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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
Garry Hornby
Gaye Tyler-Merrick and Trish McMenamin
On-line course content LibraryStudentweb
Fraser, Deborah. , Moltzen, Roger., Ryba, Ken; Learners with special needs in Aotearoa New Zealand ; 3rd ed; Dunmore Press, 2005 ($126 approx).
Hornby, Garry. , Atkinson, Mary, Howard, Jean; Controversial issues in special education ; David Fulton Publishers, 1997 ($98 approx).
Mitchell, David R; What really works in special and inclusive education : using evidence-based teaching strategies ; Routledge, 2008 ($94 approx).
Hattie, John; Visible learning : a synthesis of over 800 meta-analyses relating to achievement ; Routledge, 2009.
Hilton, Alan , Ringlaben, Ravic; Best and promising practices in developmental disabilities ; PRO-ED, 1998.
Hornby, Garry; Improving parental involvement ; Continuum, 2003.
Marzano, Robert J; What works in schools : translating research into action ; Association for Supervision and Curriculum Development, 2003.
Stakes, Richard. , Hornby, Garry; Meeting special needs in mainstream schools : a practical guide for teachers ; 2nd ed; David Fulton, 2000.
Library portalOn-line course content Aegrotat considerations
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Grading ScaleFinal results for this course will be reported using: A+, A, A-, B+, B, B-, C+, C, D and E• A-, A, A+ All learning outcomes are met and most areas exceed Pass criteria• B-, B, B+ All learning outcomes are met and some areas exceed Pass criteria• C, C+ All learning outcomes are met• D Fail grade (some assignments completed satisfactorily)• E Fail grade (no assignments met the required standard)
Attendance expected for all the sessions.
Student feedback will be gathered on standard form.
Sample of assignments moderated by colleagues.
Considered if prior arrangement made.Please refer to the Assessment Guidelines for students. http://www.education.canterbury.ac.nz/documents/assessment_guidelines_for_students_09.pdf
N/A
None.
Considered on personal circumstances.
Not considered.
Both assessments worth 50% so no Aegrotats considered.
To and from the lecturer.
Domestic fee $1,449.00
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 .