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.

In addition to the on-campus week, this paper is taught over a seven week period and is divided into a number of themes and topics. Each week new material will be placed online for you to read and will form the basis for your weekly online discussion contribution. The required readings are used to explore the topics in more depth and to inform discussions and assignment work. You will be expected to:

• Attend all on campus lectures and read the online material each week.
• Become involved in group discussions and the sharing of ideas, opinions and experiences both on campus and online.
• Read the relevant readings posted online.
• Complete and submit all assessable tasks by the due date.

1. Instructions for all assignments are included in this Paper Outline. The requirements for assignments will also be discussed in a panopto or via a podcast briefing.

2. Each assignment should demonstrate your understanding of the topic, drawing on material from lecture material, online discussions, required readings and relevant sources obtained from your independent research. The assignments have been designed to measure your achievement of 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.

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.