Pensum/l?ringskrav

Modul 1

Matematikkvansker

Butterworth, B. (2018). Dyscalculia. From Science to Education. London: Routledge. Kap. 1-11 (179 s.)

Haase, V. G., Guimar?es, A. P. L. & Wood, G. (2019). Mathematics and emotions: the case of math anxiety. I A. Fritz, V. G. Haase, & P. R?s?nen (Red.) International handbook of mathematical learning difficulties. Kap 29 (35 s.)

Mononen, R., & Lopez-Pedersen, A. (2019). Matematikkvansker. I Befring, E., N?ss K.-A., & Tangen, R. (Red.) Spesialpedagogikk. Oslo: Cappelen Akademiske Forlag. Kap 15 (31 s.)

Ostad, S. A. (2013): Strategier, strategiobservasjon og strategioppl?ring ¨C Med fokus p? elever med matematikkvansker, 2. utgave. Trondheim: L?rebokforlaget A/S. (83 s.)

Passolunghi, M. C., & Costa, H. M. (2019). Working memory and mathematical learning. I A. Fritz, V. G. Haase, & P. R?s?nen (Red.) International handbook of mathematical learning difficulties. Kap 25 (15 s.)

Prediger, S., Erath, K., & Opitz, E. M. (2019). The language dimension of mathematical difficulties. I A. Fritz, V. G. Haase, & P. R?s?nen (Red.) International handbook of mathematical learning difficulties. Kap. 27 (19 s.)

Lese- og skrivevansker

Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P., & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology, 17(1), 18-31. (11,5 s.)

Bourassa, D. C. & Treiman, R. (2001). Spelling development and disability: The importance of linguistic factors. Language, Speech, and Hearing Services in Schools, 32, 172-181. (8,5 s.)

Br?ten, I. (red.) (2007): Leseforst?else. Lesing i kunnskapssamfunnet ¨C teori og praksis, Oslo: Cappelen akademisk forlag. Kap. 6 og 7, s. 128-165 (36 s.)

Cain, K. (2010). Reading development and difficulties. Blackwell. (222 s.)

Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., Protopapas, A. (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia, 24, 170-189. (16,5 s.)

Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia, 16(2), 119-142. (19 s.)

Hagtvet, B. E. & Lyster, S-A. H. (2003). The spelling errors of Norwegian good and poor decoders: a developmental cross-linguistic perspective. Dyslexia in different languages: Cross-linguistic comparisons (pp. 181-207) (19,5 s.) 

Melby-Lerv?g, M. & Lerv?g, A. (2011). Hvilken betydning har morsm?lsferdigheter for utviklingen av leseforst?else og dets underliggende komponenter p? andrespr?ket? Norsk Pedagogisk Tidsskrift, 9, 330-443. (12 s.)

Spr?kvansker

Rygvold, A-L., Garmann, N. G., Torkildsen, J. & N?ss, K-A. N. (2019). Spr?kforstyrrelser hos barn. I Befring, E., N?ss K.-A., & Tangen, R. (Red.) Spesialpedagogikk. Oslo: Cappelen Akademiske Forlag. Kap 13 (37 s.)

Morken, I. & Karlsen, J. (2019). Migrasjonsrelaterte l?revansker. I Befring, E., N?ss K.-A., & Tangen, R. (Red.) Spesialpedagogikk. Oslo: Cappelen Akademiske Forlag. Kap 22 (22 s.)

Tomblin, J. B (2019). Developmental language disorder. I , J. Horst & J. Torkildsen (Red.) International Handbook of Language Acquisition. Oxon: Routledge. Kap. 18

Hagen, ?. M., Melby-Lerv?g, M., & Lerv?g, A. Improving language comprehension in preschool children with language difficulties: a cluster randomized trial. The Journal of Child Psychology and Psychiatry, 58(10), s. 1132-1140. (9 s.)  

Heitman, R. (2013) Naturlig sm?barnsstotring eller begynnende stamming. 4, Spesialpedagogikk.

Neumann, H. (2018). Spr?kvansker og terminologi. Norsk tidsskrift for logopedi, 64, s. 9-11. (3 s.)

Supplerende litteratur

Lese- og skrivevansker:

Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., & Protopapas, A. (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia, 24(2), 170-189. (16,5 s.)

Hagtvet, B., Frost,J., & Refsahl, V. (2015): Den intensive leseoppl?ringen. Oslo, Cappelen Akademisk. Kap 3 og 6 (79 s.)

