国际学生入学条件
Completion of first-year requirements, including Disability Studies 1010A/B, or the former Interdisciplinary Studies 1010A/B, with a minimum grade of 60%.
Students admitted to King's University College must be proficient in written and spoken English. If English is not your first language, you must provide proof of your proficiency in listening, speaking, writing and reading English. Typically, this is done through an official test or ESL program. We reserve the right to ask anybody to provide proof of English language proficiency.
You must provide official transcripts from all previous institutions attended (secondary and post-secondary)
If you are currently completing an IB Diploma, please see requirements below:
A complete IB Diploma, including:
Theory of Knowledge and Extended Essay
Passes in at least six subjects (three at Higher Level)
A minimum total grade of 25 (including the Extended Essay and TOK)
No mark less than 4 on any course
Required courses for your program
IELTS Academic is required with a minimum overall band score of 6.5 with no part less than 6.0.
Students must achieve a written TOEFL score of 580 or higher and a score of 4.5 on the TWE or a score of 85-90 on Internet Based Test (IBT) with no section less than 20.
Duolingo - A minimum score of 115 overall with a minimum of 100 for each subscore.
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雅思考试总分
6.5
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雅思考试指南
- 雅思总分:6.5
- 托福网考总分:85
- 托福笔试总分:580
- 其他语言考试:Pearson Test of English Academic (PTE Academic) - A minimum overall score of 58 is required with no score less than 56.
CRICOS代码:
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
作为跨学科计划的一部分,残疾研究(DS)创造了一个空间,可以重新思考传统的医学方法,以想象残疾,心理健康和相关的社会机构,并使用文科视角探索各种可能但鲜为人知的含义。我们将残疾问题置于当代,跨学科的辩论和研究与政策发展之中,说明这些关切如何触及我们在不同领域的所有生活:权利,家庭,获取,包容,体育,教育,青年,工作场所,艺术,战争,老龄化,文化和机动性。通过对日常生活案例的分析,我们重新构造了一种普遍的观念,即需要修复或治愈的是残疾,而是着眼于适应社会,政策和建筑环境的方式
In the Disability Studies (DS) department, we walk with students through rethinking and reimagining disability. We share cases of successful inclusion and supports that broaden the role of disabled people and the upside potential of welcoming this diversity. We use stimulating social science and humanities lenses to critique the common perception that it is the disability that needs to be fixed or cured, or even that there is any hard line of who is disabled. We show instead how systemic ableism winds up making curriculum, policy and laws exclusionary and why that is a collective loss for us all.<br><br>We use inquiry-based learning to teach students how to think through and analyze complex social and economic issues. Students can apply those theories to analysis of everyday cases from social media, news, business, and schools, and are prepared to confront and transform those kinds of real-world challenges when they walk out the door.
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