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Inclusion in Education, Master

  • Application Deadline
  • 24 months
    Duration
University rank #751 (QS) ,
The "Inclusion in Education" 2nd-cycle study programme leads to "magisterij" (master's degree). It is implemented by the Faculty of Education and provides participants with the chance to study theoretical and practical approaches in inclusive settings. 

About

Inclusion in education opens up a variety of potential career paths, including teacher with additional knowledge in the field of special needs, teacher of additional professional support, mobile teacher for special education needs, adviser for children with special needs in various institutions, working in counselling centres etc. Many of our students take up a range of leadership roles related to inclusion and diversity in schools and other educational settings. 

Graduates gain the following general competencies:

  • advanced ability to analyze, synthesize, and predict solutions and consequences in the field of working with pupils with special needs;
  • thorough command of research methodologies to meet the needs of inclusive education;
  • ability to connect various disciplines within an interdisciplinary framework;
  • ability to meaningfully implement acquired knowledge and put it into practice;
  • development of the ability to critique one’s own work and classroom work that includes children with special needs;
  • ability to participate in various professional teams and the management and organization of work;
  • ability to organize and encourage effective learning;
  • the development of tolerance and flexibility in the school environment while taking into account ethical standards and professional codes;
  • ability to be proactive and autonomous in the professional work environment and the ability to create new areas of knowledge within this discipline;
  • mastering communication skills on different interactive levels (with children, adolescents, adults, parents, professionals);
  • ability to be critically self-reflective and be committed to professional ethics, and have the ability to recognize and solve moral and ethical dilemmas and problems;
  • development of a cooperative attitude when working in a variety of group situations;
  • ability to carry out project work in an inclusive environment;
  • ability to further professional development in this field; and
  • identifying unforeseen opportunities so as to increase the overall quality of work in this field.

Graduates gain the following subject-specific competencies:

  • knowledge about the concept of inclusion and the key factors involved in enabling an effective learning and teaching environment for all pupils;
  • ability to identify students with special needs and help finding appropriate applicable programmes;
  • ability to plan individualized and differentiated classroom activities (in groups), which include every individual in order to facilitate and encourage the learning process;
  • selection and implementation of appropriate approaches, methods, and work strategies according to the specific needs of an individual;
  • ability to adjust one’s work, teaching aids, and materials for students with special needs (in continuation SSN);
  • ability to manage and organize educational counseling for individuals and groups of students with special needs and their families;
  • ability to promote and develop socio-emotional learning;
  • ability to provide supporting and developing cooperation, tutoring, and assistance for students in order to improve learning, interpersonal relationships, and greater acceptance of individual differences;
  • ability to pedagogically lead a classroom, group, or individual;
  • ability to co-operate and work in a team with other teachers and co-workers involved in the educational process with SSN;
  • ability to design a complete assessment of the needs of SSN and to use appropriate procedures, methods, and techniques for preparing and implementing individualized programmes;
  • ability to identify and analyze obstacles and available resources, and to proactively solve problemmes;
  • ability to autonomously implement and participate in research, and to develop new areas and practices of knowledge;
  • knowledge about the methods of reflection and the ability to use these methods for one’s own professional development and the development of the profession as a whole;
  • support and cooperation with families of SSN;
  • ability to appraise and critically evaluate educational work with SNN, and the existing practices, policies, and research in education related to SSN;
  • understanding and thorough command of the strategies for working with SSN (preventive, compensatory, personal, and socially integrative);
  • acquire an understand of the importance of pluralism, multiculturalism, and marginalized groups in free societies and specific cultures;
  • ability to know and recognize the different needs of students in a multicultural environment;
  • knowledge of the basic strategies used to overcome the various elements of multicultural environments (linguistic diversity, literacy, and cooperation with parents);
  • ability to develop students' skills that will give them access to lifelong learning (learning to learn and ICT); and
  • ability to developing one’s own professionalism, knowledge, and understanding in the field of inclusive pedagogy.

