These Post Graduate Diploma in Inclusive Education regulations should be read in conjunction with the Arrupe Jesuit University (AJU) General Academic Regulations for the Post-Graduate Diplomas hereinafter referred to as General Regulations. This Postgraduate Diploma in Inclusive Education Programme (PGDIE) is inspired and informed, primarily, by the following complementary educational cornerstones:

6. 56. 1. the Education 5.0 Philosophy;

       2. the Jesuit Education trinity of Diversity, Equity and Inclusion;

       3. the dream of Education for All (EFA); and

       4. the Salamanca Statement and Framework Action on Special Needs Education.

6. 56. PURPOSE, OBJECTIVES AND INTENDED LEARNING OUTCOMES

       1. Purpose Statement:

The primary purpose of this PGDIE qualification is to prepare teachers with theoretical knowledge, competencies and practical skills in order to develop as learning support specialists and inclusive educators, capable of:

6. 56. 1. 1. addressing the diverse needs of all learners by reducing barriers inside schools and

providing all learners, irrespective of race, gender, disability, social status or any other need, greater opportunities for academic and social achievement.

6. 56. 2. Objectives

Specifically, the PGDIE is guided by the following objectives of equipping students with:

6. 56. 1. 1. specific teaching strategies to enable all learners to learn successfully;

          2. competencies and confidence to work in inclusive situations;

          3. alternative means of communication (visual, oral or written modes) in order to establish such channels of communication;

          4. empowerment skills in order to offer and receive support and work towards accepting and accommodating the individual needs of all learners;

          5. sound understanding of the key issues regarding the conduct of research and professional presentation of research findings in a variety of inclusive contexts; and

          6. skills to interpret, evaluate, judge and apply the concepts, principles and techniques of appropriate scientific methods of inquiry.

       2. Intended Learning Outcomes

On completion of this qualification holders should be able to:

6.65.3.1 think critically to analyse, interpret, conceptualise and solve complex inclusive education problems;

6. 65. 3. 2. use digital technologies and literacies to asses, evaluate and synthesise relevant information from multiple sources;

          3. demonstrate commitment to protection of all learners;

          4. apply innovative solutions to the developmental trajectory of their respective countries;

          5. raise awareness on the causes of various impairments and utilise strategies that can reduce the effects of impairments on children/learners within schools and communities;

          6. advocate the needs of vulnerable children/learners and promote inclusive practices within the school and communities;

          7. demonstrate competences in effectively supporting learners with diverse needs and circumstances through inclusive pedagogy;

          8. conduct and supervise research on inclusive education, vulnerability and disability that inform policy and practice;

          9. demonstrate understanding of theory and practice and come up with sustainable innovative and inclusive ideas, which promote industrialisation within the education system; and

          10. apply advanced educational tools in research and development;

          11. demonstrate financial management skills;

          12. engage in professional and academic interactions guided by the philosophy of Unhu/Ubuntu; and

          13. advocate cross cutting issues such as disability, gender, HIV and AIDS, poverty, and human rights.