NO EN

Speech Therapy (Master) Speech therapists work with various forms of communication and language problems as well as aphasy or other forms of brain damage. There is a large need for more speech therapists in Norway. The programme lasts for 2 years and is organised in the form of concentrated teaching sessions. This means that students need to work actively between sessions with other students and teachers. The study recruits teachers, pre-school teachers and others working in the speech therapy field.

MASTER IN SPEECH THERAPY Faculty

Faculty of Professional Studies

GISLE JOHNSEN Programme coordinator

Autumn 2016

Campus

Bodø

Dosent

Norwegian

Application deadline

ECTS Credits

120

Study level

Master

Start semester Teaching language

Phone: +47 75 51 77 44 E-mail: [email protected] FREDRIK NESLAND BOKSASP Academic advisor Seniorrådgiver Phone: +47 75 51 73 39 E-mail: [email protected]

JOB OPPORTUNITIES Master of speech therapy graduates can seek work at all levels of the educational system, specialist pedagogical services, state competence centres, or research institutes as well as administrative work in the private and public ...sectors. FURTHER EDUCATION Master in speech therapy candidates can apply for admission to PhD programmes in Norway or abroad. ADMISSION REQUIREMENTS

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Higher Education Entrance Qualification Completed Bachelor degree equivalent to a Norwegian Bachelor degree, with an average grade of C or better. Language requirement View general admission information View specific application ...deadlines The Bachelor's degree must be in special education or the equivalent of minimum 3 years' higher education. Teachers, lecturers and pre-school teachers with 60 ECTS credits in pedagogy are required to have minimum 30 ECTS continuing education in special education. Candidates with other academic backgrounds will be evaluated individually with emphasis being placed on special education qualifications, educational practice qualifications and Norwegian skills. A minimum average grade of C is normally required. Applicants are ranked according to the following criteria in the following order: previous relevant education, education level, grade level and relevant work experience.

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Programme overview 1ST STUDY YEAR

OVERVIEW

Autumn 2016

Mandatory courses 90 ECTS Credits

Speech therapy subjects (1/3) PE320L

40 SP

Specialization 30 ECTS Credits

Language sciences for speech therapists PE321L

10 SP

Practice (1/3) PE322L

10 SP

Spring 2017 Speech therapy subjects (2/3) PE320L

40 SP

Practice (2/3) PE322L

10 SP

Counselling (1/2) PE311L

10 SP

Philosophy of Science and Research Methodology (1/2) VT309L

20 SP

2ND STUDY YEAR Autumn 2017 Speech therapy subjects (3/3) PE320L

40 SP

Practice (3/3) PE322L

10 SP

Counselling (2/2) PE311L

10 SP

Philosophy of Science and Research Methodology (2/2) VT309L

20 SP

Spring 2018 Master Thesis PE323L

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30 SP

Study plan MASTER IN SPEECH THERAPY The programme is aimed at anyone wishing to attain higher education in the field of speech and language therapy with an emphasis on identification, teaching, counseling and treatment. Relevant candidates can be pre-school teachers, teachers, special education professionals or anyone who wishes to work in the field of speech and language therapy and who fulfills the relevant academic pre-requisite qualifications required.

ADMISSION REQUIREMENTS Higher Education Entrance Qualification

Completed Bachelor degree equivalent to a Norwegian Bachelor degree, with an average grade of C or better.

Language requirement View general admission information View specific application deadlines

The Bachelor's degree must be in special education or the equivalent of minimum 3 years' higher education. Teachers, lecturers and pre-school teachers with 60 ECTS credits in pedagogy are required to have minimum 30 ECTS continuing education in special education. Candidates with other academic backgrounds will be evaluated individually with emphasis being placed on special education qualifications, educational practice qualifications and Norwegian skills.

A minimum average grade of C is normally required. Applicants are ranked according to the following criteria in the following order: previous relevant education, education level, grade level and relevant work experience.

PROGRAMME DESCRIPTION This is a 2-year academic programme consisting of 120 ECTS. It is organized as a full-time, session-based, web-based programme that requires active participation as well as cooperation with other participants and lecturers between the sessions. An individual education plan agreement is drawn up with each candidate at the beginning of the programme. A completed programme gives a Master's degree in Speech and Language Therapy. This degree has a practical-theoretical special education profile with an individual and system oriented perspective. The programme provides theoretical knowledge of basic language science and communication theory, language and communication difficulties, speech and articulation difficulties at school age and adulthood with the aim of applying this knowledge in practical work. Theory and practice of diagnostics, surveying, counseling, rehabilitation and early intervention, interdisciplinary cooperation and evaluation of speech therapy measures in the education system and health sector are key issues of the program. After completion, it is expected that the candidate will be able to analyze academic problems in the field of speech and language therapy as well as to apply his/her skills in new areas to be able to complete advanced tasks and projects.

