Develop staff understanding of inclusive approaches to support learner differences
Suggestion for implementing the strategy ‘Supporting inclusive teaching practice before transitioning into the new space’
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Recognise learner differences
Recognise learner differences
The development of ILEs must be grounded in knowledge about how people learn and the circumstances in which they do this most powerfully. (OECD, 2015, p. 4)
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Understand the need for flexibility
Understand the need for flexibility
… learners differ markedly in the ways in which they can be engaged or motivated to learn …
Some learners are highly engaged by spontaneity and novelty, while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.
In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
David Rose and Grace Meo
Source: Alberta Regional Learning Consortia
Know your learners
Know your learners
Seek out and understand students’ motivations, values, and needs as learners to inform learning approaches.
Create spaces that are flexible and respectful of individual differences.
Identify barriers to learning
Identify barriers to learning
Ask students experiencing difficulties learning about options and supports that would be useful.
Build these strategies into your environment and offer them to everyone.
![10518 [Potential-barriers-to-learning-solutions.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Potential-barriers-to-learning-solutions__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Plan for diversity
Plan for diversity
UDL helps teachers plan for the diversity in their classrooms. It supports flexible design that provides options for learners and removes hidden barriers.
More information in the UDL guide.
![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)
Useful resources
Useful resources
Creating classroom routines and procedures
A visual and audio tour of 16 classrooms. The slides offer practical examples of classroom routines and procedures, with links to resources.
Publisher: Scholastic
Next steps
More suggestions for implementing the strategy “Develop inclusive teaching practices”:
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Current page Develop staff understanding of inclusive approaches
Return to the guide “Planning innovative learning environments (ILEs)”
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How to use this site
Guide to Index of the guide: ILEs
Understand:
Strategies for action:
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Collaborate to develop an inclusive ILEShow suggestions for Collaborate to develop an inclusive ILE
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Develop inclusive teaching practicesShow suggestions for Develop inclusive teaching practices
- Prepare teachers for change
- Trial teaching approaches
- Identify barriers to learning and wellbeing
- Develop systems for monitoring and evaluating
- Build capability to personalise learning
- Develop staff understanding of inclusive approaches
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Design for all from the outsetShow suggestions for Design for all from the outset
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Involve students in transition to new spaceShow suggestions for Involve students in transition to new space
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Work with parents and whānauShow suggestions for Work with parents and whānau
