The programme is designed for teachers who desire to engage in further education or training to upgrade their professional knowledge, skills and practices. This work-based programme aims to narrow the gap between theory, policy and practice in the field of education for all. The educational future of all children requires a broad vision of education: a vision that embraces all children in line with the United Nations’ Sustainable Development Goal No 4 and the Incheon Declaration for 2030.

The programme has a strong ethos of supporting the right of every child to quality education and learning. Pursuant to this ethos, the programme is designed to expose students to an inclusive education system whose main goal is to provide all children with the most appropriate learning environment for them to best achieve their potential. Specifically, the programme seeks to promote success for all children with many different attributes such as disability; ethnicity; language; gender; or socio- economic status.

Exclusion of some children from meaningful participation in the schooling life is one of the greatest problems facing some children in our society today. For instance, disability is the single most serious barrier to education across the globe. For instance, nearly 50 per cent of children with disabilities are not in school, compared to only 13 per cent of their peers without disabilities. Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

Through this programme, Arrupe Jesuit University (AJU) believes that inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need in order to thrive in the 21^st century. Translate Education Vision 2030 into practice by becoming an inclusive teacher; the teacher of the future. We believe that an inclusive teacher is the teacher of the future. Be ahead of time.

Why Choose this Course?

• Flexibility: sessions are conducted as hybrid sessions including weekends
• Work-based learning: no need to leave your current work
• Career progression: MEd in Inclusive Education, PhD in Inclusive Education
• Opportunity to represent the many educationally excluded children
• Become an educational practitioner of the future

First Year

First Semester

·         IEIS 101 Academic Writing

·         IEIS 102 Foundations of Inclusive Education, Disability and Inclusion

·         IEIS 103 ICT Applications in Education

·         IEIS 104 Research Methods and Statistics

·         IEIS 105 Culture and Heritage Studies

·         IEIS 106 Aetiology and Effects of Various Impairments on Education

Second Semester

·         IEIS 107 Ignatian Pedagogical Paradigm

·         IEIS 108 Inclusive Pedagogy

·         IEIS 109 Support Services for Children/Students with Disabilities

·         IEIS 110 Specific Learning Difficulties

o   Working with Children with Autism

o   Language Disorders in Children

o   Reading Difficulties/Dyslexia

·         IEIS 111 School Guidance and Counselling

·         IEIS 112 Ethics in Education

Second Year

First Semester

Specialisations (students choose one area)

Intellectual Impairment

·         IEIS 201 Intellectual Impairment and Educational Implications

·         IEIS 202 Cognitive, Social and Emotional Development

Hearing Impairment

·         IEIS 203 Hearing Impairment and Educational Implications

·         IEIS 204 Deaf Education and Zimbabwean Sign Language

Visual Impairment

·         IEIS 205 Visual Impairment and Educational Implications

·         IEIS 206 Assistive Technology and Braille Systems

Mobility Impairment

·         IEIS 207 Mobility Impairment and Educational Implications

·         IEIS 208 Assistive Technology and Devices

Specific Learning Difficulties

·         IEIS 209 Perspectives in Learning Disabilities

·         IEIS 210 Specific Learning Difficulties and Educational Implications

Core Courses

·         IEIS 211 Introduction to School Administration and Leadership

·         IEIS 212 Entrepreneurship in Education

·         IEIS 213 Assessment Theories and Practices in Inclusive Education

·         IEIS 214 Inclusive Monitoring, Assessment and Evaluation

Second Semester

·         IEIS 215 Gifted and Talented Education

·         IEIS 216 Children in Need of Care and Protection

·         IEIS 217 Early Childhood Development Intervention

·         IEIS 218 Service Programme

·         IEIS 219 Research Project

This programme provides educational services for all children including children with disabilities and other marginalised children on the basis of gender, language or socio-economic status.

Our teaching is heavily informed by research and combines academic rigour with practical relevance. The programme is manned by our internationally recognised academics who are at the forefront of knowledge and practice within the field of inclusive education. Collectively, they bring the lessons learned from their vast experiences in research the learning environment, thus giving students access to critical thinking and contemporary real-life examples and scenarios in the business of inclusive education.

This programme is accredited by the Zimbabwe Council for Higher Education (ZIMCHE)

Local Students = USD 650 per semester

International Students = USD 850 per semester

• Secondary school teacher
• Primary school teacher
• Early childhood development teacher
• Educational advisor
• NGOs and government advisor.
• Caregiver

We place great importance on work-related experience during your studies with us. We recognise the importance of gaining work experience during your studies. We will offer advice on available work placements, internships, work experience and opportunities.

Currently Co-ordinated by:

Professor Alfred C Ncube

(BA (UNISA); BA Hons (UNISA); MEd (Newcastle upon Tyne University); PhD (UNISA); PGD in Sp Ed (University of Birmingham); Cert Sp Ed (Malawi); Cert Ed (UCE); M and O Cert ( NMC, Birmingham); Cert Women Empowerment, Gender Issues and Sustainable Development Programme (ESAMI)