Friend, A. & Olson, K. (2008). Phonological spelling and reading deficits in children with spelling disabilities. Scientific Studies of Reading, 12(1), 90-105. (14 s.)

Lyster, S-A.H. (2011): ? l?re ? lese og skrive, 2.utg, Oslo: Gyldendal akademisk.

Nerg?rd©\Nilssen, T. (2006). Developmental dyslexia in Norwegian: evidence from single©\case studies. Dyslexia, 12(1), 30-50. (17 s.)

Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of functional literacy, 11, 67-86. (23 s.)

Matematikkvansker:

Price, G.R & Ansari, D. (2013). Dyscalculia: Characteristics, Causes and Treatments. Numeracy: Advancing Education in Quantitative Literacy, 6 (1) article 2, 1-16. (17 s.)

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009).  Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Pages 1-47. Available from: https://ies.ed.gov/ncee/wwc/PracticeGuide/2

Modul 2

Nevroutviklingsforstyrrelser

Sur¨¦n, P., Bakken, I. J., Aase, H., Chin, R., Gunnes, N., Lie, K. K., ¡­ Stoltenberg, C. (2012). Autism spectrum disorder, ADHD, epilepsy, and cerebral palsy in Norwegian children. Pediatrics, 130(1), e152¨Ce158. (8 s.)

Sur¨¦n P, Bakken IJ, Lie KK, Schj?lberg S, Aase H, Reichborn-Kjennerud T, Magnus P, ?yen AS, Svendsen BK, Aaberg KM, et al. (2013) Differences across counties in the registered prevalence of autism, ADHD, epilepsy and cerebral palsy in Norway. Tidsskrift for Norsk Legeforening, 133(18), 1929-34. (6 s.)

Thapar, A.; Cooper, M.; Rutter, M. (2017) Neurodevelopmental disorders, The Lancet Psychiatry, 4 (4), 339-346 (8 s.)

World Health Organization. (2018). International statistical classification of diseases and related health problems (11th Revision). 

Autismespekterforstyrrelse

Kaale, A. & Nordahl-Hansen, A. (2019) Barn og unge med autismespekterforstyrrelse. I : Befring, N?ss og Tangen: Spesialpedagogikk, Oslo: Cappelen Damm. (24 s.)

Klintwall L., Eikeseth S. (2014) Early and Intensive Behavioral Intervention (EIBI) in Autism. In: Patel V., Preedy V., Martin C. (eds) Comprehensive Guide to Autism. Springer, New York, NY (21 s.)

Mundy, P. & Mastergeorge, A. (Eds.) (2012). Educational Interventions for Students with Autism. Jossey-Bass. Kap. 1+3 (57 s.)

Schreibman, L., Dawson, G., Stahmer, A.C. et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disabilities, 45(8), 2411¨C2428. (18 s.)

Volkmar, F. et al. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53 (29), 237¨C257. (21 s.)

Zwaigenbaum, L., Bauman, M.L., et al. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research. Pediatrics. 136, 60¨C81. (22 s.)

Utviklingshemming

N?ss, Engevik, Garrels, Gomn?s, Moljord & Sigstad (2019). Barn og unge med utviklingshemming ¨C deltakelse, utvikling og l?ring. I: Befring, N?ss og Tangen: Spesialpedagogikk, Oslo: Cappelen Damm. (20 s.)

N?ss, K. A. B., Engevik, L. I., & Hokstad, S. (2017). Prioriteres spr?kstimulering i oppl?ringstilbudet til 3. klasse-elever med Down syndrom? Norsk tidsskrift for logopedi. (6 s.)

N?ss, K. A. B., Engevik, L. I., Hokstad, S., & Mj?berg, A. G. (2017). Vokabularstimuleringstiltak for barn med Down syndrom: Hva sier forskningen?. Norsk tidsskrift for logopedi, 2017(1), 6-17. (9 s.)

N?ss, K.-A. B., & Karlsen, Asgjerd (2015): God kommunikasjon med ASK-brukere, Bergen: Fagbokforlaget. (261 s.) kap. 1 og 2 (54 s.)

Ware, J. (2014). Curriculum considerations in meeting the educational needs of learners with severe intellectual disabilities. In L. Florian The SAGE Handbook of special education (Vol. 2, pp. 491-503). London: SAGE Publications Ltd. (12 s.)

