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This course provides in-depth consideration and analysis of the critical issues, policies and evidence-based practices in the fields of inclusive and special education. Historical and contemporary policy and legislation are examined to determine how these influence both the intended and the operational curriculum. The barriers to effective classroom participation of all children such as teachers' beliefs, values and attitudes and how these influence their preschool/classroom practice and outcomes for all children are considered. Students will also explore evidence-based teaching strategies that support the participation and development of children with specific learning needs in preschools and regular classrooms.
Learning Outcomes Students completing this course will be able to:1. Critically reflect on the contemporary issues and debates in the fields of inclusive education and special education and the relationships to relevant policy documents such as the New Zealand Curriculum (2007), Te Whāriki and the New Zealand Disability strategy2. Identify, describe and critically evaluate educational research that engages with the issue of framing and engaging with issues of learner diversity in early childhood and primary learning contexts3. Demonstrate the values and attitudes that support the inclusion of all children in early childhood and primary classrooms4. Identify and analyse barriers to effective participation and positive outcomes in early childhood and primary classroom contexts by children with a range of learning needs – including the implementation and monitoring of strategies to overcome these barriers5. Demonstrate collaborative practices with families, whānau, hapū, iwi and a range of professionals in order to support all learners6. Implement research-based pedagogical approaches to ensure all learners can participate and succeed in centres and classrooms7. Effectively adapt the centre or classroom curriculum to meet the needs of all learners.
Students attending OSI6 in Christchurch are required to attend a face-to-face lecture.OSI6 Timetable 2016Any costs, including travel, accommodation, childcare etc. associated with attendance are met by the student.
Missy Morton and Annette Guerin
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Foreman, Phil; Inclusion in action ; 2nd ed; Thomson, 2007.
Mitchell, David R; What really works in special and inclusive education : using evidence-based teaching strategies ; Routledge, 2008.
Recommended Reading:Allan, J; Provocations: Putting Philosophy to Work in Inclusion; Rotterdam: Sense Publications, 2009 (In K. Quinlivan, R. Boyask, & B. Kaur (Eds.) Educational Enactments in a Globalised World: Intercultural Conversations. 1-12). Bishop, R; Pathologising the lived experiences of the indigenous Maori People of Aotearoa/New Zealand; New York: Peter Lang, 2005 (In C. Shields, R. Bishop & A. Mazawi (Eds.) Pathologising Practices. The Impact of Deficit Thinking on Education).
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.
Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Final results being reported on the College Grading Scale. Student workload will be in-line with other courses within the Bachelor of Teaching and Learning (ECE and Primary).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 – 39.99Assessment procedures will follow the established policies of the UC College of Education Assessment guidelines.
Distance students must participate in the course sufficiently via Learn to meet the learning outcomes. Students are responsible for obtaining relevant lecture/course information. This will mean regular engagement with forums and course materials on the Learn site. Attendance at any On-site Intensives sessions is compulsory. Insufficient participation in the course will jeopardise students passing the course.
Late assignments without extensions may incur penalties of 5% of the assignment mark for each day the assignment is outstanding.
The course will include recorded lectures and on-line tutorials. Course readings, and lecture pdfs will be provided on the LEARN site. Online tutorials will be facilitated to engage students with course concepts and provide assignment assistance.
Requests for assignment extensions must be made in writing to the course co-ordinator.
Assignments marked as C- or below will be returned to students with feedback to support review and resubmission. Resubmissions must be made by the date agreed with the Course Co-ordinator. Resubmitted assignments will only be eligible to receive a passing grade (C).
Students should refer to Regulation H of the General Course and Examination Regulations found in the UC Calendar, and to College of Education assessment guidelines.
Assignments submitted via Learn:Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the 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 notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060
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 .