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LEARNING OUTCOMES On successful completion of the programme should have the following learning outcomes: Knowledge The candidate will have: in-depth knowledge of theory and methods in language sciences advanced knowledge of aphasia, dysphasia and other cognitive difficulties caused by brain damage in-depth knowledge of specific language difficulties, voice difficulties and speech flow difficulties including stuttering and cluttered speech good understanding of the theory of science and research methods Skills The candidate will be able to: analyze existing theories and methods associated with different subjects concerning speech therapy and work independently on relevant practical and theoretical problems apply relevant tools for surveying and counseling in their work as speech therapists analyze and critically relate to different sources of information and apply these in relevant academic argumentation complete and conduct an independent, defined research project within the field of Language Sciences and/or subjects in speech therapy under supervision and in line with existing ethical norms General skills The candidate will be able to analyze relevant academic, professional and research based ethical challenges apply his/her knowledge and skills in new areas to be able to complete advanced tasks and projects communicate detailed independent work and handle relevant professional terms communicate with specialists and the general public about challenges, analyzes and conclusions concerning the field of speech therapy contribute in innovation processes in the field of speech and language therapy The learning outcomes for the different courses are indicated in more detail in the syllabus.

ASSESSMENT METHODS As stated in the course descriptions.

EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Work can also be assessed as "passed", "not passed", "approved" and "not approved".Refer to applicable legislation, rules and regulations

QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to applicable legislation, regulations and related guidelines

COSTS Expenses for practical studies in addition to semester registration fee and course literature.

GRADUATION REQUIREMENTS Master thesis, including compulsory tasks related to presentation of the Master thesis.

STUDY ABROAD At least one of the practical studies will take place abroad.

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SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If the applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevent to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements.

General arrangements for recognition of prior learning

PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system.

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Subject descriptions (6) Speech therapy subjects PE320L The course provides detailed knowledge in communication and language difficulties. The candidate will be able to independently develop, implement and evaluate speech therapy related initiatives in an interdisciplinary way and for all ages in the education and health sector. This includes evaluating whether the initiatives should be in the form of prevention, diagnostics, training and/or counseling as well as the relationship between individual and system- oriented initiatives. The course consists of four main topics each providing 10 ECTS: Aphasia and cognitive difficulties after brain damage. Language and speech difficulties. Voice difficulties. Speech flow difficulties. Topics dealing with aphasia and cognitive difficulties after brain damage are: Aphasia in a health care and communication perspective. Memory impairment and other cognitive loss. Dysphasia. Surveying, diagnostics and treatment methods. Use of communication tools. Language and speech difficulties consists of the following topics: Specific language difficulties and additional social, emotional and learning difficulties. General language difficulties as a consequence of different mental disabilities. Phoneme difficulties with cleft lip, jaw gap and cleft palate. Language difficulties developing written language skills. Language and hearing impairment. Bilingualism related to language and speech difficulties. Diagnostics criteria and language development in school-age and preschool age children. Procedures for surveying and relevant measures in a communication and interaction perspective. Voice difficulties includes the following topics: Functional and organic voice difficulties in children and grown-ups. Differential diagnostics of speech difficulties. Voice hygiene, prevention and different treatment strategies. Developing one's own voice. Speech flow difficulties consists of the following topics: Characteristics of stuttering and cluttering. The developmental pattern of stuttering and psychological consequences. Speech flow difficulties in a communicative perspective. Diagnostics, prevention and treatment. No costs except semester registration fee and syllabus literature.

SPEECH THERAPY SUBJECTS PE320L Year of study

1st study year/2nd study year

IRENE VELSVIK BELE Course coordinator

Compulsory

Course location

Bodø

Professor

Autumn 2016/spring 2017/autumn 2017

Faculty

Faculty of Professional Studies

ECTS Credits

40

Level

Graduate degrees

Course type Start semester

Teaching language Application deadline

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Phone: 90183638 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course the student will gain the following learning outcomes: Knowledge The candidate will gain: in-depth knowledge of terms, theories and models related to the four main topics in speech therapy broad overview and understanding of relevant diagnostic and surveying tools detailed knowledge of treatment methods extensive knowledge of preventive and system- oriented work in the field Skills The candidate will be able to: critically reflect upon his or her own practical work and relate it to relevant theory apply relevant diagnostics and surveying tools in his/her work analyze diagnostics and surveying results and implement relevant measures evaluate relevant professional activities on individual, group and system level General knowledge The candidate will be able to: apply his/her skills in relevant innovation processes

PREREQUISITIES Qualified for admission to the Master's degree in Speech and Language Therapy.

