DINST522-22B (NET)

Inclusion Policy and Practice: A Disability Rights Approach

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

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: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
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    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Using an intersectional approach, students will have the opportunity to develop advanced critical knowledge and understanding of a disability and inclusion human rights framework. The paper engages students in knowledge and skills development to enable application of this framework in research and critical inquiry of education and social policy and practice, that promotes the realisation of disability rights and full inclusion of people with disabilities in society.

Students will develop advanced knowledge of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and domestic and international policies that inform the implementation of these rights. They will apply this knowledge through critically analysing contemporary practice in education, employment, health and social inclusion using an intersectional framework and by engaging with the lived experiences of people with disabilities.

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Paper Structure

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This is a NET paper. All learning materials including a reading list will be presented on Moodle along with links to key policy documents and current research in disability, inclusion and human rights.

Students will have the opportunity to participate in a communal learning network with their peer students, teachers and guest presenters in the paper through engaging with the discussion forum and the 'Zoom Huis' held every two weeks - these will be held at a time that enables students to attend and will be recorded and uploaded on Panopto for those who are unable to attend.

There are six topics that students will engage with over a 12 week trimester. Students can choose how they work across these topics.

It is expected that students will complete the required readings and engage with at least 2 - 4 other resources embedded in the Moodle which will include guest presentations. The readings and resources will be the focus of the Zoom Huis. It is also expected that students will engage in the discussion forums.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning outcomes
    1. demonstrate advanced critical knowledge of the United Nations Convention on the Rights of Persons with Disabilities,
    2. articulate and use an intersectional framework in analysis of social inclusion policy and practice,
    3. develop advanced knowledge of and use a human rights framework to inform critical analysis of contemporary social inclusion policy and practice,
    4. demonstrate in-depth knowledge of and skills to include the lived experiences of people with disabilities to critically appraise rights based policy and practice,
    5. discuss and present advanced knowledge of how contemporary inclusion policy and practice reflects and realizes disability rights
    Linked to the following assessments:
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Assessment

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Assignment 1: Rights based policy

The focus of this assignment is to learn more about a particular disability right that is articulated in the UNCRPD and outline how it is informing policy in New Zealand and/or internationally.

Part A: Critical review of one Article of the United Nations Convention on the Rights of Persons with Disabilities (25%)

Choose one area of rights outlined in one of the Articles of the Convention (UCRPD). Write a critical review of this Article under the following headings:
• Introduction - describe principles and aims of this Article
• Context - give an overview of why this Article is important and what kinds of outcomes are expected from the progressive realisation of this right.
• Conclusion - discuss at least three ways signatory countries could make changes to implement this Article.

Part B: Infographic depicting how this Article relates to domestic or international policy (25%)

Using the area of rights (Article) chosen in Part A

  • Research and identify a disability or broader social policy (New Zealand or International country) that addresses this right either specifically for people with disabilities or that includes people with disabilities as part of a broader social policy.
  • Develop an infographic that depicts this policies aims, how it addresses the area of rights for people with disabilities and what outcomes it has achieved.

Assignment 2: Rights based practice

The focus of this assignment is to identify and research how disability rights are informing practice in a key area of rights articulated in the UNCRPD eg education, employment, health, violence prevention, women and children to build knowledge of contemporary research in this area and present how the research is informing practice through the lived experience of disabled people.

Part A: Annotated review of current research and practice that applies a rights based approach (25%)

Using the area of rights focused on in Assignment 1 complete a literature (peer reviewed and grey literature) search. Draw on at
least 10 journal articles and/or reports from 2012 - 2022 that report on work (research or projects) that have focused on this right. Use the following headings in a table (annotated review)
1. Full citation information 2. Main focus or purpose of the work. 3. Special features of the work that were unique or helpful. 4. Background of the author/s developers 5. Conclusions or observations reported

Part B: Present key findings from the review through the 'story' of a person with a lived experience of disability, using a presentation format eg powerpoint presentation, interactive poster, other audio visual presentation (25%)

Through the story of at least one person with a disability (find the story online) present how this right has been realized or could be realized linking to the themes from the annotated review
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment1 Part A Rights-based Policy: Critical review UNCRPD Article
22 Aug 2022
No set time
25
  • Online: Submit through Moodle
2. Assignment1: Part B Rights-based policy Domestic/international policy
22 Aug 2022
No set time
25
  • Online: Submit through Moodle
3. Assignment 2:Part A Rights-based practice Annotated review
10 Oct 2022
No set time
25
  • Online: Submit through Moodle
4. Assignment 2:Part B Rights-based practice Audio-visual presentation
10 Oct 2022
No set time
25
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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All required readings are listed in the Reading list on Moodle and are available through this list and/or the library
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Recommended Readings

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All recommended readings are listed in the Reading List
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Other Resources

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A range of additional resources are provided in each topic in Moodle
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Online Support

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The University provides a range of student support services including Accessibility Services staff, who are committed to supporting students with lived experience of disability in order for them to be successful in their studies, and the Student Learning team, who help students acquire the skills, knowledge and attributes they need to be successful, independent, and self-directed learners.
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Workload

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This is a 30 point paper.

University regulations stipulate an expected total student workload for the paper of 150 hours. The paper is a NET paper requiring online learning which includes reading recommended readings from the reading list, engaging in discussion forums and engaging in or accessing the Zoom Huis. There will be a 1 hour zoom session each fortnight that will be recorded for those that cannot attend. The recording will be uploaded on Moodle in Panopto. The remaining hours, accumulated at different times across the whole trimester are to be used for completing readings, preparing for class/online tasks and assignments.

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