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This course is designed to provide students with knowledge of the diversity and challenges in inclusive and special education. The course will develop students' understanding of the history, philosophies, and policies relevant to inclusive and special education. Students will also study a range of assessment and teaching strategies appropriate for children with various types of special learning needs.
Students completing this course will be able to:1. Understand the history, philosophies, policies and procedures of inclusive and special education.2. Discuss discourses of disability, policies and resources.3. Understand issues in the conceptualisation and classification of children with special educational needs;4. Know how to critically evaluate effectiveness of interventions in inclusive and special education.5. Know of a range of effective pedagogical and teaching strategies in inclusive and special education.6. Understand a range of assessment approaches and techniques.7. Know of a range of effective behavioural strategies.8. Discuss the education, curriculum and interventions for children with various types of special needs. 9. Understand how to work effectively as a collaborative team member with other professionals, parents, family and whanau in a variety of cultural contexts.
Subject to approval of the Head of School
Trish McMenamin
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Mitchell, David R; What really works in special and inclusive education : using evidence-based teaching strategies ; Routledge, 2008 (Fifth Edition).
Library portalOn-line course content Aegrotat considerations Studentweb
All forms of cheating and dishonest practice are taken seriously and penalties will result.Students should refer to the University of Canterbury College of Education Assessment Guidelines for Students and to Regulation J of the General Course and Examination Regulations.
The following assessment information should be read in conjunction with the University of Canterbury College of Education Assessment Guidelines for Students, relevant UC policies and the UC Calendar General Course and Examinations Regulations. These documents can be accessed via the university’s website. We recommend that all students of the course become familiar with requirements.Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99
Distance students must participate in the course via Learn to meet the learning outcomes. Students are responsible for obtaining relevant lecture/course information via Learn. This will mean regular engagement with forums and course materials on the Learn site. Participation will enhance your understanding of issues and allow for discussion and clarification of complex issues. Online activity will ensure all students can discuss, debate and reflect. Insufficient participation in the course will jeopardise students passing the course.
An assignment submitted late will not be marked. If a piece of assessment is submitted late, a grade of ‘F’ will be awarded.
Under exceptional circumstances (e.g. illness, accident, bereavement or critical personalcircumstances) individual students may be granted an extension of the due date for an assignment. A student who wishes to apply for an extension to the due date for any piece of assessment must apply in writing to the course co-ordinator and outline the reasons why the extension is being requested. Evidence to support the application must be included (e.g., medical certificate). Applications must be made before the due date for submission of the assignment. The course co-ordinator will decide whether an extension will be granted. If an extension isgranted, a new due date will be set and the student will be notified of this in writing. Students must use their university email account if they are contacting the course teachers.Emails from other accounts e.g., web-based accounts are often caught up in the University’s spam guard. To avoid your email going astray, or being held up, please use your student account.
A student may apply for aegrotat consideration on ONE piece of assessed work that is worth 50% or less of the total course grade. Students should refer to the Regulation H of the General Course and Examination Regulations and the University of Canterbury - College of Education Assessment Guidelines.
You are required to use APA referencing in all pieces of course assessment.
Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
Domestic fee $1,695.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .