You’ll find downloads of and links to the following resources at: www.education.govt.nz/school/running-a-school/inclusive-education/

Success for All foundation documentDefines inclusive education and the values that underpin it.

What an inclusive school looks like Introduces and describes the key indicators of an inclusive school. Useful for school self-reflection and review.

Inclusive practice in secondary schools bookletIdeas to help secondary school leaders start discussions within their schools about inclusive practices.

Inclusive practice self review tools Online surveys and an audit to help schools explore the extent to which school practices are inclusive of all students. www.wellbeingatschool.org.nz

Building an inclusive education system

The role of education is to nurture, grow and

realise every child’s potential.

Success for All supports the goal of all schools

demonstrating inclusive practices by 2014.

• Success for All outlines the Ministry of Education’scommitment to achieving this goal.

• Success for All provides the foundations for demonstrating inclusive practices in education.

• Success for All gives effect to what parents, families, whänau and communities want from the education system for their children and young people with special education needs.

• Success for All starts with a focus on schools and will expand to include the early childhood sector as we work to strengthen the wider system.

“The biggest

resource is attitude, a

willingness to have a try.”

PRINCIPAL

“When we are excluded

we feel sad and when we are included we feel happy.”

STUDENT

1

At inclusive schools, children with special education needs:

are present at their chosen school, with their siblingsand friends

are participating and engaged in class and out of class, with their peers, doing what theirpeers do

are learning and achieving, experiencing success, being challenged, learning within the curriculum and enjoying things they’re interested in

feel like they belong, enjoy school, want to go to school and have friends.

To make this happen, schools: foster the identity, language and culture of all learners

have high expectations of all their learners

are strongly values-driven and foster these values in learners and adults

are innovative and flexible

adapt to the child or young person rather than making them adapt to fit the school

have processes for identifying and supporting the needs and aspirations of Mäori and Pasifika learners with special education needs and their whänau

have strong leaders who communicate

and model clear values and expectations

have good systems and processes in place for enrolling and welcoming learners with special education needs and identifying their needs and strengths

work effectively with parents, families, whänau and their wider communities

have self-review processes in place to ensure ongoing improvement of policies and practices

support the learning and professional development of their teachers to use The New Zealand Curriculum and Te Marautanga o Aotearoa to meet the needs of all learners.

What an inclusive school looks likeInclusive education is about the full participation and achievement of all learners. In fully inclusive schools, children and young people with special education needs are engaged and achieving through being present, participating and learning.

This information sheet describes what an inclusive school looks like and feels like in the English-medium context. Use this information to help reflect upon and review the inclusive values, policies and practices in your school.

Information for educators

September 2014

every school every student

in secondary schoolsideas for school leaders

Inclusive practice

Mà te huruhuru te manu ka rereWith feathers a bird fl ies

SUCCESS FOR ALL: PRESENT, PARTICIPATING, ENGAGED, ACHIEVING AND BELONGING

8

THE JOURNEY

STEP 2: Gather information

The diagram above may help you decide what to look for in trying to understand current practice.

This diagram comes from the New Zealand Council for Educational Research (NZCER) Inclusive Practices Tools (IPTs) guidelines.

This leads you through a process of consulting with your school community about inclusive practices and students belonging at school. When you look at the Inclusive Practices Tools you will see there is a range of options for how your school can include the process in your planning.

Consider what existing systems and processes support inclusive practice in your school. If your school is a Positive Behaviour For Learning (PB4L) School-Wide school, talk to your School-Wide facilitator about how to best increase awareness of inclusive practice.

LEADERSHIP

Inclusive leadership

Coordinated support and

services

Working with families and

whänau

Curriculum for all

Extra-curricular learning for all

Building social relationships

for all

Including all learners

Inclusive classroom

culture

Valuing the achievements of all learners

Collaborative professional learning and

practice

Inclusive enrolment practices

Identifying learner's individual strengths

and needs

PR

ESEN

CEP

AR

TICI

PA

TIO

NLE

AR

NIN

G

RESPECT FOR CULTURAL IDENTITIES

RESP

ECT FOR

CU

LTUR

AL ID

ENTITIES

POLICIES AND PRACTICES

SCHOOL CULTURE

Taking the mystery out of meeting the needs of diverse learners

inclusive practices in schools

RESOURCESTO SUPPORT

* Order from Down the Backof the Chair. www.thechair.co.nz

To order the voting wall, or whatu pōkeka feathers, email special.education@education.govt.nz

Ko Wai Au? Who Am I? See My VoiceMāori rangatahi who identify as Deaf communicate their aspirations as young Deaf Māori.

www.youtube.com/watch?v=_4Zk4WDJkhs

Whatu pōkeka School, community or class exercise to examine belonging – make your own whatu pōkeka.