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RECOMMENDED OR REQUIRED READING The reading list is subject to amendments at semester start Grunnlitteratur på tvers av emner Andreassen, A.B. et al. 2004, Språk- og talevansker hos voksne. Idésamling. Oslo: VOX. Hartelius, L., U.Nettelbladt & B.Hammarberg (red.). 2008, Logopedi. Lund: Studentlitteratur. Ellertsen, B & B. Gjærum (red.). 2002, Hjerne og atferd: Utviklingsforstyrrelser hos barn og ungdom i et nevrobiologisk perspektiv. Oslo: Gyldendal Akademisk. Lind, M. 2000, Ord som ikke vil: Innføring i språkpatologi. Oslo: Novus forlag.

Grunnlitteratur innen afasi og kognitive vansker etter hjerneskade Corneliussen, M. 2006, Afasi og samtale. Gode råd om kommunikasjon. Oslo: Novus forlag. Finset, A. & J.M. Krogstad. 2002, Hodeskade: Virkninger og behandling av ulike typer hodeskade. Oslo: Cappelen Akademisk. Knoph, M.I.K. 2003, The Bilingual Aphasia Test - et formålstjenlig kartleggingsbatteri for tospråklige afasirammede i Norge? Norsk tidsskrift for logopedi, 49/4. Lind, M., L. Haaland-Johansen, M.I.K.Knoph & E. Qvenild 2010, Afasi - et praksisrettet perspektiv. Oslo: Novus forlag. Parr, S. et al. 1997, Talking about aphasia: living with loss of language after stroke. Buckingham: Open University Press.

Grunnlitteratur innen språk- og talevansker Bele, I.V.(red.) 2008, Språkvansker. Teoretiske perspektiver og praktiske utfordringer. Oslo: Cappelen Akademisk Forlag. Bishop, D.V.M. 2008, Specific language impairment, dyslexia, and autism: Using genetics to unravel their relationship. I Norbury C.F, Tomblin, J.B, Bishop, D.V.M (red) (2008). Understanding developmental language disorders. (s. 67-79) Hove: Psychology press. Bishop, D.V.M. 1997, Uncommon understanding. Development and disorders of Language Comprehension in Children. East Sussex, UK: Psycholgy Press, Ltd. Dodd, B. 2005, Differential Diagnosis and Treatment of Children with Speech Disorder. London: Whurr Publisher. Kap. 1-11, 13-16. Hulme, C. & Snowling, M. 2009, Developmental disorders of language learning and cognition. Chichester: Wiley-Blackwell. Kap 4. Owens Jr, R.E. 2010, Language disorders: A functional approach to assessment and intervention (5th ed.). Boston: Allyn and Bacon. Kap. 9 og 11. Pennington, B.F., & D.V.M. Bishop. 2009, Relations Among Speech, Language,and Reading Disorders. Annual Review of Psychology, 60(1), 283306. Tørdal, I.B. & L. Kjøll 2010, Talevansker hos barn med Leppe-Kjeve-Ganespalte. Innføring og veiledning i undervisning og behandling. Oslo: Bredtvet kompetansesenter.

Grunnlitteratur innen stemmevansker Rørbech, L. 2006, Stemmebruslære. København: Reizels Forlag. Shewell, C. 2009, Voice Work: Art and Science in Changing Voices. Oxford: Wiley-Blackwell

Grunnlitteratur innen taleflytvansker Guitar, B. 2006, Stuttering. An Integrated Approach to Its Nature and Treatment. Baltimore: Lippincott Williams & Wilkins. Ward, D & K.S. Scott 2011, Cluttering : a handbook of research, intervention and education. Hove : Psychology Press

