Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Disability Research 3, continuation course, 30 credits
Handikappvetenskap III, fortsättningskurs, 30 hp
752G04
Main field of study
Disability ScienceCourse level
First cycleCourse type
Single subject courseExaminer
Carine SignoretCourse coordinator
Carine SignoretDirector of studies or equivalent
Josefine AndinContact
Carl Löfstrand, Administratör
Josefine Andin, Studierektor
Pernilla Ahrén, Studievägledare
ECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| Single subject course (Half-time, Day-time) | Autumn 2022 | 202234-202323 | Swedish | Distance | ||
Main field of study
Disability ScienceCourse level
First cycleAdvancement level
G1FEntry requirements
- Disability Science 2, continuation course 30 ECTS credits, with at least 22,5 ECTS credits passed or equivalent
Examination
If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.
If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.
Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.
Students who have passed an examination may not retake it in order to improve their grades.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| FUBE | Disability - Treatment and aids | 2 credits | U, G, VG |
| FUDI | Disability - diagnoses and causes | 2 credits | U, G, VG |
| FUFA | Disability - case study | 1 credits | U, G, VG |
| LITT | Literature review | 2 credits | U, G, VG |
| MET1 | Methods 1 - differences | 2.5 credits | U, G, VG |
| MET2 | Methods 2 - associations | 2.5 credits | U, G, VG |
| MET3 | Methods 3 - intervention | 2.5 credits | U, G, VG |
| UPPS | Bachelor Thesis | 15 credits | U, G, VG |
| HAUP | Supervisor and thesis area | 0.5 credits | U, G |
| SEMI | Seminar - Journal Club | 0 credits | U, G |
Books
Andersson, G. & Arlinger, S. , (2007) Nordisk lärobok i audiologi Bokförlaget C A Tegnér.
Backman, J. , (2016) Rapporter och uppsatser. Studentlitteratur
Björkdahl, A. & Boman, I-L., (2015) Kognitiv rehabilitering Studentlitteratur
Bryman, A. , (2008) Samhällsvetenskapliga metoder Liber
Ekholm, J., Westerhäll, L.V., Bergroth, A. & Ekholm, K.S., (2015) Rehabiliteringsvetenskap Studentlitteratur
Field, A. , Discovering Statistics using IBM SPSS Statistics.
Fields, S.A., Johnson, W.M. & Hassig, M.B. , (2017) Adult ADHD: Addressing a unique set of challenges. The Journal of Familiy Practice, 66(2), 68-74.
Gelfand, S.A. , (2016) Essentials of Audiology. Thieme Medical Publishers Inc
Grenness, C., Hickson, L., Laplate-Lévesque, A., Meyer, C. & Davidson, B. , (2015) The nature of communication throughout diagnosis and management planning in initial audiologic rehabilitation consultations. Journal of the American Academy of Audiology, 26, 36-50.
Helgesson G. , (2015) Forskningsetik. Studentlitteratur
Källström, Å & Andersson Bruck, K., (2017) Etiska reflektioner i forskning med barn Gleerups
Karpathakis, G. , (2017) Underbara ADHD: Den svåra superkraften Bokförlaget Max Ström.
Kjellberg, A. & Sörqvist, P. , (2015) Experimentell metodik för beteendevetare. Studentlitteratur
Lagerkvist, B. & Lindgren, C., (2012) Barn med funktionsnedsättning Studentlitteratur
Lexell, J. & Fischer, M.R. , (2017) Rehabiliteringsmetodik Studentlitteratur
Lundberg, M., Andersson, G. & Lunner, T., (2011) A randomized, controlled trial of the short-term effects of complementing an educational program for hearing aid users with telephone consultations. Journal of the American Academy of Audiology, 22, 654-662.
Lundin, L. & Mellgren, Z. , (2012) Psykiska funktionshinder Studentlitteratur
Malmberg, M. , (2017) Aural rehabilitation programs for hearing aid users Sahlgrenska Academy, University of Gothenburg
Mueller A, Hong DS, Shepard S, Moore T. , (2017) Linking ADHD to the Neural Circuitry of Attention. Trends Cognitive Sciences, 21(6), 474-488.
Nadeau, K.G., Littman, E.D., Quinn, P.O. , (2018) Flickor med ADHD Studentlitteratur
Rudner, M., Andin, J. & Rönnberg, J. , (2009) Working memory, deafness and sign language. Scandinavian Journal of Psychology, 50, 495-505.
Thernlund, G. , (2013) ADHD och autismspektrum i ett livsperspektiv Studentlitteratur
Other
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