Overview
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.
About this paper
| Paper title | Inclusive Education |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $955.05 |
| 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
Students who successfully complete this paper 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 individuals and self-advocacy 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
Timetable
Overview
Focuses on theoretical and practical understandings of equity, social justice and rights, and of their enactment through inclusive pedagogies, to enable teachers to teach all students competently and respectfully.
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.
The kaupapa of EDUC313 is the development of student teachers’ critical understanding, knowledge and skills to prepare them to carry out their responsibilities to teach inherently diverse students competently, confidently and respectfully. The centrality of critiquing our values, beliefs, assumptions and attitudes is highlighted throughout EDUC313, given that these attributes determine what, who and how we teach. Theoretical and practical understandings of equity, social justice and educational rights, and of their enactment through inclusive pedagogies, are key components of the paper, as is working collaboratively with whānau, education support staff and other education professionals. Particular emphasis is placed on future teachers having an understanding of inequities from students’ perspectives; recognising systemic, structural and attitudinal barriers that compromise and/or deny certain students’ education; and making a commitment to act upon such inequities.
About this paper
| Paper title | Equity in Education |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2024 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
- Schedule C
- Arts and Music
- Eligibility
- An open mind and willingness to think.
- Contact
- Teaching staff
To be confirmed
- Paper Structure
Key Concepts:
- Why do we need to think critically about our values, beliefs, assumptions and biases in our work as teachers?
- What can we learn by listening to students?
- Why are some groups of people treated inequitably? Understanding ‘-isms’
- What do equity, social justice and human rights mean?
- What key government/Ministry of Education policies are teachers required to implement?
- Noticing and responding to inequities: What can I do as a teacher?
- How can we work with teacher aides in equitable ways?
- Special = inclusive education? Who’s in, who’s out?
- Inclusive education: Everybody in
- Inclusive education frameworks and pedagogies: So what do we actually do?
- Teaching Arrangements
A range of teaching and learning methods will be used throughout the course, including facilitated discussion of current issues and literature, group activities, video and guest speaker presentations. Students are strongly encouraged to actively participate in all aspects of the course, and are expected to complete assigned readings/tasks prior to each class. Given the interactive nature of these classes, attendance is an essential component of the course.
- 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
Students who successfully complete this paper will be able to:
- Critically analyse your values, beliefs, assumptions and biases about historically marginalised people and cultures, and the impact these have on your responsibilities as teachers.
- Articulate your understanding of social justice, inclusive education and educational-children’s rights’ provisions.
- Develop ways of addressing, within your teaching practice, explicit and implicit educational and cultural inequities.
- Identify and develop a range of inclusive pedagogies, including strategies that support the growth of ākonga multiple identities, capacities and enactment of rights.
- Outline professional approaches to working respectfully with whānau, education support staff, and other education professionals.