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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.
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 perspectives2. Locate and analyse current research related to inclusive practices in early childhood3. Interpret the international and national research with implications for teaching and learning in the early years
This course will provide students with an opportunity to develop the Graduate Attributes specified below:
Critically competent in a core academic discipline of their award
Students know and can critically evaluate and, where applicable, apply this knowledge to topics/issues within their majoring subject.
Employable, innovative and enterprising
Students will develop key skills and attributes sought by employers that can be used in a range of applications.
Biculturally competent and confident
Students will be aware of and understand the nature of biculturalism in Aotearoa New Zealand, and its relevance to their area of study and/or their degree.
On-Site Intensive:As attendance at OSI sessions is a programme-wide requirement, it is essential that you are available during the week of 26 July as you will be expected to participate in scheduled face-to-face sessions during that week. For those who are excused from in-person attendance, the sessions can be joined live by zoom or viewed as a recording.
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 procedures will follow the established policies of the UC College of Education, Health and Human Development Assessment Guidelines. Grading ScaleGrade GPA 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 – 39.99The 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. Final grades will be calculated and reported using the UC Common Grading Scale.
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, 2018)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 lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions. Attendance evidenceDistance students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.
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.
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.
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.
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. 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 of assignments are not permitted in this course.
Please refer to The University of Canterbury General Course and Examination Regulations H. Special Consideration, which is available at the following site: General regulations
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of lectures, and other teaching resources etc. will be available on this site.
All students must submit their assignments through Turnitin via the course Learn site by 5.00pm on or before the due date.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. For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000.Monday to Friday, 8am to 5pm (excluding public and university holidays).Assignments will be returned via the Course Learn Site.
Domestic fee $785.00
International fee $3,500.00
* 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