TEHD220-17C (TGA)
Developing Inclusive Practices
20 Points
Staff
Convenor(s)
Nadine Ballam
37 8940
To be advised
nadine.ballam@waikato.ac.nz
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
-
Extensions starting with 4, 5 or 9 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
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 diversity 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 – all students are expected to attend ALL of these sessions. There are readings allocated each week and, from time to time throughout the course, 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 classroom discussions and assignment work. You will be expected to:
- Attend all lecture and tutorial sessions.
- Participate in class discussions and the sharing of ideas, opinions and experiences.
- Read in advance the relevant readings indicated in the paper outline.
- Complete and submit all assessable tasks by the due date.
Learning Outcomes
Students who successfully complete the course should be able to:
Assessment
- Instructions for all assignments are included in this Paper Outline. The requirements for assignments will also be discussed in class.
- 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.
- 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.