Støttelitteratur på tvers av emner Bau, A., M. Boers & A. Schøps. 2003, Kompendium til undervisning af børn med læbe- ganespalte og andre ganedysfunktioner. Hærning: Specialpædagogisk forlag. Bernstein, D.K. & E. Tiegerman-Farber. 2009, Language and communication disorders in children. 6th edition. Boston: Pearson/Allyn and Bacon. Catts, H.W. & A.G. Kahmi. 2005, Language and reading disabilities. Boston: Allyn and Bacon. Chapey, R.(ed). 2008, Language intervention strategies in aphasia and related neurogenic communication disorders. (5th ed). Baltimore: Lippincott Williams & Wilkins. Egeberg, E. (red.) 2007, Minoritetsspråklige med særskilte behov. En bok om utredningsarbeid. Oslo: Cappelen Akademisk Forlag. Hagtvet, B.E. 2004, Språkstimulering. Oslo: Cappelen akademiske forlag. Hedeman, C. 2008, Dyslexi och tvåspråklighet - ett forskningsområde i utveckling. Dyslexi-aktuellt om läs- och skrivsvårigheter, 1:4-6. Howell, J. & E. Dean. 1994, Treating Phonological Disorders in Children. London: Whurr Publishers Ltd. Høien, T. & I. Lundberg 1997, Dysleksi. Fra teori til praksis. Oslo: Ad Notam. Høigård, A. 2006, Barns språkutvikling muntlig og skriftlig. Oslo: Universitetsforlaget. Kormos, J. & E.H. Kontra (Eds.). 2008, Language Learners with Special Needs (Vol. 31). Bristol: Multilingual Matters. Landa, R. 2007, Early communication Devlopment and Intervention for children with Autism. Mental retardation and developmental disabilities research reviews, 13, 16-25. Leonard, L. 1998, Children with specific language impairment. London: MIT Press. Kap. 1-3, 5-7, 9-14 Light, J. et.al. 2002, "There is More to Life Than Cookies": Developing Interactions for Social Closeness with Beginning Communicators Who Use AAC. I Reichle, J. et.al.. Exemplary Practices for Beginning Communicators. Implications for AAC. Baltimore: Paul H Brookes Publishing Co. Roberts, J. E., J. Price & C. Malkin. 2007, Language and communication in Down Syndrome. Mental retardation and developmental disabilities research reviews, 13, 26-35. Siegel, E.B. & C.J. Cress. 2002, Overview of the Emergence of Early AAC Behaviours: Progression from Communication to Symbolic Skills. Baltimore: Paul H Brookes Publishing Co. Tønnesen, F.E., E. Bru & E. Heiervang (red.). 2008, Lesevansker og livsvansker. Stavanger: Hertervig Akademiske.

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MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS The teaching methods include lectures, case-/problem based teaching, exercises, group and plenary discussions as well as obligatory test courses. Absence from the test course means that the course must be re-taken wholly or partially at a later time. There will not be lectures in all topics in the course plan, and it is expected that the candidates will work individually and in groups between the sessions.

ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn). Assignment, worth 0/100 of the grade (first instance 2015 autumn). Written examination, 6 Hours. Worth 100/100 of the grade (first instance 2015 autumn).

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system

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Language sciences for speech therapists PE321L This course provides knowledge of general concepts and theories in language sciences, primarily applied to Norwegian language, and natural language variation. Since it cannot be expected that candidates have previously studied elementary courses in Language Sciences, the candidates should familiarize themselves with additional literature that the reading list is based on. The most central topics covered on this course are: phonetics, phonology, syntax, morphology semantics. There will also be lectures in the acquisition of spoken language, as well as courses in computational analysis and natural language processing. No costs except semester registration fee and syllabus literature.

LANGUAGE SCIENCES FOR SPEECH THERAPISTS PE321L ECTS Credits

10

Year of study

1st study year

Level

Graduate degrees

Course location

Bodø

Course type

Compulsory

Faculty

Start semester

Autumn 2016

Faculty of Professional Studies

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student will have the following learning outcomes: Knowledge The candidate will gain a comprehensive understanding of basic topics in Language Sciences in-depth knowledge of qualities in the structure of Norwegian language detailed knowledge of linguistic analysis Skills The candidate will be able to critically reflect on functional and structural sides of natural language apply linguistic theory and analyzing methods in relevant challenges in speech therapy analyze observed linguistic data using linguistic theory and methods General knowledge The candidate will be able to relate observations of linguistic behaviour or linguistic observations to relevant linguistic theory

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TORBJØRN NORDGÅRD Course coordinator Professor II E-mail: [email protected]

RECOMMENDED OR REQUIRED READING Core litterature Fernández, Eva M. and Helen Smith Cairns 2010, Fundamentals of Psycholinguistics. Wiley-Blackwell. Helland, T. 2012. Språk og dysleksi. Bergen: Fagbokforlaget. Rørbech, L. 2006, Stemmebrugslære. København: Reizels Forlag. Support litterature Abrahamsen, J.E. og A. Morland 2010, Starthjelp i fonetikk og lingvistikk. Trondheim: Tapir akademisk forlag. Kristoffersen, K.E., H.G. Simonsen og A. Sveen (red.) 2005, Språk; en grunnbok. Oslo: Universitetsforlaget. Nordgård, T. (red.) 2001, Innføring i språkvitenskap. Oslo: Gyldendal Akademisk

MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS Theoretical topics will be handled through lectures and assignments. It is expected that the candidates work individually and in groups between sessions

ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn).

