Understanding inclusive practices
Inclusive education means that all learners are welcomed by their local early learning service and school, and are supported to play, learn, contribute, and participate in all aspects of life at the school or service.
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The purpose of the guide
This Leading Inclusive Schools guide provides strategies and information to support tumuaki in reviewing the inclusive values, policies, and practices in their kura.
The guide focuses on working in partnership with kaiako, ākonga, and whānau to create accessible, supportive, and inclusive environments through:
- establishing collaborative, authentic relationships
- developing shared knowledge
- creating shared expectations
- acknowledging, planning for, and supporting the diversity of all learners.
Our legal responsibility
Providing a caring, safe, respectful, and inclusive school environment in which learning can flourish is a key priority for educators.
Schools are required to be inclusive under the Education and Training Act 2020.
- Every domestic student aged 5 to 19 years old in New Zealand is entitled to enrol at any State school and attend school during all the hours that the school is open for instruction.
- Students with special education needs have the same rights to enrol, attend and receive education at State schools as students who do not.
- Parents of students with particular needs can request a plan for their child to transition to full time attendance.
Key information
New Zealand Legislation website:
Ministry of Education:
The right to an inclusive education
The right to an inclusive education is enshrined in two United Nations conventions:
- United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) – ratified by New Zealand in 2008.
- United Nations Convention on the Rights of the Child (UNCROC) – ratified by New Zealand in 2003.
These conventions enshrine the right of all children to have equal access to education in the general education system throughout their lives.
This right is echoed in Outcome 1 of the New Zealand Disability Strategy: “We get an excellent education and achieve our potential throughout our lives.”
Further information
The education and disability legislation guiding our approach to learning support – Ministry of Education
Every child has rights poster – Children’s Commissioner
Supporting wellbeing, equity and inclusion
Access and participation for every learner is an integral part of any education system.
The National Education and Learning Priorities (NELP) recognise that developing educationally powerful connections and partnerships with learners/ākonga, whānau, Māori, Pacific, and diverse ethnic communities will improve outcomes and wellbeing across the education system.
The NELP priorities will help create education environments that are learner centred, and where learners, and especially more Māori and Pacific learners, are successful.
The NELP priorities encourage all places of learning to focus on:
- ensuring that they are safe and inclusive and free from racism, discrimination, and bullying
- strengthening the quality of teaching our learners receive to give our learners the skills they need to succeed in education, work, and life
- collaborating more with whānau, employers, industry, and communities
- taking account of learners’ needs, identities, languages, and cultures in their practice
- incorporating te reo Māori and tikanga Māori into everyday activities.
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Those in governance positions for places of learning, including boards and early childhood centre licensees, are responsible and accountable for implementing the NELP.
Next steps
Return to the guide “Leading schools that include all learners ”
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How to use this site
Guide to Index of the guide: Leading inclusive schools
Understand:
- Understanding inclusive practices
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