Voting wall School, community or class exercise to examine some of the key elements of inclusive education – the voting wall.

Tënä koe (write your teacher’s name)

The people in my family/whänau...

The languages we speak at home...

Some interesting things about me that you may not know...

Name

Date of birth

Where I was born

Teacher

School

Help your teacher(s) get to know you better.

You can take this away with you to discuss at home and at school

if you want to.

about meSome things you need to know about me to help me learn best

Student voice

Striving for successSix tamariki talk about how they’re reaching their goals no matter what.

Learner profile to help teachers get to know their students better.

KO ĒTAHI TAMARIKI E TUTUKI PAI ANA I NGĀ WAWATA AHAKOA TE AHA!

Whāia te iti kahurangi

Inclusive education websiteMore than 20 ‘how to’ guides to help teachers and school leaders meet the needs of diverse learners.

www.inclusive.tki.org.nz

Inclusive practice and the school curriculum websitePractical strategies to adapt teaching and learning activities to support the New Zealand Curriculum in classrooms.

www.nzcurriculum.tki.org.nz/Inclusive-Practice-and-the-School-Curriculum

Teachers and teacher’s aides working togetherNine online modules that teachers and teacher’s aides complete together to strengthen working relationships, improve role clarity, and build knowledge of inclusive practice.

www.teachersandteachersaides.tki.org.nz

Teachers and teachers’ aides: Who does what?Module 1 Workbook

MODULE

1

In this pocket you should fi nd a page which details resources you can use to support the information in this booklet.

These resources and a download version of this booklet can be found at IEP Online www.iep.tki.org.nz

Collaboration for Success: INDIVIDUAL EDUCATION PLANS

MEHEMEA KA MOEMOEĀ AHAU, KO AHAU ANAKE.

MEHEMEA KA MOEMOEĀ A TĀTOU, KA TAEA E TĀTOU.

IF I DREAM, I DREAM ALONE. IF WE ALL DREAM TOGETHER,

WE CAN SUCCEED.

Te Kirihaehae Te Puea Hērangi (1883–1952), Māori leader

A RESOURCE TO SUPPORT

THE NEW ZEALAND CURRICULUM

EXEMPLARS FOR LEARNERS

WITH SPECIAL EDUCATION NEEDS

narrativeassessmentA G U I D E F O R T E A C H E R S

Collaboration for success and IEPOnlineGuidance on developing and implementing individual education plans (IEPs) to support students with special education needs.

www.seonline.tki.org.nz/IEP

Narrative assessmentPresents the central ideas behind the use of narrative assessment. Provides examples of how teachers, students, and parents/whānau have worked with narrative to support assessment for learning.

www.throughdifferenteyes.org.nz/a_guide_for_teachers

School, teacher and professional development resources

Classroom strategies – educator bookletsADHD www.tinyurl.com/gvz984n

Down syndrome www.tinyurl.com/h6y4e3w

Dyspraxia www.tinyurl.com/hwtw4fc

Hearing www.tinyurl.com/jxuer8b

Physical disabilities www.tinyurl.com/h4vby9k

Speech, language and communication www.tinyurl.com/jdqohcu

Vision www.tinyurl.com/hokwcbp

Teacher’s aide video series• School leaders talk about the

value and role, recruitment and professional development of teacher’s aides.

• Teachers and teacher’s aides model approaches that support positive student outcomes.

www.vimeo.com/album/3852400

Inclusive education video series• Students talk about what teachers

can do to help them learn.

• Primary and secondary teachers talk about strategies and approaches they use in the classroom for learners with diverse needs.

• World class demonstration of Universal Design for Learning in a New Zealand classroom.

www.vimeo.com/album/2950799

Education for allLooks at how Holly’s and Will’s teachers and schools have made sure that they are involved, included and challenged at school. Their teachers talk about the teaching challenges and rewards. They talk about how they’ve benefited from their relationships with Holly and Will.

www.tinyurl.com/hz3aymm

Videos from New Zealand classrooms, teachers and students

January 2015

Attention-Def icit/Hyperactivity Disorder (ADHD)A resource for educators

Mate Takawhiti Takarepa Aro (ADHD) He rauemi ma te kaiwhakaako

Each of these booklets examines how a particular disability can influence learning, and examines key areas where students may have strengths or need support. Each booklet provides strategies teachers can use in the

classroom. Search the resources database at www.inclusive.tki.org.nz, or use the TinyURL links to find these booklets online. You can order hard copies through Down the Back of the Chair at www.thechair.co.nz