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Inclusive Education

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Date
01 July 2024
Link
inclusive.tki.org.nz/guides/behaviour-and-learning/embed-relational-approaches

Embed relational approaches

Work together to identify shared values and demonstrate these values in daily interactions.

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Let values guide practices

Let values guide practices

Papatoetoe South School principal, Caroline Chawke talks about how their whakataukī guides teachers, learners and whānau to think and act positively in every interaction that takes place in a school.
Video hosted on Vimeo http://vimeo.com/945992064

Source: Ministry of Education - Inclusive Education videos (opens in a new tab/window)

Closed Captions

Source:
Ministry of Education - Inclusive Education videos
https://vimeo.com/945992064

Foster a culture of care

Foster a culture of care

Build a safe and supportive “whānau-like” environment in which teachers and learners can engage and learn.

As human beings, we all want to be loved. We all want to be liked. We all want to feel part of a family, regardless of what that family is.

Source: An inclusive learning community, Education Review Office (opens in a new tab/window)

Source:
An inclusive learning community, Education Review Office
https://ero.govt.nz/our-research/an-inclusive-learning-community

Put relationships at the heart of learning

Put relationships at the heart of learning

Respectful caring relationships are the heart of the McAuley High School learning community. Maintaining these relationships involves every member of staff.
Video hosted on Vimeo http://vimeo.com/221215196

Source: Education Review Office (opens in a new tab/window)

Closed Captions

Source:
Education Review Office
https://ero.govt.nz/our-research/an-inclusive-learning-community

Embrace mahi tahi

Embrace mahi tahi

Mahi tahi means working as one, with collective responsibility, commitment, and a shared focus. Review the following statements for your own context.

Mahi tahi or working as one is alive in a learning community when:

  • ākonga and whānau are included in making decisions, setting goals, and solving problems
  • ākonga and whānau expertise is valued and community members are viewed as teachers and learners
  • the local curriculum is co-constructed with ākonga, whānau, and mana whenua to create a responsive, localised curriculum linked to te ao Māori
  • learning is made visible in ways that work for both ākonga and whānau, for example, through learning stories or blogs and e-portfolios
  • creative, flexible and responsive ways keep whānau connected (mobile technologies and community networks)
  • kaiako work to understand learning and behaviour from all perspectives
  • kaiako are open to feedback from whānau and the wider community
  • kaiako actively engage with mana whenua and take responsibility for embedding their knowledge and narratives in curriculum and practice.

Source: He Māpuna te Tamaiti (opens in a new tab/window)

Develop a shared sense of purpose

Develop a shared sense of purpose

School board chairperson Giovanni Tiso talks about representing the aspirations and interest of the community to create an inclusive school.

Video hosted on Vimeo http://vimeo.com/159138180

Source: Ministry of Education, inclusive education videos (opens in a new tab/window)

Closed Captions

Source:
Ministry of Education, inclusive education videos
https://vimeo.com/showcase/2950799

Next steps

More suggestions for implementing the strategy “Commit to whole-school approaches”:

Return to the guide “Behaviour and learning”

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Behaviour and learning

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Guide to Index of the guide: Behaviour and learning

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This is a Ministry of Education initiative​​​​​​​. We shape an education system that delivers equitable and excellent outcomes.

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Information on the Inclusive Education website is regularly updated so we recommend you check the website version of this information to ensure it remains current.