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system

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Practice PE322L Each of the four speech therapy courses includes two weeks of professional training. These cover the following topics: Aphasia and cognitive difficulties after brain damage. Language and speech difficulties, voice difficulties, speech flow difficulties. The practical training will give candidates knowledge and understanding of one's own practical work in speech therapy and develop his/her professional and ethical basis. The course gives in-depth knowledge of planning, completing and evaluating practical work at an individual, group and system level. Costs for housing and travelling during practical studies will occur.

PRACTICE PE322L ECTS Credits

10

Level

Graduate degrees

Course type

Compulsory

Start semester

Autumn 2016/spring 2017/autumn 2017

Year of study

1st study year/2nd study year

IRENE VELSVIK BELE Course coordinator

Course location

We use various institutions throughout Norway.

Professor

Faculty

Faculty of Professional Studies

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course the student gains the following learning outcomes: Knowledge The candidate will gain: in-depth knowledge of practical speech therapy detailed knowledge of the use of different tools for diagnostics and surveying Skills The candidate will be able to: reflect critically on his/her own professional training in the different areas of speech therapy apply relevant surveying and planning tools in their work analyze and communicate surveying methods plan and implement relevant activities evaluate relevant professional work on individual, group and system level General knowledge The candidate will be able to communicate with users, parents, families and other collaborators apply his/her knowledge and skills in new areas to be able to complete relevant tasks and innovations

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Phone: 90183638 E-mail: [email protected]

MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS Professional training is completed in periods of two weeks. In special cases a period of training can be completed in the space of 10 days working 7 ½ hours every day. Training focuses on developing practical skills and the ability for self-reflection. Candidates receive supervision before and after training. Surveying, diagnostics, planning and implementation are discussed and evaluated during the supervision. The candidates will be appointed a supervisor for each training session.

ASSESSMENT AND EXAMINATIONS Portfolio (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory work, worth 0/100 of the grade (first instance 2015 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2015 autumn).

PRACTICE Professional training is completed in periods of two weeks. In special cases a period of training can be completed in the space of 10 days working 7 ½ hours every day. Practice in fluency disorders in the 3rd semester consists of: A three-day workshop at the Michael Palin Centre in London Discussions on the basis of distributed cases

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system.

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Counselling PE311L This course gives candidates self-knowledge and understanding of how their own counseling may affect others and helps develop their ethical and professional work platform. The course gives in-depth knowledge of and skills in planning, implementation and evaluation of counseling at individual, group and system level. The following central topics are covered: Relevant theories in counseling and therapy. Counseling as innovative work using the conversation as a tool. Solutionoriented counseling strategies and counseling as a didactic process. Personal capacity building through knowledge Practicing counseling skills No costs except semester registration fee and syllabus literature

COUNSELLING PE311L Year of study

1st study year/2nd study year

GISLE JOHNSEN Course coordinator

Compulsory

Course location

Bodø

Dosent

Spring 2017/autumn 2017

Faculty

Faculty of Professional Studies

ECTS Credits

10

Level

Graduate degrees

Course type Start semester

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course students will gain the following learning outcomes: Knowledge

The candidate will gain In-depth knowledge of terms, theories and models upon which counseling and innovation work is based. detailed knowledge of solution oriented counseling strategies a good overview and understanding of relevant surveying and planning tools Skills The candidate will be able to reflect critically on his/her own practical work as a counselor and innovator in the field of special education apply relevant surveying and planning tools in the field of special education analyze results of surveying, plan and implement relevant initiatives apply the conversation as a tool in counseling evaluate special education counseling at individual, group and system level General knowledge The candidate will be able to apply his/her counseling skills to personal capacity building

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Phone: +47 75 51 77 44 E-mail: [email protected]

RECOMMENDED OR REQUIRED READING The basic literature consists of about 1000 pages. Other titles are considered as additional literature, and during the course the list may be supplemented with new relevant literature. Basic literature ¿ Holland, A.L. 2007, Counseling in Communication Disorders. A Wellness Perspective. San Diego, Oxford, Brisbane: Plural Publishing. ¿ Johannessen, E., E. Kokkersvold og L. Vedeler. 2010, Rådgivning. Tradisjoner, teoretiske perspektiver og praksis. 3. utg. Oslo: Gyldendal Akademisk (300 s.). ¿ Lassen, L. 2004, Rådgivning. Kunsten å hjelpe. Oslo: Universitetsforlaget (190 s.). ¿ Skau, G.M. 2007, Gode fagfolk vokser. Personlig kompetanse i arbeid med mennesker. Oslo: Cappelen Akademisk Forlag (160 s.).

