Gå til hovedindhold
  • Uddannelse
  • Efter- og videreuddannelse
  • Forskning
  • Om UC SYD
  • Uddannelser og kurser For dig, der leder efter et kursus, et modul eller en uddannelse på diplom- eller akademiniveau
  • Korte forløb og konsulentydelser For kommuner og organisationer, der ønsker skræddersyede videreuddannelsesforløb til medarbejdere og ledere eller konsulentydelser

Ved du, hvad du leder efter, kan du søge direkte i vores database

  • Videnstemaer UC SYD Forskning sætter fokus på særlige videnstemaer. Mød vores eksperter. Læs om vores forskning og hvordan du kan bruge den i praksis.
  • Om UC SYD Hvem er vi? Læs alt om UC SYD her.
  • Job ved UC SYD Find ledige stillinger, og hør hvordan det er at arbejde på UC SYD.
  • Presse Vi giver dig oversigten over alle vores pressehistorier.

Inclusive practice

Become a student at University College South Denmark

Exchange Course: Special Education Needs and Inclusive Learning Processes, Inclusive Practice, Diagnose and Classroom Management and Intercultural Competences

Right now we offer

Autumn course 2023:

From 28 August to 15 December, 2023.

Learning environment

The Department for Teacher Education, Campus Esbjerg, provides a 4-month modular course specially designed for both foreign and Danish students.

The classes are organised as lectures, self-studies and with a variety of methods with focus on practice-oriented exercises, case studies and research findings. As special needs education is a constantly evolving field, recent and cutting-edge research and topical debates will enter classroom discussions and other teaching and learning activities.

The programme comprises 30 ECTS.

Course content

Please notice; there will be small changes to the program, which soon will appear on this web-page

Special education needs and inclusive teaching is meant to impart to students' professional skills and a professional judgement in planning, implementing and evaluating teaching students who find themselves challenged by the learning environment of regular classrooms so as to be able to consider special needs, challenges and resources of individual learners vis-á-vis resources offered institutionally.

Headlines of the course

Module 1: Inclusive Teaching (10 ECTS)

The course module takes its point of departure in relational developmental systems / psychology in its conception the child itself, its relationships, experiences and actions vis-á-vis inclusive teaching in an effort to unravel the challenges and special needs of a child subjected to governmentally instituted inclusive classroom reforms.

Fundamental topics, knowledge and methodologies are presented from a general vantage point, which is a prerequisite for a teacher to plan, implement, and evaluate inclusive teaching.

Module 2: Classroom Management and Inclusion (10 ECTS)

The course module introduces inclusive teaching with special reference to components in pedagogy, psychology and educational science of importance to planning, implementing and evaluating (the effectiviness of) teaching efforts addressing students in inclusive and differentiated learning environments. Hence, the course module introduces differentiation and other teaching principles together with a broad range of methods of how to approach inclusive teaching as a component integrated in a regular learning classroom environment as well as individual and independent inclusive teaching activities. 

Eventually, the course module focusses on classroom management conceived of as a skill of managing, organising and collaborating with classrooms in the light of differentiated teaching and inclusive pedagogy.

Module 3: Intercultural Competences (10 ECTS)

The starting point for this module is the subject matter of culture, including intercultural competence and English as an international language. We focus on culture, identity, and development of intercultural competence in the perspective of a targeted age group. We work theoretically and empirically with authentic English texts and media in the widest sense. 

Key Areas: 

  • Intercultural competence in encounters between different cultures and in relation to one’s own culture 
  • Culture and society in English speaking countries and in relation to global challenges 
  • Theory of culture and cultural understanding 
  • Cultural encounters in a global perspective 
  • Text and media literacy 
  • Linguistic variation in the English-speaking world 
  • English as an international language 
  • International co-operation including IT-based opportunities

We will continuously focus on the teacher student’s own linguistic development in terms of the content of this module.

We learn a lot from each other. Everyone comes with a different story and a different background. And every story is what makes the social gatherings in Inclusive Practice amazing.

Emilie Marie Nielsen

Former teacher student on Inclusive Practice

Target groups

The course targets students of student teachers for pre-primary, primary and secondary schools, social education and early childhood education.


The student is able to plan, implement, evaluate and develop inclusive teaching sequences for special-needs learners facing severe challenge in non-adapted learning environments.


Each course module includes assessment based on oral and/or written presentation. At least 80% attendance is required in each course module.


The course requires English language skills on a B2 level according to the Common European Framework of References for Languages(CEFR). All course materials will be in English, and the language of instruction is English.

Application deadline

1 May 2023

Read more about admission here

More information

Course content

Learning agreement