Disability and Inclusion Studies (2019)

This programme is available for students wishing to develop their understanding and skills in disability and inclusive practice in a variety of professional and community contexts. Initial enquiries should be made to the Postgraduate Studies Office, Faculty of Education.

The Master of Disability and Inclusion Studies is a cross-disciplinary qualification that draws on contemporary theories, methodologies and practices related to the broad field of disability and inclusion. It is intended for postgraduate students who have either a) an undergraduate teaching qualification and experience as a teacher or b) an undergraduate qualification and some experience as a practitioner in the disability field. The programme is designed for those who wish to develop an area of expertise that will provide them with a greater depth of conceptual, research and practical knowledge in this field.


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  • Prescriptions for the PGCert(DInS), PGDip(DInS) and MDInS

    To complete the Postgraduate Certificate in Disability and Inclusion Studies, students must take 60 points at 500 level including DINST521 and 30 points from the following list.

    To complete the Postgraduate Diploma in Disability and Inclusion Studies, students must take 120 points at 500 level, including DINST521 and 60 points from the following list.

    To complete an MDInS, students must take 180 points at 500 level including DINST521 and one of EDUCA557, EDUCA500, or MAOED500, and at least 60 points from the following list including a Directed Study equivalent to 30 points, a Dissertation equivalent to 60 points, or a Thesis equivalent to 90 or 120 points.

    Candidates who hold a BTchg(Hons), BSocSc(Hons) or a PGDip(DInS) or equivalent must take a further 120 points at 500 level, including any required papers, to complete the Master of Disability and Inclusion Studies.

  • 500 Level

    Code Paper Title Occurrence / Location
    COUNS546Conflict Resolution: Restorative Approaches19B (Block)
    This paper develops the skills of facilitating conflict resolution using mediation, conferencing and other types of restorative and generative conversations in families, schools and other contexts. A narrative perspective on conflict resolution features strongly in the paper.
    DINST513Early Intervention for Children with Special Needs19B (Block)
    This paper is intended to enable students to understand the philosophical and developmental justification for early intervention programmes for young children with special needs and their families. The focus will be on early intervention carried out in a range of contexts. The paper content will include: concepts of disability mode...
    DINST521Contemporary Issues in Disability and Inclusion Studies19A (Hamilton) & 19A (Online)
    This paper examines the historical and contemporary context that drives the bio-medical and social justice models of inclusive social and educational practice. It will also consider how a disability advocacy focus affects the practice of academic research.
    EDUCA500Culturally Responsive Methodologies incorporating kaupapa Maori and critical theories19B (Block - Tauranga)
    Cullturally Responsive Methodologies utilise kaupapa Maori and critical theoretical frameworks to develop contexts within which the researched community can define the terms for engaging, relating and co-creating new knowledge.
    EDUCA501Professional Learning in Education Practice19C (Hamilton)
    This paper allows students to submit a portfolio for assessment of learning undertaken in a non formal setting, for credit towards a postgraduate qualification in the Faculty of Education.
    EDUCA557Research Methods19A (Hamilton), 19A (Tauranga), 19B (Online) & 19S (Block)
    This paper introduces students to the major educational research paradigms, methodologies appropriate to collecting data in schools (including interviews, observations, surveys, case studies), action research, literature reviews, critiquing research, and report writing. It includes consideration of ethical issues in research.
    HMDEV503Educational and Life Transitions: Changing Roles and Changing Contexts19B (Block - Tauranga)
    The life of an individual involves many transitions to new roles and new contexts. These include numerous educational transitions, from infants and young children entering early childhood services, through school transitions, to adults starting tertiary or work contexts. Each transition may offer both opportunities and challenges. ...
    HMDEV504Difference and Diversity in Human Development19B (Hamilton)
    This paper explores critical perspectives on difference and diversity for selected issues in lifespan development. It examines recent cultural, feminist, environmental and post-structural questions that have been raised for contemporary psychological and educational practice.
    HMDEV524Intelligence, Creativity and the Development of Talent19A (Online)
    This paper involves an in-depth examination of historical and contemporary models of intelligence, creativity, giftedness, and talent, and how these different interpretations impact on policy and practice in education.
    HMDEV565Restorative Practices in Education19A (Hamilton)
    This paper examines restorative practices and considers their role in education settings.
    MAOED500Rangahau Kaupapa Maori - Kaupapa Maori Research19C (Hamilton)
    This paper seeks to explore Kaupapa Maori research theory and methodologies, developing more informed and culturally located and responsive research practice, with a particular focus on researching in Maori educational contexts.
    MAOED523Maori Educational Policies: Their Development and Some Strategic Responses19C (Block - Tauranga)
    This paper examines the historical and contemporary politics and practices that have contributed to the current education disparities that affect Maori people in particular, but also the wider fabric of New Zealand society. The paper then considers historical and contemporary policies developed to address these disparities and a nu...

2019 Catalogue of Papers information current as of : 15 November 2018 2:19pm

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