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Overview

The English course of the teacher training course for special needs education focuses on basic skills in linguistics, literature and cultural studies and English didactics as well as high foreign language skills in the English language. Basic knowledge and specialist skills in the field of English are acquired in the teaching post for special needs pedagogy, educational sciences, school pedagogy, general special needs and inclusive education and, depending on the choice of special needs focus, in two of the following special needs special needs focus areas:

  • Emotional and social development,
  • Learn,
  • Language or
  • Spiritual development

English in the teaching post for special needs education

In imparting knowledge, teachers also have the task of educating, promoting, advising and assessing. The aim is to support you in adopting an inclusive stance and to develop both the motivation and the ability to work effectively with a variety of children and young people in your later work as a teacher. You have to adapt to the needs of students of different ages and have an understanding of their developmental psychological situation.

The aim of the teaching post for special needs education is to teach pupils with very different requirements and needs together in order to preserve the chances for a successful development of every pupil from an early age. Above all, you will be able to become the experts in your teaching staff in the areas of learning, language and emotional and social development and / or intellectual development.

You can currently only complete a teaching-related course in the state of Brandenburg at the University of Potsdam.

In total, the teaching post-related bachelor's degree in the teaching post for special needs education comprises 180 credit points, which are divided between the specialist course and the study of educational science and special needs educational content. The course in English at the teacher training course for special needs education is a single-subject course in which in-depth knowledge of English is imparted and the choice of certain areas of specialization is possible. The subject English in the teaching post for special needs education is included with 69 credit points.

PROGRAMME STRUCTURE

The course in English at the teaching post for special needs education is a single-subject bachelor’s course in which in-depth knowledge of English is imparted and certain areas of specialization can be chosen. The bachelor's degree has a modular structure. Within the modules, the course content is thematically summarized in different study and teaching forms. A fixed number of credit points as well as certain study and examination achievements must be achieved in each module

The six-semester bachelor's degree has a scope of 180 credit points. The following overview provides information on the weighting of the individual modules and forms of teaching.

Modules

Credit points

Modules in specialist science  

Language practice English 1    

Language practice English 2

Basic module linguistics in American and English studies

Advanced Module Linguistics 1: Development and Variation of the English Language

Advanced Module Linguistics 2: System and Use of the English Language

Basic module literary and cultural studies in English and American studies

 

9 LP

6 LP

6 LP

6LP

6 LP

6 LP

Modules of subject didactics 12 LP

Basic module subject didactics for the English secondary level

Advanced module subject didactics for the English secondary level

6 LP

6 LP

Compulsory elective

Two of the following compulsory elective modules must be successfully completed.

18 LP

Advanced module American literature / culture b

Advanced module British literature b

Advanced module British culture b

Advanced module Anglophone Postcolonial Literature / Culture b

9 LP

9 LP

9 LP

9 LP

General special needs and inclusion education 30 LP

Social and scientific foundations of inclusion education

Basics of educational diagnostics and research methods

Participation and social participation

Introduction to the acquisition of basic written language skills

6 LP

9 LP

6 LP

9 LP

Funding Priority I
Emotional and Social Development or Learning
27 LP
Emotional and social development  

Introduction to the priority area of ??emotional and social development

Professionalism and teaching structure with a focus on emotional and social development

Prevention and intervention concepts for impairments of emotional-social development

9 LP

6 LP

12 LP

Learn  

Introduction to the learning focus

General didactics in the learning focus

Diagnosis and support in the learning focus A / Diagnosis and support in the learning B focus

Case work and support planning in the learning support focus

6 LP

6 LP

9 LP

6 LP

Funding Priority II
Learning or Language or Intellectual Development
27 LP
Learning (only for students who have chosen Emotional and Social Development as Funding Priority I.)  

Introduction to the learning focus

General didactics in the learning focus

Diagnosis and support in the learning A priority area

Related topics in the learning focus

6 LP

6 LP

9 LP

6 LP

language  

Introduction to the language support focus

Reading promotion in inclusive schools

Oral and literacy in inclusive schools

Diagnosis and support planning for language impairments

9 LP

6 LP

6 LP

6 LP

Spiritual development  

Introduction to the specialization in intellectual development

Diagnostics in the intellectual development funding priority

Inclusive lessons in the specialization of intellectual development: didactic theories and models

Pedagogy for severe and multiple disabilities

6 LP

6 LP

9 LP

6 LP

Educational sciences 18 LP

School pedagogy and didactics

School-related educational research and language education

9 LP

9 LP

bachelor thesis 9 LP
total 180 LP
   

ENTRY REQUIREMENTS

Working in an inclusive environment in the mainstream and secondary school sector requires increased sensitivity to social diversity, the needs of children and young people and general social conflict situations. Enjoyment in dealing with children and young people and, if necessary, initial experience in the educational field are therefore a good basis for choosing a bachelor's degree. If you are aiming for a teacher training course, you should be motivated to face the daily demands of the teaching profession. Previous experience in dealing with children and adolescents can be very helpful both for the decision to study and for the study itself.If you also have an above-average interest in the English language and literature, demonstrate confidence in the spelling and grammar of English and, above all, are enthusiastic about the language and literature in a historical, current and systematic context, then you have very good prerequisites for studying English in the teaching post for special needs education.Admission requirement for a Bachelor's degree in English at the University of Potsdam is also the passing of an aptitude test , in which you have to prove your general language skills in English, in particular spelling, vocabulary and text comprehension, as well as grammar. Any existing equivalent services can be claimed.

CAREER PROSPECTS

The aim of your studies is to acquire basic knowledge and specialist skills in the field of English in the teaching post for special needs pedagogy, educational sciences, school pedagogy, general special needs and inclusion education and, depending on the choice of special needs focus, in two special educational focus areas: emotional and social Development, Learning, Language or Spiritual Development.

You will acquire professional, level-specific teaching and upbringing skills for children and young people from heterogeneous groups and with different educational needs in the mainstream secondary school area. You will be prepared for conveying essential specialist content, empathetic pedagogical support, cooperation, advice and diagnosis-based support planning within the framework of the inclusive school and will be able to adapt school learning to the individuality of the children and young people.

With the teacher training bachelor's degree you acquire the academic degree of Bachelor of Education. This represents a first professional academic degree, which, however, does not yet qualify for the assumption of a teaching post. A master’s degree and preparatory service have to be completed before the desired profession of teacher is achieved.

After the end of your studies, you can also bring your specialist skills to bear in various practical fields outside of the teaching profession. The completion of the degree qualifies you for professional fields in which dealing with the English language, its literatures and cultures is a central or supplementary task, such as in adult education, international organizations and authorities, media, cultural work, political parties, scientific foundations as well on-the-job training in business, industry, associations and the public service. 


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