HMDEV320-20B (NET)

Implementing Inclusive Practices: Building Community Capacity

15 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)

: nia.sugiharto@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@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.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • 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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Aims of the paper:

This paper is designed to investigate a central question - What is required in order to fully include all children and young people with recognisable or hidden disabilities and or differences in the educational and social life of their local community? - through a research framework that includes reading, writing, discussing, investigating and reporting. The question this paper poses will be addressed through consideration of a variety of academic and non-academic sources and approaches.

Central to the nature of these circumstances is the idea that physical and/or social adaptations will be needed in order for children with recognisable and/or hidden disabilities/differences to be able to 'fit in' well. What does 'fitting in' mean? Why are some children and young people in this group at more at risk of 'not fitting in' than others? This paper is designed to explore both these questions through the concept of Abelism.

The perspective taken on this course:

In many areas Teachers, family/whanau members, social service workers and Non Government Organisations, managers and policymakers in NZ continue to rely on the outcome of international studies to provide best-practice commentary about what should be happening regarding the development of inclusive practice settings in this country. As a result, often local voices, when heard, can also be discounted. This paper provides a space for local voice conversations to be had and ideas to be debated.

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Paper Structure

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This paper is taught over a 12-week semester and is divided into a number of topics focusing on exploring what skills may be required for including children, young people and adults with disabilities in the educational and social life of their local community. The paper is taught fully online. The online forum consists of lecture content; recommended or additional readings and online discussions which all students are expected to contribute to each week.

This paper utilises weekly readings found in the online reading list and from time to time additional material related to the paper content will be made available online for you to access. Your weekly readings should provide a base of content that will be further explored in the whiriwhiri -ā- rōpū / online discussions and assignment work.

You will be expected to:

Participate in all online discussions;

Participate in group online activities, and the sharing of ideas and experiences;

Read in advance the relevant readings from the text, as indicated in the paper outline; and

Complete and submit all assessment tasks by the due date.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • demonstrate an understanding of how key social constructions of exclusion/inclusion work to shape inclusive possibilities in educational, organisational and community settings;
    Linked to the following assessments:
  • demonstrate knowledge of initiatives in disability and inclusion in an organisational or community domain area based on ideas covered in the paper;
    Linked to the following assessments:
  • demonstrate the ability to work independently in an academic area of choice within the framework of the rational of the paper;
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  • demonstrate improved audio/visual presentation skills in an online format
    Linked to the following assessments:
  • demonstrate improved scholarly writing skills, including APA referencing skills
    Linked to the following assessments:
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Assessment

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This paper is fully internally assessed. Please take the opportunity to ask questions about assessment tasks in your question and answer forum in Moodle. If you need additional help with assignments, please use the contact details provided in our Moodle space for Student Learning and all Support Staff.

What you are expected to do in your online discussions:

* Contribute to every discussion, at least twice (throughout the week)

* Keep each contribution to around 150 words maximum

* Use discussion to clarify understandings and to engage critically and deeply with the theme, theory and issues presented in the paper

* Relate discussion to your current discipline

What you should avoid doing:

* Please do not avoid the discussions, or post once and then disappear. These breach the intent of a discussion, indicate a lack of regard for our class community and fall short of the minimum attendance and participation requirements for this paper

* Similarly, do not double post (2 consecutive posts, or posts very close together - these should be spread out during the course of the week such as Monday, Wednesday or Friday leaving your weekends free for work - life - balance. Posting your contributions over the weekend often limits the opportunity for reflection and response from others

* Do not post lengthy contributions or without firstly reading what others have written, or your own writing before posting

What to expect from your lecturers in our online discussions:

Lecturers aim to join in each discussion, meeting similar expectations to the students. In short, we aim to:

  • Be there.
  • Be brief.
  • Respond.
  • Share our own stories.
  • Promote deep and critical thinking (at times, we will play 'Devil's Advocate' in order to probe differing viewpoints).
  • Keep the fires burning.

Feedback on discussions will be given within the discussion so look out for lecturer comments on how the discussion is progressing.