Additional literature ¿ Egan, G. 2007, The Skilled Helper. A Problem-Management and Opportunity-Development Approach to Helping. Belmont, California: Thomson Brooks/Cole. ¿ Ahlberg, A. 2007, "Veiledning for forandring?". I Kroksmark og Åberg (red.) Veiledning i pedagogisk arbeid. Bergen: Fagbokforlaget. ¿ Bladini, K. 2007, "Spesialpedagogers veiledningssamtaler som verktøy og rom for refleksjon. I Kroksmark og Åberg (red.) Veiledning i pedagogisk arbeid. Bergen: Fagbokforlaget. ¿ Killén, K. 2007, Profesjonell utvikling og faglig veiledning. - Et fellesfaglig perspektiv. Oslo: Gyldendal Akademisk. ¿ Pettersen, C.R. og J.A. Løkke. 2004, Veiledning i praksis - grunnleggende ferdigheter. Oslo: Universitetsforlaget ¿ Tveiten, S. 2008, Veiledning: Mer enn ord... Bergen: Fagbokforlaget

MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS This course emphasizes the personal development of the candidate. Therefore the sessions particularly focus on simulation and exercises. Theoretical topics will be handled through lectures, cases, exchanging experience as well as group discussions. It is expected that the candidates work independently and in groups between the sessions. The emphasis on exercises and simulations requires 100 % attendance at lectures. The candidate may apply for exemption from this if circumstances so warrant. Dependent on the topic the candidate can be given compensating exercises or the candidate may be required to attend similar lectures at a later time.

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2016 autumn). Compulsory attendance, worth 0/100 of the grade (first instance 2016 autumn).

OVERLAPPING COURSES PE302L Special education mapping and counselling - 10 study points.

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system.

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Philosophy of Science and Research Methodology VT309L This course provides insight into education research and enables candidates to plan a methodical research project based on the philosophy of science. The traditional way of distinguishing between quantitative and qualitative research often becomes artificial in an educational context. The course is structured into four modules: design, research methods, methodical tools and research dissemination. The course design involves working on an overriding research plan and includes the following topics: Source studies text investigation Introduction to basic hermeneutic principles and a source critical attitude to research, based on historical research, analysis, source material interpretation and evaluation, normative and informative texts, analytical and narrative approaches. Survey Insight into areas and topics in which surveys are relevant, and critical reflection on questionnaires as a tool for data gathering. Limiting and formulating topics and questions, selection of informants, operationalizing the problem, specific setup of questions and formulating the questionnaire, descriptive and analytical surveys, critiques of instruments, data analysis, data presentation, validity and reliability. Case Basic introduction to different types of case studies. Ethnographic methods in education research are particularly emphasized. Classroom and school studies, studies of children groups and kindergartens, individuals and events are essential research units. Interview and observation as scientific methods, field research, formulating case design, procedures in data gathering, categorization, analyzing methods, credibility and research dissemination. Experiment Knowledge on experimental methods as an approach for research. Different experimental design with and without control groups, quasi experiments, definition of variables, scale level, result and statistics analysis, assessment of change, validity and reliability. Innovation, action and evaluation Introduction to innovation and action theory, participant and researcher, organization theory foundation, innovation and action targets, resistance for change, organization evaluation research and adequate research strategies. Research methods include the following topics: Interview Facilitating interview or research conversations, degree of structure, interview guide, methods of interview, systematizing results, technical tools, analysis of interview data. Observation Field research observations, observation variables, registering observations and the use of technical tools, participant observation, interpretation and observation analysis. Questionnaires Constructing questionnaires, closed/open questions, data gathering, different survey types, population, types of questions, tools, data processing. Tests Tests in educational/special education research. Test theories, test construction, developing Page 17 of 22

indicators, estimating, validity and reliability, using test data, using established tests. Narratives/text analysis Interpreting and analyzing different text types, using narratives in history writing and case based life stories. Analytical and experiencebased interpretation of life stories Methodological tools Introduction to statistics Introduction to basic statistics with the aim of being able to read and critically relate to one¿s own and other¿s research and to be able to apply quantitative methods in educational research. Topics include: Frequency distribution, measuring levels, central tendency, dispersion measure, correlation, factor analysis, variance analysis, probability theory, generalization, selection/sample strategies, correlation, comparing the average Candidates able to document knowledge in Statistics may apply for exemption from the examination in statistics. Data tools Central data gathering topics are developing a code book, entering data, listing distributions, statistical processing and data analysis. Text analysis programme. Research dissemination consists of the following topics: Dissemination as a method About research and research dissemination, problems in the process of dissemination, language and communication methods. Different forms of dissemination Classical dissertation, articles, essays, academic essays, case descriptions, designing narratives. Ethical questions Respect for persons, groups and institutions. Requirement of informed and voluntary consent. The responsibility of role definition. Dissertation and accountability. No costs except semester registration fee and syllabus literature.