COURSES (ECTS)

Year 1: 1st Semester

  • Quantitative and Qualitative Research in Inclusion (5)
  • Inclusive School (5)
  • Theory of Education (5)
  • Self-Perception of Students in Inclusion (5)
  • Planning Strategies for Education Process in Inclusive Pedagogy (5)
  • Counselling and Team Work (5)

Year 1: 2nd Semester

  • Child and Adolescents Mental Health (5)
  • Individualized Education Programme (5)
  • Inclusive Classroom and Children with Learning Disabilities (5)
  • Methods for Children with Lower Learning Abilities and Children with Learning Disabilities (5)
  • Development of Learning to Learn Competence in Children with Special Needs (5)
  • Additional Professional Help for Children and Youth with Emotional and Behavioural Difficulties/Disabilities (5)

Year 2: 3rd Semester

  • Multiculturality and Marginalized Populations (3)
  • Strategies of Work with Visually Impaired Students (4)
  • Strategy of Teaching Pupils with Hearing and Language (Speech) Impairments (4)
  • Approaches to Work with Children and Adolescents with Developmental Disorders and Autistic Spectrum Disorders (4)
  • Elective course 1 (4)
  • Elective course 2 (4)
  • Elective course 3 (4)
  • Master seminar (3)

Electives:

  • Music Therapy for Children with Special Needs (4)
  • Children with Attention Deficit/Hyperactivity Disorder (4)
  • Coping with Professional Stress in Inclusive Education (4)
  • Strategies of Teaching Gifted and Talented Students (4)
  • Development and Promotion of Self-Determination in Children with Special Needs (4)
  • Features of Autism and Support in Education and Rehabilitation (4)
  • Peer Interaction in Classroom (4)
  • Early Childhood Intervention (4)
  • Therapeutic Views of Music Education (4)
  • Intellectual Disability and Quality of Life (4)
  • Reflection in Professional Development of Teachers (4)

Year 2: 4th Semester

  • Practice (15)
  • Master’s Thesis (15)

Accreditation

The study programme has been accredited by the Slovenian Quality Assurance Agency for Higher Education (Slovenian abbreviation: NAKVIS; English abbreviation SQAA). 

Programme Structure

Detailed programme structure is available under "Overview".

Detailed Programme Facts

  • More details: Candidates apply in 2 application periods. However, in the 2nd, they may apply only for programmes still having vacancies that the faculty decides to fill.
  • Programme intensity Part-time
    • Average part-time duration 24 months
    • Intensity Flexible
    • Duration description
      The study programme shall be implemented in part-time mode if 15 or more candidates apply.
  • Credits
    120 ECTS
  • Languages
    • Slovenian
    • Partially taught in English
  • Delivery mode
    On Campus

English Language Requirements

This programme may require students to demonstrate proficiency in English.

General Requirements

Please find detailed admission requirements at the following link: https://www.um.si/en/Study/about/Documents/1920PEFEN.pdf (pages 3-4).

 

The Call for Application into Postgraduate Study Programmes of the University of Maribor for the 2019/2020 Academic Year is available at https://www.um.si/en/Study/about/Pages/CALL-FOR-APPLICATION-INTO-POSTGRADUATE-STUDY-PROGRAMMES-OF-THE-UNIVERSITY-OF-MARIBOR-FOR-THE-ACADEMIC-YEAR-2019-20.aspx. 

Tuition Fee

  • International

    2304 EUR/year
    Tuition Fee
    Based on the original amount of 4600 EUR for the full programme and a duration of 24 months.
  • National

    2304 EUR/year
    Tuition Fee
    Based on the original amount of 4600 EUR for the full programme and a duration of 24 months.
We've labeled the tuition fee that applies to you because we think you are from and prefer over other currencies.

Living costs for Maribor

  • 480 - 700 EUR/month
    Living Costs

The living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.

Funding

You may find scholarship opportunities offered by the Public Scholarship, Development, Disability and Maintenance Fund of the RS at the following website: http://www.sklad-kadri.si/en/calls-for-applications-and-news/calls-for-applications/.

Studyportals Tip: Students can search online for independent or external scholarships that can help fund their studies. Check the scholarships to see whether you are eligible to apply. Many scholarships are either merit-based or needs-based.

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