Overview
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.
About this paper
| Paper title | Inclusive Education |
|---|---|
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | Not offered in 2026 (Distance learning) |
| Domestic Tuition Fees ( NZD ) | $1,755.50 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Limited to
- PGCertEdLn, PGDipEdLn, MEdLn, BA(Hons), PGDipArts, MA(Coursework), MA(Thesis)
- Notes
- Students outside of the approved programmes, with 54 300-level EDUC points, 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
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
- 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:
- 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, whānau, 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
Overview
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.
About this paper
| Paper title | Inclusive Education |
|---|---|
| Subject | Education |
| EFTS | 0.2500 |
| Points | 30 points |
| Teaching period | Not offered in 2027 (Distance learning) |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Limited to
- PGCertEdLn, PGDipEdLn, MEdLn, BA(Hons), PGDipArts, MA(Coursework), MA(Thesis)
- Notes
- Students outside of the approved programmes, with 54 300-level EDUC points, 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
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
- 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:
- 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, whānau, 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.