|Study location||Sweden, Jönköping|
|Type||Master courses, full-time|
|Nominal duration||1 year|
|Tuition fee||SEK117,000 per year|
|Application fee||SEK900 one-time|
Undergraduate diploma (or higher)
The applicant must hold the minimum of a bachelor’s degree (i.e. the equivalent of 180 ECTS credits at an accredited university) with at least 90 ECTS credits within health and care sciences, behavioral science, social work, disability research, or educational sciences, including independent, theoretical based work, i.e. a thesis or the equivalent work that demonstrates that the applicant has conducted independent, systematic research and formally written about this research (e.g. participation in work-based research; participation in research methods courses).
The entry qualification documents are accepted in the following languages: English.
Often you can get a suitable transcript from your school. If this is not the case, you will need official translations along with verified copies of the original.
Further guidelines of documents requirements will be sent to your e-mail after the application has been accepted.
TOEFL* Paper based: a minimum score of 575 with at least 4,5 in “Written test (TWE)” TOEFL* Internet based: a minimum score of 90 with at least 20 in “Written test (TWE)”. University Admissions TOEFL code: 9520 IELTS Academic: An overall score of 6.5 and no section below 5.5. Cambridge English: Advanced (Certificate in Advanced English – CAE)
A motivation letter must be added to your application.
Motivation letter should be no longer than 1000 words. Work experience that relates to programme considered an asset.
The programme is interdisciplinary and you will gain deepened theoretical knowledge and skills to work professionally with children in need of support and their families in the contexts of preschool/school, child healthcare, rehabilitation and social work. It provides a basis for further development in a variety of professional roles.
Students have a background in education, special education, nursing, psychology, speech and language therapy, occupational therapy, physical therapy and social welfare. As a student, you gain valuable knowledge of theories and tools that you can use to critically and systematically analyse, assess and handle complex phenomena, problems and situations related to childhood interventions. You are provided with opportunity to tailor parts of your education on a specific area related to your professional and research interests. After graduation, you are qualified to start a research career by applying for doctoral studies.
The programme is offered as a one year, 60 credits, or two years, 120 credits.
The programme is connected to the research group CHILDopens in new window (Children, Health, Intervention, Learning, Development), which collaborates in broad national and international networks. During the education, CHILD researchers share knowledge and experiences from their work with children in need of special support. When you write your thesis, the network offers guidance in current research projects, both for international and Swedish students.
One academic year (equivalent to 60 credit) consists of 40 study weeks, divided in two
semesters. Each study week equals 1.5 credits and corresponds to 40 hours of study. The
program consists of four mandatory courses of 15 credits (in total 60 credits), including a thesis
course; a systematic literature review in the field of the student’s specialization. The courses
offered at Jönköping University are in collaboration with School of Health and Welfare and
School of Education and Communication.
The overall goal of the master’s program is to provide a qualified education from an international
perspective in the field of interventions to children in need of additional support due to health
condition, disability, poverty, or at risk for social or other reasons.
The master’s program is grounded in an ecological perspective on child development, learning,
and functioning. Influences are observed at different levels, “from neurons to neighborhoods”. A
critical perspective focusing on the individual, the environment, and their interrelationship, is
emphasized. A bio-psycho-social model is used as a frame of reference and the connection
between research and practice is stressed.
More specific, the goals are that the students acquire:
an overview of the ecology of childhood intervention in an international perspective,
theoretical understanding about child development and intervention processes providing
possibilities for critical examination and analysis of models for intervention and application
an understanding of major theories and current research related to intervention processes
including a focus on the connection between theory and practice,
basic knowledge in general system theory, and the abilities to relate it to children’s health,
development, and learning in different environments, and
knowledge about research methods, and especially methods useful in in the field of
research on interventions in childhood.
The programme is designed to provide students with a good background for doctoral education, and for leadership roles in early childhood education and care, school-systems, early intervention/habilitation, special education, child healthcare, social services or other child-related organisations.