Practical and philosophical issues supporting the inclusion of children and adults with disabilities in mainstream educational and community settings, supported by examples from education systems in New Zealand and elsewhere.
If you are interested in learning about socially just education for all students, and in particular for those who are disabled, EDUC 313 may be of relevance to you. The paper will provide you with opportunities to examine your values and beliefs about human beings, rights, learning and teaching and consider ways of teaching that are respectful of and responsive to the diversity of learners in today's schools and early childhood contexts. You will learn about practical and philosophical issues supporting the inclusion of children and adults with disabilities in local educational and community settings, supported by examples from education systems in New Zealand and elsewhere.
Former students’ perspectives:
- "Thank you very much for such a great semester, I can easily say it was my favourite paper." (student feedback, 2016)
- "For me personally, the inclusive education
paper was the most influential on helping me decide what kind of teacher I want to
be. I hope that I will continue to grow as an inclusive teacher and I can't wait
to get started! If I could make everyone do the inclusive paper, I would, because
it really has done so much for me." (student feedback, 2015)
| Paper title | Inclusive Education |
|---|---|
| Paper code | EDUC313 |
| Subject | Education |
| EFTS | 0.1500 |
| Points | 18 points |
| Teaching period | Second Semester |
| Domestic Tuition Fees (NZD) | $886.35 |
| International Tuition Fees (NZD) | $3,766.35 |
- Prerequisite
- One 200-level EDUC, PSYC or SOCI paper
- Restriction
- EDUT 368
- Schedule C
- Arts and Music
- Eligibility
- An open mind and willingness to think.
- Contact
- gill.rutherford@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
- A list of course readings will be provided.
- 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:
- Outline the history of disabled people, focusing on how people have been perceived, constructed and treated by society and how disabled groups have responded
- Discuss the experiences of disabled people and the understandings and practices that have developed in support of individual needs
- Critique current educational policy and practice in New Zealand for disabled children and young people
- Critique research and practices that have promoted inclusion in educational settings
- Identify issues relating to the inclusion and exclusion of disabled people and their families/whānau
Timetable
Practical and philosophical issues supporting the inclusion of children and adults with disabilities in mainstream educational and community settings, supported by examples from education systems in New Zealand and elsewhere.
If you are interested in learning about socially just education for all students, and in particular for those who are disabled, EDUC 313 may be of relevance to you. The paper will provide you with opportunities to examine your values and beliefs about human beings, rights, learning and teaching and consider ways of teaching that are respectful of and responsive to the diversity of learners in today's schools and early childhood contexts. You will learn about practical and philosophical issues supporting the inclusion of children and adults with disabilities in local educational and community settings, supported by examples from education systems in New Zealand and elsewhere.
Former students’ perspectives:
- "Thank you very much for such a great semester, I can easily say it was my favourite paper." (student feedback, 2016)
- "For me personally, the inclusive education paper was the most influential on helping me decide what kind of teacher I want to be. I hope that I will continue to grow as an inclusive teacher and I can't wait to get started! If I could make everyone do the inclusive paper, I would, because it really has done so much for me." (student feedback, 2015)
| Paper title | Inclusive Education |
|---|---|
| Paper code | EDUC313 |
| Subject | Education |
| EFTS | 0.1500 |
| Points | 18 points |
| Teaching period | Second Semester |
| Domestic Tuition Fees | Tuition Fees for 2020 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- One 200-level EDUC, PSYC or SOCI paper
- Restriction
- EDUT 368
- Schedule C
- Arts and Music
- Eligibility
- An open mind and willingness to think.
- Contact
- gill.rutherford@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
A list of course readings will be provided on eReserve
- 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:
- Outline the history of disabled people, focusing on how people have been perceived, constructed and treated by society and how disabled groups have responded
- Discuss the experiences of disabled people and the understandings and practices that have developed in support of individual learning characteristics and rights
- Critique current educational policy and practice in New Zealand for disabled children and young people
- Critique research and practices that have promoted inclusion in educational settings
- Identify issues relating to the inclusion and exclusion of disabled people and their families/whānau
