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EDUC476 Diversity and Inclusion

Strategies, valuing identity and diversity for engagement with priority learners, gifted and talented learners, and learners with special needs.

Tēnā koutou ākonga mā. Greetings students. Nau mai haere mai ki tēnei kaupapa: EDUC 476 Diversity and Inclusion. Welcome to the paper! EDUC 476 introduces you to a range of perspectives on diversity and inclusion as they relate to teaching and learning. Our hope is that this course will contribute to your personal and professional learning by encouraging you to critically reflect on your assumptions about students and their families/whānau, engage with theoretical perspectives concerning diversity and inclusion and connect these to classroom practice, and develop a personal philosophy and a range of strategies for enacting it in your teaching.

Paper title Diversity and Inclusion
Paper code EDUC476
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (24 February 2017 - 1 December 2017)
Domestic Tuition Fees (NZD) $1,929.25
International Tuition Fees (NZD) $6,400.00

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Limited to
MTchgLn
Contact
gill.rutherford@otago.ac.nz
gaye.mcdowell@otago.ac.nz
yvonne.brouwer@otago.ac.nz
Teaching staff
Paper Coordinators: Dr Gill Rutherford , Gay McDowell and Yvonne Brouwer
Teaching Arrangements
Face-to-face delivery
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Demonstrate in-depth knowledge of the significance of Te Tiriti o Waitangi to teaching and learning in Aotearoa.
  2. Reflexively address conceptions of difference, diversity, inclusion, and, social justice as they relate to education, teaching and learning.
  3. Critically evaluate the impact of policy on inclusive practice in education.
  4. Critically reflect on their role in fostering inclusive classroom communities.
Paper Structure
Inclusion and diversity: theoretical perspectives and philosophies
  • Human rights frameworks
  • Models of justice in education settings
  • Kaupapa Māori frameworks
  • Pasifika frameworks
  • Disability Studies frameworks
  • Sociology of childhood perspectives
  • Transformative praxis
  • Ethics
Policy matters
  • Conventions, laws and policy documents relating to diverse learners (eg Māori, Pasifika, disabled students)
Teaching responsively
  • Engaging with diverse identities, languages and cultures
  • Pedagogical frameworks (eg Tātaiako, Ka Hikitia, Te Kotahitanga - effective teaching profile, Pasifika Education Plan, Learning Without Limits/inclusive pedagogies, Universal Design for Learning, restorative practice)
Building and sustaining relationships
  • Working ethically with learners, whānau, community and professional agencies
  • Working with support staff in education settings
Textbooks
Recommended Texts:
  • Bevan-Brown, J., Berryman, M., Hickey, H., Macfarlane, S., Smiler, K., & Walker, T. (Eds.). (2015). Working with Māori children with special education needs: He mahi whakahirahira. Wellington, New Zealand: NZCER Press.
  • Carrington, S., & MacArthur, J. (Eds.). (2012). Teaching in inclusive school communities. Milton, Qld: John Wiley and Sons Australia, Ltd.
  • Kluth, P. (2010). "You're going to love this kid!" Teaching students with autism in the inclusive classroom (2nd ed.). Baltimore: Paul H. Brookes.
  • Macfarlane, S., Macfarlane, A., & M. Webber (Eds.), Sociocultural realities: Exploring new horizons. Christchurch, New Zealand: Canterbury University Press.
  • McGee, C., & Hill, M. (Eds.). (2016). The professional practice of teaching (5th ed.). Melbourne: Cengage Learning.
  • Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.). London: Sage.
  • Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London: Routledge.
  • Smith, A. B. (2016). Children's rights: Towards social justice. NY: Momentum Press.

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Timetable

1st Non standard period (24 February 2017 - 1 December 2017)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 09:00-10:50 9-15, 26, 29-33
AND
M1 Monday 09:00-10:50 24-25, 42, 44-45

Strategies, valuing identity and diversity for engagement with priority learners, gifted and talented learners, and learners with special needs.

