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.   

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

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

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.

This course provides an overview of support strategies for individual and group-based social-emotional learning among students of different ages, considering the role of social educators. Strategies for social-emotional learning support are discussed, as well as the state of the research literature. Additionally, the underpinnings of assessment, its strengths, limitations, and application, as pertains to social educator field work, will be discussed.

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

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

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

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

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

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.

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.

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.

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

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

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

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

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.

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.

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.

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.

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.

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

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

The 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.

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.

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.

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

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

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

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

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

NB The course is taught both in Icelandic and English.

The 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.   

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

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

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.

This course provides an overview of support strategies for individual and group-based social-emotional learning among students of different ages, considering the role of social educators. Strategies for social-emotional learning support are discussed, as well as the state of the research literature. Additionally, the underpinnings of assessment, its strengths, limitations, and application, as pertains to social educator field work, will be discussed.

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

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

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

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

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

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.

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.

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.

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

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

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

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

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.

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.

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.

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.

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.

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

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

The 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.

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.

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.

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

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

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

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

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.