Wehmeyer, M. L. & Shogren, K. A. (2017). Handbook of Research-Based Practices for Educating Students with Intellectual Disability. Routledge. Kap. 1, 5, 13, 15, 16 og 19. (91 s.)

ADHD

ADHD: Nasjonal faglig retningslinje. Helsedirektoratet.(se link til PDF nederst p? websiden)

DuPaul, G. J. Gormley, M. J., & Laracy, S. D. (2014). School-Based Interventions for Elementary School Students with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23(4), 687-697. (11 s.)

Evans, S. W., Langberg, J. M., Egan, T., & Molitor, S. J. (2014). Middle School¨Cbased and High School¨Cbased Interventions for Adolescents with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23(4), 699-715. (17 s.)

Sonuga-Barke, E. & Taylor, E. (2015) ADHD and hyperkinetic disorder. In Anita Thapar, Daniel Pine, James F. Leckman, Stephen Scott, Margaret J. Snowling, Eric A. Taylor (Editors) Rutter¡¯s Child and Adolescent Psychiatry, 6th edition, Wiley (22 s.)

Williford, A. P., & Shelton, T. L. (2014). Behavior Management for Preschool-Aged Children. Child and Adolescent Psychiatric Clinics of North America, 23(4), 717¨C730. (24 s.)

Supplerende litteratur

Lov om grunnskolen og den viderega?ende oppl?ringa av 17. juli 1998 nr. 61 (oppl?ringsloven). 

Modul 3

Psykososiale vansker og personlighetsutvikling

Andershed, H. & Andershed, A. K. (2007). Normbrytende atferd hos barn: Hva sier forskningen? Gyldendal akademisk. 208s

Bj?rnebekk, R. , & Bj?rnebekk, G. (2009). Alvorlige atferdsproblemer og antisosialitet. Barn. Oslo: Universitetsforlaget. 20s

Carver, C. S., & Connor-Smith, J. (2010). Personality and coping. Annual review of psychology, 61, 679-704. 25s

Carver, C. S., & Vargas, S. (2012). Stress, Coping, and Health. In The Oxford Handbook of Health Psychology. Oxford University Press. 30s.

Dadds, M. R., & Salmon, K. (2003). Punishment insensitivity and parenting: Temperament and learning as interacting risks for antisocial behavior. Clinical Child and Family Psychology Review, 6(2), 69-86. 17s.

Diseth, ?. (2019). Motivasjonspsykologi: Hvordan, behov, tanker og emosjoner fremmer prestasjoner og mestring. Gylendal Norsk Forlag A/S. (280 s.)

Dishion, T. J., & Patterson, G. R. (2015). The development and ecology of antisocial behavior in children and adolescents. Developmental psychopathology: Volume three: Risk, disorder, and adaptation, 503-541. 38s.

McGee, T. R., Hayatbakhsh, M. R., Bor, W., Aird, R. L., Dean, A. J., & Najman, J. M. (2015). The impact of snares on the continuity of adolescent-onset antisocial behaviour: A test of Moffitt¡¯s developmental taxonomy. Australian & New Zealand Journal of Criminology, 48(3), 345-366. 21s.

Moffitt, T. E. (2018). Male antisocial behaviour in adolescence and beyond. Nature human behaviour, Volum 2. 177-186. 9s.

Moffitt, T. E. (2006). Life-course-persistent versus adolescence-limited antisocial behavior. U: D. Cicchetti i DJ Cohen (Ur.), Developmental psychopathology: Risk, disorder and adaptation (str. 570¨C598). 28s.

Morizot, J. (2015). 10 The Contribution of Temperament and Personality Traits to Criminal and Antisocial Behavior Development and Desistance. In The development of criminal and antisocial behavior (pp. 137-165). Springer, Cham. 28s.

Ogden, T. (2015): Sosial kompetanse og problematferd blant barn og unge. Oslo: Gyldendal Akademisk. 280 s.

Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental perspective on antisocial behavior. In Developmental and Life-course Criminological Theories (pp. 29-35). Routledge. 6s.

Waller, R., & Hyde, L. W. (2018). Callous-unemotional behaviors in early childhood: the development of empathy and prosociality gone awry. Current Opinion in Psychology, 20, 11-16.

Modul 4

Pensum fra modul 1, 2 og 3. 

Anbefalt st?ttelitteratur:

Aarnes, A. (2018) IOP i Praksis. Individuell tilpasning i skolen. Pedlex. 

Veilederen Spesialpedagogisk hjelp

Veilederen Spesialpedagogisk undervisning