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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. Journal Critique (2500 words)
10 Aug 2020
11:30 PM
35
  • Online: Submit through Moodle
2. Research paper - Part A (800 words)
9 Sep 2020
11:30 PM
15
  • Online: Submit through Moodle
3. Research Paper - Part B: Presentation
23 Sep 2020
11:30 PM
20
  • Online: Submit through Moodle
4. Online Participation, Journal and Final Reflection : Weight 30%
12 Oct 2020
No set time
30
  • Online: Moodle Forum Discussion
  • 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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There is NO set textbook for this paper. A reading list is available that lists the required reading for this paper. All readings on this list are available electronically. You can access the reading list, and the readings themselves, via the Reading List section on Moodle or via the Reading Lists tab on the library homepage (https://www.waikato.ac.nz/library/ (https://www.waikato.ac.nz/library/)
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Recommended Readings

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Campbell, F. K. (2008). Refusing able (ness): A preliminary conversation about ableism. M/C Journal, 11(3). http://journal.media-culture.org.au/index.php/mcjournal/article/view/46,/0

Campbell, F. A. K. (2008). Exploring internalized ableism using critical race theory. Disability & Society, 23(2), 151-162.

Campbell, F. K. (2012). Stalking ableism: Using disability to expose ‘abled’ narcissism. In Disability and Social Theory (pp. 212-230). Palgrave/UKhttps://www.researchgate.net/profile/Fiona_Kumari_Campbell/publication/296970004_%27Stalking_Ableism_using_Disability_to_Expose_%27Abled%27_Narcissism%27/links/56dc289408aee1aa5f873a49/Stalking-Ableism-using-Disability-to-Expose-Abled-Narcissism.pdf

Hamilton, C., & Kecskemeti, M. (2015). Beginning teachers reflect on inclusive practices–‘I didn't realize that he only had half a hand’. International Journal of Inclusive Education, 19(12), 1265-1279.

Norman, M. E., & Moola, F. (2011). ‘Bladerunner or boundary runner’?: Oscar Pistorius, cyborg transgressions and strategies of containment. Sport in society, 14(9), 1265-1279.

Goodley, D., & Runswick-Cole, K. (2012). Reading Rosie: The postmodern disabled child. Educational and child psychology, 29(2), 51-64.

Ware, L. P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17(3), 143-172.

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Other Resources

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NB Other useful resources will be put up on moodle during the semester

Blogs etc

Disability Clothesline http://www.disabilityclothesline.org.nz/

Giovanni Tiso https://bat-bean-beam.blogspot.com/

Useful NZ Organisation websites

CCS Disability Action https://www.ccsdisabilityaction.org.nz/

DiversityWorks https://diversityworksnz.org.nz/

DPA website http://www.dpa.org.nz/

Ihc https://ihc.org.nz/

New Zealand Human Rights Commission https://www.hrc.co.nz/

Office of Disability Issues https://www.odi.govt.nz/

ODI History of Disability in NZ https://www.odi.govt.nz/home/about-disability/history-of-disability-in-new-zealand/

People First NZ http://www.peoplefirst.org.nz/

Useful NZ Education Websites

Childrens books https://www.thesapling.co.nz/single-post/2018/06/18/Book-List-A-disability-book-list

Inclusive education website http://inclusive.tki.org.nz/

TKI website https://www.tki.org.nz/

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Online Support

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This paper is an online paper and is supported by Moodle as a teaching space. All communication, lecture material, discussions, supported readings, assignment briefings, assignment feedback and all miscellaneous material will all be via the Moodle site. All written assignments must be submitted through Moodle too.

Each week the site will be updated with information about the week’s topics and any supplementary readings. You should check your Moodle site on a regular basis.

You can use the Moodle site for general questions, for giving feedback on how things are going and for contacting the teaching team. Any issues can be discussed with the paper convenor through the Private Conversation forum on Moodle.

University ICT self-help services are available. Log into the system here https://www.waikato.ac.nz/ict-self-help/home

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Workload

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This is a Level 3 paper worth 15 points towards your degree and University regulations stipulate an expected total workload of 150 hours. Students should engage with weekly lecture notes and weekly discussions leaving an average expectation of 8 hours of 'out-of-class' work per week (for organisation of lecture notes, additional reading, preparation of assignments, etc). Keep these expectations in mind, and organise your study time effectively.
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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: Either HDCO100, HMDEV100 or TEHD100, TEEDU102 and 15 points at 200 level in any subject.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: HDCO320

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