Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

EDUC451 Inclusive Education

Inclusive education from the perspectives of children with special needs and those who support them throughout the education system.

This is an excellent paper that has relevance for all teachers. The lecturer has been VERY supportive and worked extremely hard to structure and facilitate a paper that practises the principles it teaches. It has been one of the best and most useful papers I've studied at university (Student feedback, 2014).

The purpose of EDUC 451 is to examine the philosophy and realities of inclusive education in New Zealand educational contexts. Current thinking and research relating to disability and education underpin the paper, and particular attention is paid to understanding the experiences of students and adults involved in teaching and learning.

Paper title Inclusive Education
Paper code EDUC451
Subject Education
EFTS 0.1667
Points 20 points
Teaching period Not offered in 2017
Domestic Tuition Fees (NZD) $904.01
International Tuition Fees (NZD) $4,267.52

^ Top of page

Prerequisite
54 300-level EDUX or EDUC points
Restriction
EDUX 451
Notes
Students who have not passed the normal prerequisite may be admitted with approval from the Dean of the College of Education.
Eligibility
An open mind and willingness to think
Contact
Dr Keryn Pratt (College of Education), keryn.pratt@otago.ac.nz
Teaching staff
Dr Gill Rutherford
Paper Structure
Key Concepts:
  • Disability is a natural part of being human
  • Disability is about human rights
  • Understanding individuals' experiences of disability is critical in developing respectful ways of knowing about this aspect of human difference
  • Understanding people begins with a presumption of competence
  • Language matters
Textbooks
Students will be expected to access required readings via the library and the Internet and to source their own relevant readings.
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
On successful completion of the paper, it is anticipated that students will be able to
  1. Examine students' perspectives of their educational experiences
  2. Identify and appraise strategies for promoting all students' education, agency and social life as they move through the education system
  3. Critique models of disability and analyse these in relation to current thinking and practice
  4. Analyse legislation and policy in terms of its impact on children and young people and all those who support them; specifically, identify the extent to which the former disables and/or enables the individuals concerned
  5. Examine organisational culture and evaluate models of inclusive practice
  6. Examine the roles and responsibilities of families, wh?ünau, teachers, support personnel and peers in relation to supporting students' educational and social requirements
  7. Evaluate current teaching practice in relation to exemplary practice in inclusive education

^ Top of page

Timetable

Not offered in 2017

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
Blackboard

Inclusive education from the perspectives of children with special needs and those who support them throughout the education system.

This is an excellent paper that has relevance for all teachers. The lecturer has been VERY supportive and worked extremely hard to structure and facilitate a paper that practises the principles it teaches. It has been one of the best and most useful papers I've studied at university (Student feedback, 2014).

The purpose of EDUC 451 is to examine the philosophy and realities of inclusive education in New Zealand educational contexts. Current thinking and research relating to disability and education underpin the paper, and particular attention is paid to understanding the experiences of students and adults involved in teaching and learning.

Paper title Inclusive Education
Paper code EDUC451
Subject Education
EFTS 0.1667
Points 20 points
Teaching period Full Year
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

Prerequisite
54 300-level EDUX or EDUC points
Restriction
EDUX 451
Notes
Students who have not passed the normal prerequisite may be admitted with approval from the Dean of the College of Education.
Eligibility
An open mind and willingness to think.
Contact
postgrad.education@otago.ac.nz
Teaching staff
Dr Gill Rutherford
Paper Structure
Key Concepts:
  • Disability is a natural part of being human
  • Disability is about human rights
  • Understanding individuals' experiences of disability is critical in developing respectful ways of knowing about this aspect of human difference
  • Understanding people begins with a presumption of competence
  • Language matters
Textbooks
Students will be expected to access required readings via the library and the Internet and to source their own relevant readings.
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
On successful completion of the paper, it is anticipated that students will be able to
  1. Examine students' perspectives of their educational experiences
  2. Identify and appraise strategies for promoting all students' education, agency and social life as they move through the education system
  3. Critique models of disability and analyse these in relation to current thinking and practice
  4. Analyse legislation and policy in terms of its impact on children and young people and all those who support them; specifically, identify the extent to which the former disables and/or enables the individuals concerned
  5. Examine organisational culture and evaluate models of inclusive practice
  6. Examine the roles and responsibilities of families, whÄnau, teachers, support personnel and peers in relation to supporting students' educational and social requirements
  7. Evaluate current teaching practice in relation to exemplary practice in inclusive education

^ Top of page

Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
Blackboard