper secondary school students with special education needs
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • ÞRS301F
    Professional development, ideology and self-reflection I
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The objective of this course is to create 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, thereby promoting innovation. The educational role that social educators play will be emphasised, particularly as it pertains to professional supervision, consultation, and human rights advocacy. Students will be afforded opportunities to cultivate their professional awareness as well as their contribution to the enhancement of social educator practice. Students will work on various development projects to further their understanding of the diversity of social educator roles and responsibilities, as well as top of the agenda issues at each time.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS002M
    Universal Design
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS003M
    Internalised oppression
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS004M
    Professional supervision and guidance
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÞRS441L
    Final project
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • ÞRS402F
    Professional development, ideology and self reflection II
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Year unspecified
  • ÞRS601M
    Autonomy, wellbeing and neglect
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • ÞRS006M
    Coping skills and support
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • MAL202F
    Upper secondary school students with special education needs
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    FÉL501M
    Education, Social Mobility and Social Stratification
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Prerequisites
  • FFU101M
    Introduction to Parenting and Counseling for Parents
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU301F
    Parent education: Supporting parents in their role
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • ÞRS103F, ÞRS102F
    Social educators in the educational system
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    ÞRS103F, ÞRS102F
    Relational autonomy and sexuality
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS101F
    Human rights and human diversity
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS104F
    Inclusive Research methods
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS206F, ÞRS207F
    Effective support and application of assessment instruments
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

    Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS206F, ÞRS207F
    Empowerment and Service
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS002M
    Universal Design
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS003M
    Internalised oppression
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS004M
    Professional supervision and guidance
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • FFU201F
    Parent-child interaction
    Elective course
    15
    Free elective course within the programme
    15 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS601M
    Autonomy, wellbeing and neglect
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • ÞRS006M
    Coping skills and support
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • MAL202F
    Upper secondary school students with special education needs
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • ÞRS301F
    Professional development, ideology and self-reflection I
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The objective of this course is to create 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, thereby promoting innovation. The educational role that social educators play will be emphasised, particularly as it pertains to professional supervision, consultation, and human rights advocacy. Students will be afforded opportunities to cultivate their professional awareness as well as their contribution to the enhancement of social educator practice. Students will work on various development projects to further their understanding of the diversity of social educator roles and responsibilities, as well as top of the agenda issues at each time.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS002M
    Universal Design
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS003M
    Internalised oppression
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Not taught this semester
    ÞRS004M
    Professional supervision and guidance
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÞRS441L
    Final project
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • ÞRS402F
    Professional development, ideology and self reflection II
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Year unspecified
  • ÞRS601M
    Autonomy, wellbeing and neglect
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • ÞRS006M
    Coping skills and support
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
    Course taught first half of the semester
  • MAL202F
    Upper secondary school students with special education needs
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    FÉL501M
    Education, Social Mobility and Social Stratification
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Prerequisites
  • FFU101M
    Introduction to Parenting and Counseling for Parents
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU301F
    Parent education: Supporting parents in their role
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
First year
  • Fall
  • ÞRS103F, ÞRS102F
    Social educators in the educational system hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    ÞRS103F, ÞRS102F
    Relational autonomy and sexuality hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS101F
    Human rights and human diversity hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS104F
    Inclusive Research methods hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS206F, ÞRS207F
    Effective support and application of assessment instruments hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

    Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS206F, ÞRS207F
    Empowerment and Service hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS211F
    Research Ethics hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

    Face-to-face learning
    Online learning
    Prerequisites
  • ÞRS601M
    Autonomy, wellbeing and neglect hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Fall
  • MVS301F, MVS302F
    Qualitative Research Methods I hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Aim:
    Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

    Teaching and learning methods:
    Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS301F, MVS302F
    Quantitative Methods I hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project hide
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS011F, KME201F
    Action research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS011F, KME201F
    Research with children and youths hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project hide
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
Second year
  • Fall
  • ÞRS103F, ÞRS102F
    Social educators in the educational system hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    The course also discusses development and practice in support systems within the Icelandic educational system. The concept of support will be examined from a broad perspective by considering all activities and actions which enhance the capacity of educational institutions and communities to respond to diversity. The focus will be on how to mobilise the environment in providing sustainable support.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    ÞRS103F, ÞRS102F
    Relational autonomy and sexuality hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS101F
    Human rights and human diversity hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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. The United Nations Sustainable Development Goals will also be introduced with an emphasis on how they are related to and intertwined with human rights and human rights treaties. 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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS104F
    Inclusive Research methods hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÞRS206F, ÞRS207F
    Effective support and application of assessment instruments hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    This course provides an overview of effective support strategies for individual and group-based social-emotional learning among students of different ages, with an emphasis on the role of social educators, inclusion, and human rights. Various strategies for social-emotional learning support will be critiqued, including their strengths and limitations, based on extant empirical literature. Additionally, the underpinnings of assessment, strengths and limitations of some instruments that are used in the field in Iceland, their interpretation and application, as they pertain to social educator field work, will be discussed.

    Students complete this course alongside the course ÞR205F Practicum: Connecting theory and profession. The applied value of course assignments and their connection to students‘ practicum work, are emphasized. 

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS206F, ÞRS207F
    Empowerment and Service hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    2 fieldwork credits
    Course Description

    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. They include a student-delivered presentation on a approach, strategy, or a method as well as implementing and using approach, strategy, or a method in consultation with service users and supervisors in the field.  

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS211F
    Research Ethics hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

    Face-to-face learning
    Online learning
    Prerequisites
  • ÞRS601M
    Autonomy, wellbeing and neglect hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Course taught first half of the semester
  • Fall
  • MVS301F, MVS302F
    Qualitative Research Methods I hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Aim:
    Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

    Teaching and learning methods:
    Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS301F, MVS302F
    Quantitative Methods I hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project hide
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits
  • Not taught this semester
    MAL004F
    Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students hide
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    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 well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

    The course will focus on inclusive education, universal design, a person-centered 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-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education 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 sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS011F, KME201F
    Action research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS011F, KME201F
    Research with children and youths hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÞRS441L
    Final project hide
    Mandatory (required) course
    0
    A mandatory (required) course for the programme
    0 ECTS, credits
    Course Description

    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 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.

    Self-study
    Prerequisites
    Part of the total project/thesis credits

The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.

Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start.

Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.





Additional information

The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.

Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.

Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.

Social educators are in high demand across Iceland in a wide variety of professional settings. For example:

  • preschools, compulsory schools and upper secondary schools
  • homes and workplaces of disabled people
  • treatment centres
  • services and counselling for disabled people 

This list is not exhaustive

The organisation for students of education studies at UI is called Tumi. Tumi organises workplace tours, annual galas, pub quizzes and end-of-exams parties. Tumi works with other student organisations at the School to put on several joint events. Tumi also advocates for members and is there to advise students. 

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8:15 am - 3 pm.
General Service and social media

The Service Desk is a point of access for all services. You can drop in at the University Centre or use the WebChat at the bottom right of this page.

Follow the School of Education on Instagram,   Youtube
and Facebook

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