P H I L O S O P H Y O F S C I E N C E A N D R E S E A R C H M E T H O D O L O G Y V T3 0 9 L Year of study

1st study year/2nd study year

GISLE JOHNSEN Course coordinator

Compulsory

Course location

Bodø

Dosent

Spring 2017/autumn 2017

Faculty

Faculty of Professional Studies

ECTS Credits

20

Level

Graduate degrees

Course type Start semester

Teaching language Application deadline

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Phone: +47 75 51 77 44 E-mail: [email protected]

LEARNING OUTCOMES On successful completion of the course students gain the following learning outcomes: Knowledge

The candidate will gain In-depth knowledge of terms, theories and methods upon which educational research is based detailed knowledge of different views in the Philosophy of Science a good understanding of main strategies used in education/special education research insight into the research process from formulating the question to processing and presenting the data Skills The candidate will be able to analyze the use of design, methods and adopt a theoretical approach to highlight a relevant research question plan and complete independent research work at master level General knowledge The candidate will be able to reflect on his/her and other people's research

RECOMMENDED OR REQUIRED READING The basic literature includes about 1000 pages for each 10 ECTS course and is determined in cooperation between candidates and lecturers. The other titles are considered additional literature, and the list may be supplemented with new relevant literature. Grunnlitteratur Befring, E. (2007). Forskingsmetode med etikk og statistikk. Oslo: Samlaget. Brekke, M. (2006). Å begripe teksten: om grep og begrep i tekstanalyse. Kristiansand: HøyskoleForlaget. Fangen, K. (2010): Deltakende observasjon. 2. utg. Bergen: Fagbokforlaget. Fuglseth, K., & Skogen, K. (2006). Masteroppgaven i pedagogikk og spesialpedagogikk. Oslo: Cappelen akademisk. Gall, M.D., J.P. Gall & W.R. Borg (2007). Educational research: an introduction. Boston, Mass.: Allyn and Bacon. Gilje, N. & H. Grimen (2011). Samfunnsvitenskapenes forutsetninger: innføring i samfunnsvitenskapenes vitenskapsfilosofi. 14. utg. Oslo: Universitetsforlaget. Hjardemaal, F., K. Tveit & T.A. Kleven (2002). Innføring i pedagogisk forskningsmetode: en hjelp til kritisk tolking og vurdering. Oslo: Unipub. Jacobsen, D.I. (2005): Hvordan gjennomføre undersøkelser? Innføring i samfunnsvitenskapelig metode. Kristiansand: HøyskoleForlaget. Johannessen, A., P.A. Tufte & L. Christoffersen (2011). Introduksjon til samfunnsvitenskapelig metode. 4. utg. Oslo: Abstrakt forlag. Kvale, S. (2015). Det kvalitative forskningsintervju. Oslo: Gyldendal Akademisk. NESH(Den nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora )(2006): Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. http://www.etikkom.no/retningslinjer/NESHretningslinjer/NESHretningslinjer/06 Postholm, M.B.(2010). Kvalitativ metode: En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget. Repstad, P. (2007): Mellom nærhet og distanse. Kvalitative metoder i samfunnsfag. Oslo: Universitetsforlaget. Rienecker, L. og P.S. Jørgensen (2011). Den gode oppgaven ¿ håndbok i oppgaveskriving på universitet og høyskole. 4. utg. Bergen: Fagbokforlaget. Schmuck, R.A. (2006): Practical Action Research for Change. Thousand Oaks, California: Corwin Press. Thurén, T. (2009): Vitenskapsteori for nybegynnere. Oslo: Gyldendal Akademisk. Yin, Robert K. (2014): Case study research: design and methods Los Angeles: Sage.

