Establish a planning team that includes a wide representation of voices
Suggestion for implementing the strategy ‘Collaboratively developing an inclusive ILE’
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Build a diverse team
Build a diverse team
Build a collaborative team to lead the change process. Consider their strengths, capabilities, understanding of designing for inclusion and flexibility, and their approach to leading the change process.
![10502 [School-Team-04.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/School-Team-04__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Seek student and teacher voice
Seek student and teacher voice
Voices of students and teachers need to be taken into account to ensure designs meet expectations and requirements.
Participation in all design phases can lessen the transitional impact as concepts, methodologies, and features are progressively exposed in context.
The local context: Educational vision and teaching and learning approaches
Source: The local context: Educational vision and teaching and learning approaches
Establish a reference group
Establish a reference group
Possible reference group members.
- RTLB
- Dyslexia Foundation of New Zealand
- BLENNZ
- IHC in your community
- Autism NZ
- Speech-language therapists
- Hearing New Zealand
- Ko Taku Reo | Deaf Education New Zealand
- Deaf Children New Zealand
- Hear for Families APD New Zealand
- Dyspraxia Support Group of New Zealand
- New Zealand Down Syndrome Association
- CCS Disability Action
- Halberg Foundation
- Ministry of Education support for children who are deaf and hard of hearing
- Ministry of Education list of agencies
- Barrier Free | CCS Disability Action
Consult widely
Consult widely
Seek input from your community. Build an ongoing relationship with them to plan successful learning approaches, and flexible spaces that meet everyone’s needs.
![10503 [Other-teams-05.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Other-teams-05__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Access community knowledge
Access community knowledge
Students, their parents, and whānau are:
- inherently capable
- agents of their own cultures
- articulate in sharing with teachers and leaders their knowledge about the way their children learn and what they may need to change.
Useful resources
Useful resources
Cashmere Primary – Working together to create a master plan
Working together to create a master plan
Publisher: Grow Waitaha
Next steps
More suggestions for implementing the strategy “Collaborate to develop an inclusive ILE”:
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Current page Establish a planning team
Return to the guide “Planning innovative learning environments (ILEs)”
![11445 [ILEs.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/ILEs__FillWzIwOCwyMDhd.jpg)
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
- Articulate how an ILE supports your school vision
- Establish a planning team
- Develop a planning and reflection cycle
- Give everyone a voice
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Develop inclusive teaching practicesShow suggestions for Develop inclusive teaching practices
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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
