The New Zealand Disability Strategy (NZDS) states: “disabled people aspire to a good life. However, they also face huge barriers to achieving the life that so many take for granted” (p.1). Educational qualifications are a key factor enabling the attainment of a good life. Yet, many disabled students still experience significant educational disadvantage. As teachers we have a responsibility to enhance the learning of all students.

The Education Council of Aotearoa New Zealand (EDUCANZ) Graduating Teachers' Standards require that all new employees demonstrate competency in key teaching areas. As a teacher you are expected to demonstrate the following competencies:

• have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa/New Zealand.
• recognise how differing values and beliefs may impact on learners and their learning.
• have the knowledge and dispositions to work effectively with colleagues/parents/caregivers/families/whānau and community.
• build effective relationships with their learners.
• promote a learning culture which engages diverse learners effectively.

This paper introduces you to a number of ideas about disability, diversity and inclusion that relate to the standards above and your career as a teacher. It provides some principles and practices for including all learners. It is intended that you will leave this paper with a deeper understanding of the teaching/learning requirements of students with recognised disabilities and difficulties. You will gain ideas about how to develop workable teaching strategies. You will also gain an appreciation of the relationship between the concept of disability and inclusion and what it might mean to live ‘a good life’ in New Zealand as a disabled citizen with full rights. We believe that issues of disability and inclusion concern all New Zealanders. We recognise the expertise you bring as student teachers and as contributing members of society. We invite you to share your opinions and beliefs as an integral part of this paper. We also invite you to think critically and reflectively about the paper’s content.

This is a blended paper, taught over a twelve weeks period and is divided into a number of themes and topics. There are six face-to-face, three hour tutorial session and six weeks that are fully online.

All students are expected to attend and be present in ALL of these sessions. Each week new material will be introduced and further developed in the tutorial sessions. There are readings allocated each week and from time to time throughout the paper, other material will be placed online for you to access. Your readings should be used to explore the topics in more depth and to inform tutorial discussions and assignment work.

You are expected to:

• Attend ALL, and participate in class and online discussions, sharing of ideas, opinions and experiences both in tutorials and online
• Read the relevant readings and resources provided
• Complete and submit ALL assessable tasks by the due dates.