TEHD220-17C (HAM)
Developing Inclusive Practices
20 Points
Staff
Convenor(s)
Ashlie Brink
7845
TT.5.10B
To be advised
ashlie.brink@waikato.ac.nz
|
Lecturer(s)
Leeana Herewini
5605
UL1.G.15
To be advised
leeana.herewini@waikato.ac.nz
|
Rosina Merry
7807
TT.6.03A
To be advised
rosina.merry@waikato.ac.nz
|
Charles Rolleston
9427
UL1.G.10
To be advised
charles.rolleston@waikato.ac.nz
|
Administrator(s)
Librarian(s)
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Paper Description
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 teacher education students 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.
Paper Structure
This paper is taught over a seven week period and is divided into a number of themes and topics. There are three two-hour sessions each week - A two hour Principle Lecture on a Monday followed by two, two hour tutorial sessions. One two hour tutorial session will take place face- to- face and the second two hour session, will take place in an online discussion forum. All students are expected to attend and be present in ALL of these sessions. Each week new material will be introduced and later developed in the tutorial session. 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 will be expected to:
- Attend ALLlectures, face- to- face tutorials and your online discussion group each week.
- Participate in class and online discussions and the sharing of ideas, opinions and experiences both in tutorials and online.
- Read the relevant readings provided.
- Complete and submit ALL assessable tasks by the due date.
Learning Outcomes
Students who successfully complete the course should be able to:
Assessment
1. Instructions for all assignments are included in this Paper Outline. The requirements for assignments will also be discussed in
class.
2. Each assignment should demonstrate your understanding of the topic, drawing on material from lectures, tutorials, required
readings and relevant sources obtained from your own independent research. The assignments have been designed to measure
your achievement of the learning outcomes included earlier in this Paper Outline.
3. Following the correct format for written assignments is an important part of their successful completion. Detailed instructions are
provided for each assignment.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. There is no final exam.
Required and Recommended Readings
Required Readings
More information will be given in class regarding readings for this paper.
Online Support
Workload
This is a 200 level paper. The minimum workload expected for a paper at this level is 200 hours. This means that in addition to lecture material and online discussions you should expect to spend 10-12 hours per week on private study (reviewing the work covered in the discussions, readings, preparation for discussions, completing assignments). Please keep these expectations in mind and organise your study time effectively.