Use the Tab and Up, Down arrow keys to select menu items.
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.
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 Te Whāriki, the New Zealand Curriculum and the New Zealand Disability Strategy.2. Identify, describe and critically evaluate educational research that engages with the issue of framing and engaging with issues of learner diversity in early childhood education and primary learning contexts3. Demonstrate the values and attitudes that support the inclusion of all children in early childhood education and primary learning contexts4. Identify and analyse barriers to effective participation and positive outcomes in early childhood education and primary learning contexts for 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 early childhood education and primary learning contexts7. Effectively adapt the early childhood and primary curriculum to meet the needs of all learners.
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.
Nicola Surtees
Kerry Vincent
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Macfarlane, Angus H. , Macfarlane, Sonja; The Hikairo Schema : culturally responsive teaching in early years settings ; (ECE students only).
Macfarlane, Angus H. , Macfarlane, Sonja, Webber, Melinda; Sociocultural realities : exploring new horizons ;
Macfarlane, Angus H. , New Zealand Council for Educational Research; Kia hiwa ra : listen to culture : Māori students' plea to educators ; New Zealand Council for Educational Research, 2004.
LEARN Special consideration Library My UC login
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 coordinator may require evidence that they have actively engaged with the content and activities of the missed sessions.Attendance evidenceFLO 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.
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.
Requests for assignment extensions must be emailed to the course coordinator at least two days prior to the due date for the assignment. Relevant supporting evidence such as a medical certificate or a letter from a counsellor may be required.
Re-submissions 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.
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.)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).
Domestic fee $761.00
International fee $3,188.00
* 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 .