Inclusive Education
Program Overview
In this graduate topic in the MEd Interdisciplinary program, we critically examine issues and build learner capacity to support inclusive education in K-12 education. Designed in collaboration with the Alberta Ministry of Education, the topic will be of interest to current teachers, school and system leaders, educational consultants, and post-secondary instructors.
Program Details
Courses in this program are offered online. Courses are held in both an asynchronous environment (D2L) and a synchronous (real-time) environment (Zoom) which allows instructors to virtually meet and talk with students and experience a live exchange of ideas, hear class presentations and do group work with access to a whiteboard. For additional information regarding online delivery, refer to the eLearn website.
Program Goals
- Develop a professional knowledge base that integrates both practical and research knowledge and links theory with systematic inquiry in relation to the expectations for educators in Alberta as detailed in Competency Four of the draft Teaching Quality Standard (TQS) (2016).
- Emphasize six principles of inclusive education: (a) anticipate, value and support diversity and learner differences, (b) high expectations for all learners, (c) understand learners' strengths and needs, (d) Reduce barriers within learning environments, (e) capacity building, and (f) shared responsibility.
- Develop a critical, systematic, and research informed knowledge base within the larger field of inclusive education.
- Engage in the scholarship of leadership, teaching, and learning through reflexive processes of research informing practice and practice informing research.
- Review, critically analyze, and report on educational research literature using a range of academic writing genres to make informed practice and policy decisions.
- Investigate, understand, and resolve complex problems of educational practice.
- Demonstrate collaboration, communication, and knowledge-building competencies.
Experiential learning is learning by doing that bridges knowledge and experience through critical reflection. This program offers the following kinds of experiential learning opportunities:
- Designing and developing inclusive learning experiences: Students will explore inclusive learning experiences tailored to K-12, higher education, or workplace learning environments.
- Assessing inclusive learning experiences: Students will assess the effectiveness of inclusive learning experiences gaining insights into learner engagement, knowledge transfer, and real-world application.
- Reflecting on inclusive learning practices: Throughout this topic, students will think critically about their experiences with inclusive learning, considering how these experiences impact learning and how they can be applied in different educational settings.
Target Audiences
- Teachers, school leaders, and school jurisdiction leaders
- Educators and consultants who work in the area of inclusive education
- Post secondary instructors who aim to inquire into inclusive education practices
A registration package will be sent to new students after they have been admitted. Registration for the summer term will be available in late winter. Fall and Winter registration opens in the spring. Your Graduate Program Administrator will send more information about registration to you.
Fee details are available on the Faculty of Graduate Studies website.
The University of Calgary offers multiple ways to meet the cost of your education. Please refer to the Awards, Scholarships and Bursaries page to learn more about options available to students. For additional information, please contact Student Financial Support.
Please refer to the MEd Interdisciplinary Admission Requirements page.
Program Schedule & Course Descriptions
- Program begins each Summer term (refer to the Academic Schedule for specific dates)
- Outlines are normally available 1-2 weeks prior to the start of term in D2L
- 3 units per course
Term 1 - Summer
Principles of Inclusive Education
Learners will critically examine six principles of inclusive education: (a) anticipate, value and support diversity and learner differences, (b) high expectations for all learners, (c) understand learners' strengths and needs, (d) Reduce barriers within learning environments, (e) capacity building, and (f) shared responsibility. Educational, demographic, human rights, economic, and community considerations and issues will be also be examined.
Term 1 - Summer
Establishing Inclusive Environments
This course will focus on a professional knowledge base that integrates both practical and research knowledge and links theory with systematic inquiry in relation to the expectations for educators in Alberta. Learners will build their capacity to establish, promote, and sustain inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected, and safe. Learners will critically examine evidence-informed practices and inclusive strategies, supports, and interventions including technological innovations.
Term 2 - Fall
Inclusive Education: A Shared Responsibility
Learners in this course will critically consider ways in which school leaders, teachers, education professionals, families and community partners can effectively collaborate to create ongoing opportunities to develop, strengthen and renew their understanding, skills and abilities to create flexible and responsive learning environments The course will emphasize knowledge, skills, benefits and challenges of collaboration and partnering in inclusion education.
Term 3 - Winter
Inclusive Leadership
This course is designed to engage learners in connecting learning from the first three courses through conceptualizing the complexities of their own and/or other contexts and investigating related problems of practice. Understanding of the benefits, challenges, and possibilities of inclusive education will be deepened through critical consideration of topics such as the following: understanding the policy landscape, building leadership and teaching capacity; designing and assessing inclusive schooling and learning environments.