EDPROFST 734 : Frameworks for Inclusive Settings

Education and Social Work

2023 Semester Two (1235) (30 POINTS)

Course Prescription

An analysis of educational contexts and their impact on the learning and behaviour of students with particular reference to those with special needs. Emphasis is placed upon assisting teachers to develop inclusive learning environments that enhance academic performance and social behaviour.

Course Overview

Working collaboratively with fellow students in the course you will explore the effective practices and frameworks that support teachers in New Zealand (and around the world) to develop and maintain inclusive classrooms, schools and early learning settings. The course further provides the opportunity for in depth examination of one pedagogical framework or approach of your choice. This course is for teachers and leaders wanting to develop or enhance inclusive practices in their classroom, school or centre. In this course we aim to build a community of learning, working together to better understand why inclusive education matters.

Course Requirements

Restriction: EDPROF 634, 734, EDPROFST 634

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities
Graduate Profile: Master of Education

Learning Outcomes

By the end of this course, students will be able to:
  1. Demonstrate an understanding of of alternative assessment practices with individuals and learning environments (Capability 1.1 and 6.1)
  2. Develop and demonstrate understanding of collaborative problem-solving strategies (Capability 3.1)
  3. Plan, prepare to implement appropriate inclusive strategies in school or early learning contexts (Capability 1.1, 2.3, 4.1 and 5.3)
  4. Critically reflect on professional practice (Capability 1.1, 2.3, 3.1, 5.2 and 6.2)
  5. Relate and apply theory to field experience (Capability 1.1, 2.3, 5.3 and 6.2)


Assessment Type Percentage Classification
Essay 40% Individual Coursework
Essay 20% Individual Coursework
Essay 40% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5

To pass this course you must achieve at least 50% for the course overall

Workload Expectations

This course is a standard 30 point course. On average, students are expected to spend 20 hours per week in each 30 point course that they are enrolled in.

A typical semester including the study/exam period totals approximately 15 weeks. This means that for this course you should expect to commit 36 hours to direct contact via seminars/workshops/tutorials contact online or on campus.

You can also reasonably expect to commit approximately 240-260 hours to independent learning. This may include reading (and more reading), note-taking, face-to-face and/or online discussion, writing, engaging in collaborative group work, problem solving, undertaking practical tasks, reflecting on learning, accessing learning and study resources, and assignment preparation and completion.

Delivery Mode

Campus Experience or Online & Campus Experience or Online

This course is offered in two delivery modes:

Campus Experience

Attendance is expected at scheduled weekly classes. We will be joining our online colleagues via Zoom.       
Lectures will be available as recordings.     
The course will include live online events including group discussions.
This course runs to the University semester timetable and all the associated completion dates and deadlines will apply.
The activities for the course are scheduled as a standard weekly timetable.


Attendance is expected at scheduled online weekly classes. We will be joining our on campus colleagues via Zoom.
The course will include live online events including group discussions and these will be recorded.
Where possible, study material will be available at course commencement. Additional reading material may be provided throughout the course.
This course runs to the University semester timetable and all the associated completion dates and deadlines will apply.
The activities for the course are scheduled as a standard weekly timetable.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

The required textbook for the course is
Suzanne Carrington & Jude MacArthur (Editors) (2012). Teaching in inclusive school communities. Milton, QLD: Wiley.
  • The library holds only a few copies of the book.
  • It is available for purchase as an ebook only. It can be purchased from:  https://www.wiley.com/en-nz/Teaching+in+Inclusive+School+Communities%2C+E+Text-p-9780730302209
A highly recommended book for this course is
  • Alexandra G. Gunn, Nicola Surtess, Diane Gordon-Burns & Kerry Purdue (Editors) (2020). Te aotūroa tātataki: Inclusive early childhood education. Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd edition). Wellington: NZCER Press.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

"This is the first postgrad course I’ve done, it’s been really well crafted, each section building on the next, very well put together and easy to follow, I hope all my other courses are going to be like this one. I’ve found it inspiring - fantastic readings, resources, videos that I look forward to using in my practice."
"It felt like a community. I appreciated being able to learn about other students' interests and work."
"This is the most practical course I've taken in my degree. It's practical because it related to my immediate concerns for my students and my practices."
"I really had to think about and question my current goals and strategies. Thank you for the support that made this possible."

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.