Støttelitteratur Dalen, M. (2011). Intervju som forskningsmetode: en kvalitativ tilnærming. Oslo: Universitetsforlaget Flyvbjerg, B. (1991). Rationalitet og magt. Bind 1: Det konkretes videnskab København: Akademisk Forlag. Goodson, I. F. (2000). Livshistorier: kilde til forståelse av utdanning. Bergen: Fagbokforlaget. Goodson, I.F. & U. Numan (2003). Livshistoria och professionsutveckling: berättelser om lärares liv och arbete. Lund: Studentlitteratur. Grimen, H., K.K. Jåsund & I.L. Ugelvik (2000). Samfunnsvitenskapelige tenkemåter. Oslo: Universitetsforlaget. Halvorsen, K. (2003): Å forske på samfunnet. En innføring i samfunnsvitenskapelig metode. Oslo: Cappelen akademisk forlag. Hellevik, O. (2002). Forskningsmetode i sosiologi og statsvitenskap. Oslo: Universitetsforlaget. Hummelvoll, J.K., E. Andvig, & A. Lyberg (red.) (2010): Etiske utfordringer i praksisnær forskning. Oslo: Gyldendal Akademisk. Lund, T. & K-A. Christophersen (1999). Innføring i statistikk. Oslo: Universitetsforlaget. Nussbaum, M. 1990: The Aristotelian Concept of Rationality. (30 sider). I 'Love's knowledge', Oxford: Oxford University Press. Postholm, M.B. (red.) (2007). Forsk med! Lærere og forskere i læringsarbeid. Oslo: N.W. DAMM & SØN. Robsons, C. 1993: Real World Research. A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell. Ryen, A. (2002). Det kvalitative intervjuet: fra vitenskapsteori til feltarbeid. Bergen: Fagbokforl Skogen, K. (2004): Innovasjon i skolen: kvalitetsutvikling og kompetanseheving. Oslo. Universitetsforlaget.

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MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS The course is structured as separate courses related to the different topics, in which relevant research questions link on to the methodical questions dealt with. Theoretical topics are highlighted through lectures, cases, sharing experiences as well as group discussions. It is expected from the candidates to work independently and in groups between the sessions.

ASSESSMENT AND EXAMINATIONS Assignment (first instance 2016 spring). Compulsory work, worth 0/100 of the grade (first instance 2016 spring).

OVERLAPPING COURSES ST304L Philosophy of Science and Research Methodology - 20 study points.

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system.

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Master Thesis PE323L The thesis is based on topics from Language Sciences and/or topics from Speech and Language Therapy. The work is process-oriented, including a project outline, a project description and methodological work before the research work itself. An empirical survey forming the basis of professional analysis must be completed. Semester registration fee and syllabus literature. The candidate may be required to pay for printing of the Master's thesis in 13 copies, of which nine must be delivered to the library, 3 to the University of Nordland and one for the candidate himself/herself.

MASTER THESIS PE323L ECTS Credits

30

Year of study

2nd study year

Level

Graduate degrees

Course location

Bodø

Course type

Compulsory

Faculty

Start semester

Spring 2018

Faculty of Professional Studies

Teaching language Application deadline

LEARNING OUTCOMES On successful completion of the course students gain the following learning outcomes: Knowledge The candidate will have in-depth knowledge of the philosophy of science and the methods suitable for research in the field of speech and language therapy Skills The candidate will be able to complete an independent, limited research project in line with current research ethical norms connected to the field of speech and language therapy work independently on relevant practical and theoretical questions apply relevant methods for research and development work in the field of speech and language therapy General knowledge The candidate will be able to assess the use of methods and results from relevant surveys and evaluation

RECOMMENDED OR REQUIRED READING The candidate will choose his/her own reading. The reading list has to be approved by the supervisor

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MODE OF DELIVERY Face to face

TEACHING ACTIVITIES AND METHODS A course and seminar in academic writing is provided. Preparatory work begins in the second semester when the project outline is handed in. The outline will form the basis of approval of the topic and being allocated a supervisor. The candidate will then draw up a project description according to established criteria. The project description is approved by the supervisor, and this forms the basis of the supervision contract. In some cases, it will be relevant to use a co-supervisor. Individual and group- based supervision is given primarily at the sessions and through e-mail correspondence between sessions. The e-classroom will also be a relevant tool for supervision. Thesis can be delivered individually or as a work performed by two students.The thesis should be approximately 60 pages long, using Times New Roman 12 and 1 1/2 line spacing (the index and bibliography are not included). This applies to both the individual thesis and the shared thesis. Writing a shared thesis requires more extensive empirical background material.

ASSESSMENT AND EXAMINATIONS Master Thesis, 1 Semesters (first instance 2016 spring). Compulsory work, worth 0/100 of the grade (first instance 2016 spring).

COURSE EVALUATION The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university¿s quality assurance system.

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