Use the Tab and Up, Down arrow keys to select menu items.
This course establishes the theoretical framework and research base for inclusive practices in classrooms and schools. Pre-service teachers will critically examine, apply and evaluate models and practices that enable the development of engaging, inclusive environments for all students and that build meaningful partnerships with families and whanau, and with other professionals.
1. Critically examine the New Zealand Curriculum (NZC) or Te Whāriki: Early Childhood Curriculum and official guidelines for teaching and learning in inclusive early childhood centres and schools.2. Critically examine different approaches to teaching, learning, and assessment, and how these approaches support students’ learning in the Key Competencies and Learning Areas of Te Whāriki or the NZC. 3. Synthesise, apply and evaluate ideas from research and literature to ‘puzzles of practice’ relating to teaching and learning of diverse learners.4. Apply and evaluate the principles of ‘Universal Design for Learning’ (UDL)* to the development of a teaching and learning sequence for school based lessons or the principles of Te Whāriki to the development of teaching and learning experiences in early childhood centres. 5. Reflect on and analyse the key components of inclusive early childhood centre and school practices.ContentCommon threadsTe reo Māori and Māori concepts will be introduced and explored, to support relationship building and inclusive practice.Digital tools and materials will be introduced, used and critiqued as appropriate in the course. ThemesTheme 1: Framing difference, understanding diversity- History, philosophy and policies related to inclusive education and special education in Aotearoa New Zealand and internationally- Western and indigenous theories and research relating to teaching and learning of diverse learnersTheme 2: Building cultures of belonging and learning- Models of curriculum, pedagogy, assessment and difference that shape and support inclusive early childhood centre and school practices- Building positive, equitable relationships with ākonga, families and whānau, hapū and iwi, aiga and communities- Inter-professional collaborations in support of ākonga, families and whānau, hapū and iwi, aiga and communities- Health, well-being and educational outcomes- Caring about all ākonga learning: raising expectations as a means to raising achievement- Assessment for learning: the importance of narrative assessment practicesTheme 3: Puzzles of practice for inclusive educators- A reflective self-review analysing one’s own strengths and learning needs in relation to inclusive education- A reflective analysis and environmental review of values, principles and practices that support inclusive education- Building a culture of belonging in the early childhood centre or school: the hidden (social) curriculum- Planning for teaching, learning and assessment, based on the principles of Universal Design for Learning (UDL) - ‘Puzzles of Practice’ (challenges) relating to teaching, support for diverse learners and promotion of learning in the Key Competencies and the Learning Areas of the NZC or the Principles and Strands of Te Whāriki.
EDMT601
Missy Morton
Annette Guerin , Jocelyn Howard , Joeana Togiaso and Nicola Surtees
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.
New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Required Course ReadingsBooth, T., & Ainscow, M. (2011). The index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education. Glass, B., Baker, K., Ellis, R., Bernstone, H. & Hagan, B. (2009). Inclusion at Botany Downs Kindergarten Centre of Innovation. Wellington, NZ: Ministry of Education.Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.). (2012). Te aotūroa tātaki. Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington, NZ: NZCER PressMinistry of Education. (2011). Collaboration for success: Individual education plans. Wellington: Learning Media. Retrieved from http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/PublicationsAndResources/FormsAndGuidelines/IndividualEducationPlansGuidelines.aspx Recommended ReadingsMitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. London, UK: Routledge. MacCartney, B., Purdue, K., & MacArthur, J. (2013). Progressing Te Whāriki from rhetoric to reality for children with disabilities and their families. In J. Nuttal (Ed.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum in theory and practice (2nd ed.) (pp. 115-139). Wellington, NZ: NZCER Press.Mara, D. (2013). Teu Le Va: a cultural knowledge paradigm for Pasifika early childhood education in Aotearoa New Zealand. In J. Nuttal (Ed.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum in theory and practice (2nd ed.) (pp. 115-139). Wellington, NZ: NZCER Press.Purdue, K., Gordon-Burns, D., Gunn, A., Madden, B., & Surtees, N. (2009). Supporting inclusion in early childhood settings: Some possibilities and problems for teacher education. International Journal of Inclusive Education, 13(1), 805-815.Ritchie, J. (2013). Te Whāriki and the promise of early childhood care and education grounded in a commitment to Te Tiriti o Waitangi. In J. Nuttall (Ed.), Weaving Te Whāriki (2nd ed.) (pp. 141-156). Wellington: NZCER PressRecommended journalsAssessment Matters http://www.nzcer.org.nz/nzcerpress/assessment-mattersContemporary Issues in Early ChildhoodCurriculum Matters http://www.nzcer.org.nz/nzcerpress/curriculum-matters Early Childhood FolioEarly Childhood Research and PracticeEuropean Early Childhood Education ResearchHe KupuNew Zealand Journal of Educational Studies http://www.nzare.org.nz/publications/nzjes.html Set: Research Information for Teachers http://www.nzcer.org.nz/nzcerpress/set Kairaranga http://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/abstracts-journals.cfm International Journal of Inclusive Education Recommended websites Te Kete Ipurangi http://www.tki.org.nz/ SEonline http://seonline.tki.org.nz/
Library portalhttp://learn.canterbury.ac.nz/
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations and the College of Education Assessment Guidelines for Students.On submitting assignments, students must confirm that the work being handed in is original and their own work.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings. Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass grade is C- or over for the course.Students must pass all assessment requirements to obtain a final Pass grade for the course. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.
Classes (face-to-face and web-based) are participatory and therefore require full attendance and engagement.Face-to-face classesAttendance is required at all scheduled lectures & workshops in order to meet the learning outcomes of the course. Web-based componentsAspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes.
Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery. Teaching and courses will be assessed through the regular use of UC evaluative instruments. In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn). A Graduating Year Review will be undertaken for the programme, in accordance with UC policy. As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.
Course grades will be internally moderated in accordance with the processes adopted by the College of Education.
Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.Work that is handed in late is normally ineligible for resubmission. Procedures for late submissions of work are more fully outlined in the College of Education Assessment Guidelines for Students.
Key aspects of this course are web-based. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course. It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions.
Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension. The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment. Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor). The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.
A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-. Work that is to be resubmitted will normally be due one week after being returned to the student.One resubmission is allowed for a course.Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students.
Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office will not be required.Special consideration for late discontinuation: Special consideration for late discontinuation of the course is available. Students who are prevented by extenuating circumstances from completing the course after the final date for withdrawing may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance. For more information see General Course and Examination Regulations – H.
Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy. In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course Learn site.It is the responsibility of the students to check their internet access and ability to submit their work via the online system. Any technical difficulties should be dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $870.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .