Gå til hovedindhold
  • Uddannelse
  • Efter- og videreuddannelse
  • Forskning
  • Om UC SYD
  • Uddannelser og kurser For dig, der leder efter et kursus, et modul eller en uddannelse på diplom-, akademi- eller masterniveau
  • Skræddersyede forløb For kommuner og organisationer, der ønsker skræddersyede videreuddannelsesforløb til medarbejdere og ledere

Ved du, hvad du leder efter, kan du søge direkte i vores database

  • Om UC SYD Hvem er vi? Læs alt om UC SYD her.
  • Find os Adresser og kontaktoplysninger - du finder det hele her.
  • Job ved UC SYD Find ledige stillinger, og hør hvordan det er at arbejde på UC SYD.
  • Presse Vi giver dig oversigten over alle vores pressehistorier.

Inclusive practice

Become a student at University College South Denmark

Erasmus Course: Special Education Needs and Inclusive Teaching


Right now we offer

Autumn course 2019: From 24 August to 11 December, 2020. 

Learning environment

The Department for Teacher Education, Campus Esbjerg, provides a 4-month modular course specially designed for both foreign and Danish students.

The classes are organised as lectures, self-studies and with a variety of methods with focus on practice-oriented exercises, case studies and research findings. As special needs education is a constantly evolving field, recent and cutting-edge research and topical debates will enter classroom discussions and other teaching and learning activities.

The programme comprises 30 ECTS.

Course content

Special education needs and inclusive teachin is meant to impart to students' professional skills and a professional judgement in planning, implementing and evaluating teaching students who find themselves challenged by the learning environment of regular classrooms so as to be able to consider special needs, challenges and resources of individual learners vis-á-vis resources offered institutionally.

Headlines of the course

Module 1: Inclusive Teaching (10 ECTS)
The course module takes its point of departure in relational developmental systems / psychology in its conception the child itself, its relationships, experiences and actions vis-á-vis inclusive teaching in an effort to unravel the challenges and special needs of a child subjected to governmentally instituted inclusive classroom reforms.

Fundamental topics, knowledge and methodologies are presented from a general vantage point, which is a prerequisite for a teacher to plan, implement, and evaluate inclusive teaching.

Module 2: Diagnoses and Inclusion (10 ECTS)
The starting point for this course module is a focus on working with diagnoses. The primary theme is the perspective of inclusion with the concept of normally and thus diversity-focus, relating to both values and scientificness as a cultural phenomenon. The module presents knowledge base. Focus is on diagnoses and indicators for special needs and vulnerable positions, which is viewed as a necessity for planning, carrying out and evaluating inclusive pedagogy. A significant paradigm shift and element of teaching is to look at the diagnosis in a relational perspective rather than a solely individual perspective.

Module 3: Classroom Management and Inclusion (10 ECTS)
The course module introduces inclusive teaching with special reference to components in pedaygogy, psychology and educational science of importance to planning, implementing and evaluating (the effectiviness of) teaching efforts addressing students in inclusive and differentiated learning environments. Hence, the course module introduces differentiation and other teaching principles together with a broad range of methods of how to approach inclusive teaching as a component integrated in a regular learning classroom environment as well as individual and independent inclusive teaching activities. 
Eventually, the course module focusses on classroom management conceived of as a skill of managing, organising and collaborating with classrooms in the light of differentiated teaching and inclusive pedagogy.

Target groups

The course targets students of social education, early childhood education and student teachers for pre-primary, primary and secondary schools.


The student is able to plan, implement, evaluate and develop inclusive teaching sequences, for special-needs learners facing severe challenges in non-adapted learning environments.


Each course module includes assessment based on oral and/or written presentation. At least 80% attendance is required in each course module.


The course requires English language skills on a B2 level according to the Common European Framework of References for Languages(CEFR). All course materials will be in English, and the language of instruction is English.

Application deadline

1 June 2020 - The deadline is extended until 1 June 2020 cause of Covid-19

More information

Learning agreement