Provide vision and active oversight of teaching and learning
Suggestion for implementing the strategy ‘Leading learning to support inclusive practices’
On this page:
On this page:
Current page section: Provide vision and active oversight of teaching and learning
Go to top of current page: Provide vision and active oversight of teaching and learning
Go to top of current page: Provide vision and active oversight of teaching and learning
Go to top of current page: Provide vision and active oversight of teaching and learning
Principals talk about inclusive practices
Principals talk about inclusive practices
School leaders talk about how they have supported the development of inclusive practices in their school.
No captions or transcript
Inclusive practices and the curriculum
Inclusive practices and the curriculum
The New Zealand Curriculum (NZC) is non-prescriptive. Its flexibility allows schools to develop their curriculum as they notice, recognise, and respond to the needs of all their learners and their community.
The NZC mandates that schools move away from a one-size-fits-all paradigm towards the inclusive design of teaching and learning, where ALL students can expect to
- connect their culture, experiences and interests to their learning
- learn in flexible environments with adjustable materials they can personalise to meet their learning needs and preferences
- engage in ongoing, timely conversations about their learning with teachers and peers
- access learning opportunities, experiences and environments alongside their peers
- be supported to advocate for their own needs and lead their own learning
- share their thinking and learning in ways that demonstrate their understanding.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
Explore UDL as an approach to underpin inclusive practices in all aspects of schooling.
![7158 [3-principles-of-UDL-based-on-the-work-of-CAST-Center-of-Applied-Special-Technologies.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/3-principles-of-UDL-based-on-the-work-of-CAST-Center-of-Applied-Special-Technologies__ScaleMaxWidthWzEwODZd.jpg)
Support access to PLD for part-time staff
Support access to PLD for part-time staff
Invest time and capacity in supporting the learning of all staff in inclusive practices.
Particularly invest in those staff who are part-time, or in teacher's aide, support staff, or visiting roles to strengthen their understanding of the school's inclusive vision.
![8888 [ants058c.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/ants058c__ScaleMaxWidthWzEwODZd.jpg)
Useful resources
Useful resources
Teachers and teachers' aides working together
Nine modules that teachers and teachers’ aides complete together to strengthen working relationships, improve role clarity and build knowledge of inclusive practice.
Education that fits: Review of international trends in the education of students with special educational needs
Overview of UDL by Dr David Mitchell (begins on p.199). The theme of this chapter is that educational services and policies should be universally designed. Regular education should be accessible to all students in terms of pedagogy, curriculum, and resourcing, through the design of differentiated learning experiences that minimise the need for subsequent modifications for particular circumstances or individuals.
Publisher: Education Counts
Next steps
More suggestions for implementing the strategy “Leading learning to support inclusive practices”:
-
Current page Provide vision and active oversight of teaching and learning
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:
-
Leading with moral purposeShow suggestions for Leading with moral purpose
-
Strategically resourcing for inclusive practicesShow suggestions for Strategically resourcing for inclusive practices
-
Leading learning to support inclusive practicesShow suggestions for Leading learning to support inclusive practices
- Review inclusive practices, transitions, and pathways
- Provide vision and active oversight of teaching and learning
- Make decisions informed by data
- Support collaborative planning and problem solving
