1. ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND THE IMPACT UPON TEACHER TRAINING Ulla Alexandersson Lena Thorsson Sweden

2.  Same curriculum as regular school  Special program with its own syllabus  Goals to aim for and goals to attain  Individual target setting in individual educational plan  The syllabuses provide for planning the teaching Overall approach

3.  Observation  Documentation  Analysis and reflections  Changes in the learning situation  Different tools for assessment Specific approach

4.  Increase knowledge and impact on learning  Increase the possibility of responsibility  Concrete description of support  Strengthen participation  Agreements between teachers, parents and student Individual educational plan

5.  Build on the students strength, abilities and interests  Express positive expectation  Build on assessments from cognitive and social development  Relate to national goals  Short- and longterm goals Individual educational plan

6. TEACHER EDUCATION IN SWEDEN

7. THE STRUCTURE SPECIALISATION ORIENTATION GENERAL FIELD

8. THE STRUCTURE GENERAL FIELD

9.  Central areas: –Learning and teaching –Socialization, cultural matters and society –Social assignment, democracy and values of society  Interdisciplinary subject studies: –Various perspectives on human existence and conditions for our way of life –Subject matter and methods from several subjects simultanously 60 credit points (1.5 year) GENERAL FIELD

10. ORIENTATION THE STRUCTURE

11.  New/traditional school subjects  New/traditional academic subjects  Interdisciplinary/thematic studies  Fields of competence; Social and cognitive development of children, young people and adults (this includes learning disabilities) ORIENTATION At least 40 credit points

12. THE STRUCTURE SPECIALISATION

13. At least 20 credit points  In-depth studies  Widening and complementary studies  New perspectives on earlier studies

14.  Supplementary education, 90 higher education credits  Example of target; implement assessments and evaluations and to participate in the management of the local school activity to meet the needs of all pupils  Six courses  Example of courses; Co-operation and individual development, Special needs education as a social practice Special Educational Teacher Programme

15.  Supplementary education, 90 higher education credits  Six courses, three together with Special educational  Focus on the students reading -, writing – and mathematic process  Assessment and analysis of learning situation  Develop the principals and forms of pedagogical differentiation within the framework of the mainstream setting Special Teacher Programme