Plan, resource and monitor inclusion
Make the school’s vision for inclusion come to life throughout the school, in collaboration with the school board.
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Set up systems, roles, and expectations
Set up systems, roles, and expectations
- Establish a team with the knowledge and skills to support student learning and wellbeing.
- Develop a shared vision and school-wide responsibilities for inclusion.
- Clarify pathways for learning support in your school.
- Develop information and data collection, monitoring, and reporting systems.
- Develop and use a decision-making process that is centred on the learner and allows for shared knowledge and collaboration.
- Develop processes for accountability and ongoing review of learning support systems.
Develop strategic and annual plans
Develop strategic and annual plans
Outline in the school’s strategic and annual plans how the school is going to become more inclusive and meet the needs of all learners.
In your plans, show:
- what your board wants to achieve for students with learning support needs
- how you intend to achieve the outcomes for these students, for example, your teaching strategies, and how you are going to use your resourcing
- what success will look like for students
- how you will evaluate and assess your progress towards meeting your goals or targets and report this in your annual report.
Identify specific focus areas
Identify specific focus areas
Here are some example focus areas.
- Improving the enrolment practices for students with additional support needs.
- A school-wide programme of professional development focused on inclusive practices.
- A community engagement strategy that reflects a partnership approach with parents and whānau of all students.
- An accessibility audit of all school buildings and grounds to support the participation of all students.A pilot of flexible timetabling to support increased access to learning support expertise and collaborative teaching models.
Take a universal approach
Take a universal approach
The school painted pathways between focal points to support a student with low vision.
New students and those who need support with orientation also use the marked pathways.
![8829 [blue-line.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/blue-line__ScaleMaxWidthWzEwODZd.jpg)
Source: Glyne Lowe, Flickr
Remove barriers to learning
Remove barriers to learning
Explore the Universal Design for Learning (UDL) framework to help identify and remove barriers to learning.
For more information, go to the UDL guide.
School Leaders have a framework that will:
- support their growth and development as an inclusive school
- support consistent, coherent inclusive teaching and learning practices across their school
- guide the design of more inclusive systems and processes, community events, and building projects
- provide a shared language that can be used with all stakeholders, across all contexts.
Next steps
More suggestions for implementing the strategy “Strategically resourcing for inclusive practices”:
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Identify and plan how to meet students' learning support needs
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Current page Plan, resource and monitor inclusion
Return to the guide “Leading schools that include all learners ”
![11444 [leading-an-inclusive-school.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/leading-an-inclusive-school__FillWzIwOCwyMDhd.jpg)
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
- Identify and plan how to meet students' learning support needs
- Plan, resource and monitor inclusion
- Support professional learning in inclusive practices
- Support wellbeing
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Leading learning to support inclusive practicesShow suggestions for Leading learning to support inclusive practices