Tēnā koutou ākonga mā. Greetings students. Nau mai haere mai ki tēnei kaupapa: EDUC 476 Diversity and Inclusion. Welcome to the paper! EDUC 476 introduces you to a range of perspectives on diversity and inclusion as they relate to teaching and learning. Our hope is that this course will contribute to your personal and professional learning by encouraging you to critically reflect on your assumptions about students and their families/whānau, engage with theoretical perspectives concerning diversity and inclusion and connect these to classroom practice, and develop a personal philosophy and a range of strategies for enacting it in your teaching.

Paper title Diversity and Inclusion
Paper code EDUC476
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (19 February 2018 - 30 November 2018)
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
MTchgLn
Contact
gill.rutherford@otago.ac.nz
yvonne.brouwer@otago.ac.nz
Teaching staff
Paper Coordinators: Dr Gill Rutherford , and Yvonne Brouwer
Paper Structure
Inclusion and diversity: theoretical perspectives and philosophies
  • Human rights frameworks
  • Models of justice in education settings
  • Kaupapa Māori frameworks
  • Pasifika frameworks
  • Disability Studies frameworks
  • Sociology of childhood perspectives
  • Transformative praxis
  • Ethics
Policy matters
  • Conventions, laws and policy documents relating to diverse learners (eg Māori, Pasifika, disabled students)
Teaching responsively
  • Engaging with diverse identities, languages and cultures
  • Pedagogical frameworks (eg Tātaiako, Ka Hikitia, Te Kotahitanga - effective teaching profile, Pasifika Education Plan, Learning Without Limits/inclusive pedagogies, Universal Design for Learning, restorative practice)
Building and sustaining relationships
  • Working ethically with learners, whānau, community and professional agencies
  • Working with support staff in education
Teaching Arrangements
Face-to-face delivery.
Textbooks
Recommended Texts:
  • Bevan-Brown, J., Berryman, M., Hickey, H., Macfarlane, S., Smiler, K., & Walker, T. (Eds.). (2015). Working with Māori children with special education needs: He mahi whakahirahira. Wellington, New Zealand: NZCER Press.
  • Carrington, S., & MacArthur, J. (Eds.). (2012). Teaching in inclusive school communities. Milton, Qld: John Wiley and Sons Australia, Ltd.
  • Kluth, P. (2010). "You're going to love this kid!" Teaching students with autism in the inclusive classroom (2nd ed.). Baltimore: Paul H. Brookes.
  • Macfarlane, S., Macfarlane, A., & M. Webber (Eds.), Sociocultural realities: Exploring new horizons. Christchurch, New Zealand: Canterbury University Press.
  • McGee, C., & Hill, M. (Eds.). (2016). The professional practice of teaching (5th ed.). Melbourne: Cengage Learning.
  • Roffey, S. (2011). The new teacher's survival guide to behaviour (2nd ed.). London: Sage.
  • Slee, R. (2011). The irregular school: Exclusion
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Demonstrate in-depth knowledge of the significance of Te Tiriti o Waitangi to teaching and learning in Aotearoa.
  2. Reflexively address conceptions of difference, diversity, inclusion, and, social justice as they relate to education, teaching and learning.
  3. Critically evaluate the impact of policy on inclusive practice in education.
  4. Critically reflect on their role in fostering inclusive classroom communities.

^ Top of page

Timetable

1st Non standard period (19 February 2018 - 30 November 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Tuesday 09:00-10:50 3-4
AND
B1 Monday 09:00-09:50 7-13, 15, 23-25, 42-47
AND
C1 Monday 09:00-09:50 28-32

Tutorial

Stream Days Times Weeks
Attend one stream from
A1 Monday 10:00-10:50 7-13, 15, 23-25, 42-47
Monday 10:00-11:50 28-32
A2 Monday 10:00-10:50 7-13, 15, 23-25, 42-47
Monday 10:00-11:50 28-32