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|
|Teaching period||1st Non standard period (14 January 2019 - 6 December 2019)|
|Domestic Tuition Fees (NZD)||$2,007.00|
|International Tuition Fees (NZD)||$6,658.50|
- Limited to
- Teaching staff
Paper Coordinator: Dr Gill Rutherford
Other staff: 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
- Conventions, laws and policy documents relating to diverse learners (e.g. Māori, Pasifika, disabled students)
- Engaging with diverse identities, languages and cultures
- Pedagogical frameworks (e.g. 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.
- 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:
- Demonstrate in-depth knowledge of the significance of Te Tiriti o Waitangi to teaching and learning in Aotearoa.
- Reflexively address conceptions of difference, diversity, inclusion, and, social justice as they relate to education, teaching and learning.
- Critically evaluate the impact of policy on inclusive practice in education.
- Critically reflect on their role in fostering inclusive classroom communities.