Teaching assistant specialising in inclusion.

After completing the programme, the student shall have knowledge of/in - the school's organisation, history, funding and operations. - the school's organisation in terms of governing bodies, student health teams, administration and how these are regulated. - the steering documents and ordinances that govern the different types of school, ordinances and guidelines - the curricula and how they are applied - professional ethical principles, the school's core values and equal treatment work. - how school cultures can differ in their view of students and of knowledge - methods for supervision, language-developing ways of working and assessment. - steering documents that apply to second language teaching. - second language acquisition. - the importance of language for identity and success in a multicultural society. - language, language development and language learning - different neuropsychiatric conditions, underlying factors and how the learning environment can be adapted to make it accessible - the living conditions of, and how to treat, children and young people with neuropsychiatric conditions. - tools and methods for inclusion and adaptation of the school environment - special education aids - norms, values, customs and practices, and one's own ethnicity - differences and similarities between cultures - youth culture and ethnic perspectives - children's and young people's survival strategies and crisis processing. - the importance of language for identity and success - different communication tools and their areas of application. - relationship-building ways of working and methods - conflict management and how instructions are best given - different school administration products, programs and apps. - social network theories and digital media After completing the programme, the student shall have skills in - applying theoretical knowledge - reasoning about how the Swedish school has developed and how it is funded - planning and carrying out tasks based on the core values - reflecting on the school's organisation and governance in light of legislation, core values and professional ethical principles - reflecting on their own attitudes and values and their importance for a professional approach - reflecting on their own culture, codes and outlook - understanding how different worldviews and cultural and ethnic perspectives affect learning - recognising the importance of language for identity and success in a multicultural society - didactically supporting second language learners towards functional language proficiency - noticing children and young people with neuropsychiatric disabilities - adapting their approach towards children and young people with neuropsychiatric conditions - acting as a support function for children and young people with neuropsychiatric conditions in the everyday school environment. - supporting children/young people in their crisis processing. - choosing a suitable model for communication - handling the exchange of information in writing and orally - avoiding and de-escalating conflicts. - working with school administration in IT, analysing online services from a social network perspective - using digital media for sustainable learning - planning and carrying out activities outside the regular timetable - applying a norm-critical approach - leading conversations about study techniques, school systems and students' knowledge development - planning, and identifying resources for, mother tongue tutoring - solving complex problems related to the professional role After completing the programme, the student shall have the competence to - help and support teachers in their everyday work with children and young people with neuropsychiatric conditions - inform others about the Swedish school's mission, organisation and legislation - work empathetically and supportively with children and young people - didactically support second language learners towards functional language proficiency. - be the link between an organisation's IT department and its daily operations. - in daily work, promote "learning in a digital landscape" - assess their own competence and determine when other professions need to be involved. - work supportively and inclusively with children and young people in the school environment.