2021 information for papers will be published in early September.
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|
|Teaching period||Not offered in 2020|
|Domestic Tuition Fees (NZD)||$959.36|
|International Tuition Fees (NZD)||$4,661.93|
- 54 300-level EDUX or EDUC points
- EDUX 451
- Students who have not passed the normal prerequisite may be admitted with approval from the Dean of the College of Education.
- An open mind and willingness to think.
- Teaching staff
To be advised when the paper is next offered.
- 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
- 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
- Examine students' perspectives of their educational experiences
- Identify and appraise strategies for promoting all students' education, agency and social life as they move through the education system
- Critique models of disability and analyse these in relation to current thinking and practice
- 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
- Examine organisational culture and evaluate models of inclusive practice
- Examine the roles and responsibilities of families, whÄnau, teachers, support personnel and peers in relation to supporting students' educational and social requirements
- Evaluate current teaching practice in relation to exemplary practice in inclusive education