INCA Education around the world
Sweden : Initial Teacher Training
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
The basic principle guiding Swedish education is "a school for all", that is access to equivalent education regardless of background or home area. Specialist provision for children with learning difficulties, physical disabilities, and hearing and visual impairments exists both in mainstream and separate settings. All special education corresponds as far as possible to the curriculum for mainstream education, but with the emphasis on meeting individual learning needs. 27
7.5.1 Control
See sections 7.1.1, 7.2.1, 7.3.1 and 7.4.1. of the mainstream archive for general information on control and responsibility for initial teacher training in Sweden.
In addition, the 2001 reforms of initial teacher training strengthened the position of special education needs within mainstream training. All students receive the equivalent of half a term training in special educational needs and should also be offered the opportunity to study special educational needs as an area of specialisation. 28 27
The Swedish Institute for Special Needs Education is the national authority which coordinates government support in respect of special needs education for children, young people and adults with disabilities. 24
7.5.2 Types of training institutions and courses
Teacher training programmes are provided at around 20 of Sweden's universities and university colleges. Geographically, these are spread out among all Sweden's regions. All teacher training in Sweden includes an element of special educational needs study (around half a term's study), although there are more specific courses.28
In the early 1990s, a 60-credit course leading to a Specialpedagogexamen (Graduate Diploma in Special Education) was developed. This course lasts for about a year; one credit corresponds to one week of full-time study. There are four different specialisations:
- komplicerad inlärningssituation (complicated learning situations)
- döv- och hörselhandikapp (deafness and hearing impairment)
- synhandikapp (blindness and visual impairment)
- utvecklingsstörning (mental handicap). 25 27
In addition, there are also programmes of special needs education that train specialists to work as consultants to teachers. This reflects the changing role of specialist teachers, who increasingly consult/advise other teachers who work with children with special educational needs. 24
7.5.2.1 Admissions
To be admitted to a 60-credit graduate diploma course, a teaching degree is required. The Stockholm Institute of Education also requires three years' teaching experience before enrolling students on this type of course. 25
7.5.3 Trainers
NO INFORMATION AVAILABLE AT PRESENT
7.5.4 Curriculum for initial teacher training
The special education programme includes the following courses:
- General course including study of individualised development and special education development
- Courses in the area of specialisation
- Teaching practice
- Thesis/special project in the area of specialisation which forms part of the final examination. 25
Special teaching training courses should also equip special educational needs teachers to co-operate with schools boards to ensure good educational environments and the support necessary for integrated education. 24
7.5.5 Qualifications and standards
See above.
7.5.5.1 Qualifications and entitlement
See above and, for information on qualifications and entitlements for teachers trained to teach in mainstream schools, see sections 7.1.5.1, 7.2.5.1, 7.3.5.1 and 7.4.5.1 of the mainstream archive.
7.5.5.2 Probationary periods
For information on probationary periods for teachers trained to teach in mainstream schools, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream archive.
7.5.6 Post-qualification induction periods
For information on probationary periods for teachers trained to teach in mainstream schools, see sections 7.1.5.2, 7.2.5.2, 7.3.5.2 and 7.4.5.2 of the mainstream archive.
