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Leading schools that include all learners
Strategies to ensure all students are supported to engage, participate, and achieve in ways that honour and value diversity.
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Understanding inclusive practices
Key concepts, terms and rights relating to inclusion.
Source: Ministry of Education, Te Tāhuhu o te Mātauranga
Summary of important concepts:
Strategies for action
Three key strategies for developing an inclusive school where all students are supported and diversity is valued
Leading with moral purpose
All educational leaders, including middle and senior leaders, are responsible for leading a school that that values the presence, participation and achievement of every learner.
Leadership in educational organisations in Aotearoa New Zealand is essentially influencing others to act, think, or feel in ways that advance the values, vision and goals of the organisation, and the learning and flourishing of each of its learners.
Teaching Council of Aotearoa New Zealand
Five suggestions for implementing this strategy:
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Demonstrate a commitment to inclusion
Includes:
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Includes:
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Includes:
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Includes:
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Partner with external agencies
Includes:
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Strategically resourcing for inclusive practices
Principals, with the support of school boards, coordinate time, money, people and actions to maximise the effectiveness of school-wide inclusive practices.
Four suggestions for implementing this strategy:
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Identify and plan how to meet students' learning support needs
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Plan, resource and monitor inclusion
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Support professional learning in inclusive practices
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Includes:
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Leading learning to support inclusive practices
How do we lead learning with a strengths based approach?
Leona Morrison, a supervisor in the Inclusive Learning unit, talks about a new district document that spotlights the strengths-based approach.
Closed Captions
Four suggestions for implementing this strategy:
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Review inclusive practices, transitions, and pathways
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Provide leadership for teaching and learning
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Support collaborative planning and problem solving
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Includes:
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Key resources
He Pikorua
He Pikorua is the practice framework for Ministry and RTLB learning support practitioners. He Pikorua brings learning support practitioners together alongside whānau and educators to support the learning and well-being of mokopuna.
Publisher:
Responding to neurodiversity in the education context: An integrative literature review
This report presents findings of an integrative literature review designed as one response to Priority 4: Flexible supports for neurodiverse children and young people, articulated in the New Zealand Learning Support Action Plan 2019 – 2025. The review explored research and other resources to identify new or innovative strategies or approaches to neurodiversity with the potential to be implemented in primary and secondary school contexts in Aotearoa New Zealand.
Publisher: Donald Beasley Institute
- Download PDF (405 KB)
Poipoia ngā ākonga kanorau ā-roro
This report provides a Māori-centric view of ākonga kanorau ā-roro, learner neurodiversity. It will help practitioners and educators to work with ākonga kanorau ā-roro and their whānau to provide culturally responsive and effective education and care. It also points to a need to build on the perspectives in the report by sharing oral knowledge and practices that work in today’s education context.
- Download PDF (958 KB)
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How to use this site
Guide to Index of the guide: Leading inclusive schools
Understand:
Strategies for action:
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Leading with moral purposeShow suggestions for Leading with moral purpose
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Strategically resourcing for inclusive practicesShow suggestions for Strategically resourcing for inclusive practices
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Leading learning to support inclusive practicesShow suggestions for Leading learning to support inclusive practices
