TEDU206-16YD1 (C) Year D First Half 2016

Inclusive Education in Early Childhood/Te Aoturoa Tataki

15 points

Details:
Start Date: Monday, 15 February 2016
End Date: Sunday, 3 July 2016
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 26 February 2016
  • Without academic penalty (including no fee refund): Friday, 27 May 2016

Description

The course is designed to provide initial early childhood teacher education students with knowledge of inclusion and exclusion in early childhood education. The focus will be on knowledge of the cultures, policies and practices that contribute to the inclusion and exclusion of children and their families/whanau in early childhood education. It is important that students develop a critical awareness of the contested pedagogies and theoretical debates around inclusion in early childhood education within the social, historical, cultural and political context in New Zealand. Students will develop their understanding, knowledge and skills to ensure that all children and their families/whanau are included and supported in regular early childhood settings.

Learning Outcomes

On the successful completion of this course, participants will be able to:
1. Articulate the theoretical perspectives on the inclusion of all children and families in early childhood settings, including from an indigenous and counter colonial perspectives
2. Locate and analyse current research related to inclusive practices in early childhood
3. Interpret the international and national research with implications for teaching and learning in the early years

Course Coordinator / Lecturer

Kerry Purdue

Lecturer

Kathleen Quinlivan

Assessment

Assessment Due Date Percentage 
Assignment 1: Investigative report - valuing difference, respecting diversity 23 Mar 2016 50%
Assignment 2: Improving teacher knowledge and practice for inclusion 04 May 2016 50%

Textbooks / Resources

Required Texts

Dreaver, Kate. et al; Kei tua o te pae : assessment for learning : early childhood exemplars ; Published for the Ministry of Education by Learning Media, 2004.

Gordon-Burns, Diane; Te aotūroa tātaki : inclusive early childhood education : perspectives on inclusion, social justice and equity from Aotearoa New Zealand ; NZCER Press, 2012.

Lee, Wendy (Early childhood education professional); Understanding the Te Whāriki approach : early years education in practice ; Routledge, 2013.

Ministry of Education; Te whatu pokeka: kaupapa Maori assessment for learning: early childhood exemplars ; Learning Media, 2009.

Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.

New Zealand; Education (Early Childhood Services) Regulations 2008 ; Published under the authority of the New Zealand Government, 2008.

New Zealand; Te Whariki : he whariki matauranga mo nga mokopuna o Aotearoa : early childhood curriculum ; Learning Media, 1996.

Recommended Reading

Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2013.

Nuttall, J. G. , New Zealand Council for Educational Research; Weaving Te whāriki : Aotearoa New Zealand's early childhood curriculum framework in theory and practice ; 2nd ed; NZCER Press, 2013 ().

Additional Course Outline Information

Academic integrity

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. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Educational Studies & Leadership.

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines.

Grading Scale
Grade    GPA      Marks
A+          9      90 – 100
A            8      85 – 89.99
A-           7      80 – 84.99
B+          6      75 – 79.99
B            5      70 – 74.99
B-           4      65 – 69.99
C+          3      60 – 64.99
C            2      55 – 59.99
C-           1      50 – 54.99
D            0      40 – 49.99
E           -1       0 – 39.99

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.
(University of Canterbury Calendar, 2016)
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation.  Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course coordinator may require evidence that they have actively engaged with the content and activities of the missed sessions.

Attendance evidence

On Campus students – attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Grade moderation

The College undertakes a process of internal and external moderation of assessment. This is to ensure that the assessment system is fair, equitable, consistent and manageable.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course coordinator is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment.

Other specific requirements

Students must attach a completed cover sheet to all work. Assignments must be word processed in Times New Roman, 12 point font with a 3cm left hand margin, 1.5 line spacing. Every page must be named and numbered. APA format is required for references. Keep a copy of all assignments.

Requests for extensions

Under exceptional circumstances (eg., illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the course coordinator in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students.

Requests for extensions should be emailed to the course co-ordinator at least two days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the course co-ordinator to make a decision about whether or not to grant an extension. A copy of the course co-ordinator's email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment.

Extensions will not normally be granted because of pressure of university study, eg several pieces of work being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines.

Resubmissions

Resubmissions of assignments are not permitted in this course.

Aegrotat considerations

Students should refer to Regulation H of the General Course and Examination Regulations. Information is also outlined in the ‘Assessment Guidelines for Students’ booklet.

Where to submit and collect work

All students must submit their assignments through Turnitin via the course Learn site by 5.00pm on or before the due date.

Save your file as a microsoft word document (inclusive of the cover sheet) with your last name and first initial followed by the extension: .docx (e.g., SmithC.docx). Other file formats, e.g.RTF will not be accepted. Any student failing to meet the submission requirements will be required to re-load their assignment according to these instructions. This will risk incurring a late penalty.

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 notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060. Assignments will be returned via the Course Learn Site.

Indicative Fees

Domestic fee $717.00

International fee $2,913.00

* 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 Educational Studies and Leadership .

All TEDU206 Occurrences

  • TEDU206-16YD1 (C) Year D First Half 2016
  • TEDU206-16YD1 (D) Year D First Half 2016 (Distance)