Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners stories of research

Support learners to understand their needs as learners. Understand their motivation, the importance of emotions in achievement, and the social nature of learning. 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.

Instead take an evidence-based approach. Focus on what students can do and articulate next steps in their learning that both the students and their families can understand and embrace. A series of three videos that play consecutively. Canadian Association of Community Living Canada. To support a peer prepare for their first school camp, students at Houghton Valley School made a book using digital photos with captions. This commercial from Canadian Association for Community Living CACL demonstrates why there is no excuse for students with intellectual disabilities to be in separate classrooms.

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A short radio commercial from Canadian ACL with Jessica, a grade 5 student with special learning needs shares some of the prejudices she faces. This section on Assessment online offers strategies for developing next learning steps. It provides learning resources and readings. Students ask not to be separated from peers and request that teachers: Extract from Learning better together: Working towards inclusive education in New Zealand schools. A student with dyslexia reflects on managing her learning one section of a longer video. Brooke Houghton describes how she designs flexible learning environments.

Anne Keneally describes how in partnership with students, the classroom layout and learning spaces were redesigned. Design for all learners by finding ways to: Include student voice in the design of the learning environment.

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Create flexible spaces that can be changed, rearranged based on student needs and preferences at the time. Ask students what would help in their learning. Information for classroom teachers to support the development of student language and communication from the Inclusive Practices website NZ. Bring your community into the classroom and take your classroom out to the community. Linda Ojala describes how families contribute to the class programme. Communicate and share information in ways that work for everyone, for example, social media, playground conversations, email, Skype, a notebook, class blog, newsletters with photos.

Work with programmes or materials parents are using to maximise consistency and support for the student. Share information about out-of-school programmes that may boost self-esteem for example, groups for music, art, or sporting interests. Recognise areas of expertise and experience and look for opportunities to explicitly value and utilise them in the classroom. It includes guiding principles, focus areas and goals and actions to facilitate change.

Parents of students needing additional support outline their needs and how schools can best work with them to meet those needs. Key information is from the ERO report Partners in learning: An example of practice from a primary school and discussion questions are provided on this page from the Inclusive Practices website NZ. The relationships between whanaungatanga, manaakitanga, kotahitanga, and rangatiratanga school culture to build school and community culture are explained.

Networks of support that can be accessed are identified on this page from the Inclusive Practices website NZ. Resources and videos in this section of the Pasifika Education Community website focus on engagement with parents, families, and communities. Build relationships with local iwi and Pasifika cultural and disability groups.

Involve your class in projects that support your community and provide authentic learning contexts. Pasifika Autism Support Group.

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An account of Te Kura o Kutarere School partnering with the local community, and supported by the innovative use of digital tools. It includes school examples. An adult with autism talks about how his school experiences set him up to succeed. A list of national organisations that support students with additional needs and their families, compiled by the Ministry of Education. Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st century.

Did you want to Search all of TKI? Search all of TKI? Welcome to Inclusive Education. Culture Identity Language Learner profiles Relationships. Deficit language Identifying student needs Student voice. Valuing what each student brings to the classroom Many aspects of students' lives — their language and culture, their interests, experiences, and needs — remain hidden unless we actively include them in class teaching and learning.

Seek to understand the identity, culture, and language of each student and build connections with them. Knowing your learner NZ video. Knowing your learner to create an inclusive classroom Linda Ojala describes how she designs learning that works for all students. Closed captioning available in player Source: Knowing your learner NZ. See my voice NZ video Video source: Relating to students NZ video Video source: Strengthening relationships Liz Crisp of Mangere Bridge School talks about finding connections with students.

No captions or transcript available Source: Finding out where students are from video Video source: Whakapapa - where are you from? Finding out where students are from. Support students to develop their own learner profiles. Sample learner profile image. Depending on its purpose, a useful profile whether an official document or simply inquiry on your part can include: Learner profile benefits A learner profile tells teachers about a student. Developing a learner profile means your students can: Surveying students In the video Student Profiles , Canadian secondary teacher Naryn Searcy describes how she asks students about how they learn most effectively.

She uses this information in her planning: Use your knowledge about each student to plan effective teaching and learning. Flexible learning environments NZ video Video source: Teaching approaches — Down Syndrome Brooke Houghton from Onslow College describes how she designs flexible learning environments. Flexible learning environments NZ. Classroom approaches — Dyslexia NZ video Video source: Flexible supports Primary teacher Linda Ojala describes how she builds specific supports and choices for students with dyslexia into her planning.

Classroom approaches — Dyslexia NZ.

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Culturally responsive teaching NZ video Video source: Culturally responsive teaching NZ. Include students' languages and cultures in classroom practice and lesson planning. Engaging student languages NZ video Video source: Consider ways to Create opportunities for students to learn their own language. Connecting experiences to learning NZ video Video source: Authentic materials Donna Wheeler from Onslow College describes how she selects learning materials that connect to student's experiences.

Connecting experiences to learning NZ. Using first language texts NZ video Video source: Using first language texts in reading A teacher describes how she uses Samoan language texts with her Samoan students. Authentic contexts NZ video Video source: Authentic learning contexts and engagement Julie McLaughlin recounts how she adjusted lesson contexts to make them relevant. Supporting future-oriented learning and teaching: A New Zealand perspective. Including all learners video Video source: Students talk about inclusion In the first part of this video students share their views on what inclusion means to them.

Markers of difference In Springboards to Practice, students identify common markers of difference. How teachers can help NZ video Video source: Having dyslexia — How teachers can help A student with dyslexia outlines how teachers could support him in class. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration Have high expectations for all learners and celebrate their successes.

Research perspective Deficit-focused ideas about any students are very powerful and can strongly influence what teachers and other staff do at every level in any school Ainscow et al, ; Bishop, Berryman, Cavanagh, and Teddy, Promote high expectations High expectations is one of eight principles in The New Zealand Curriculum. Explore practical strategies in the following resources: Parent perspective NZ video Video source: Preparing students for life A parent reminds us that we are preparing students for life.

Teacher perspective NZ video Video source: Developing inclusive practice at Onslow College John Robinson, HoD Learning support, talks of his intrinsic belief that all students can learn. Provide all students with opportunities for shared leadership and responsibility within the school. Student leadership in classroom NZ video Video source: Opportunities to lead learning with peers Sandra Gillies from Onslow College explains strategies that increase leadership opportunities for students.

Student leadership in classroom NZ. Matt Frost, who was deputy head boy in his school, has autism, and is a disability advocate and policy analyst. Inspirational peers NZ video Video source: My hopes and dreams Some students have a vision for the future that is bigger than their personal goals. Listening to students NZ video Video source: Strengthen a supportive peer culture. Practical peer support NZ video Video source: Encouraging a strong and responsive peer culture Recognise and value the practical support peers can give to each other.

Collaborative strategies A skilled teacher optimises task sequences, not only to directly facilitate the different stages of learning cycles for individual students, but also to build up a peer learning culture that can intensify the challenges and supports for learning.

Developing an inclusive classroom culture

Best Evidence Synthesis p. Classroom approaches — Dyslexia Listening and speaking are powerful learning modes for students with dyslexia. Classroom approaches at Onslow College NZ. Peer tutoring The advantages of peer tutoring. Discussing friendships video Video source: Helping students talk about friendships An animated video to support junior classes to talk about friendships. Planning learning where everyone can participate and achieve Consider a framework such as Universal Design for Learning UDL to guide the planning of inclusive teaching and learning.

Create flexible learning environments that students can personalise to suit their needs.

Building in flexibility using UDL image. Offer flexible options Creating flexible and responsive environments allows students to make choices about: Making it work for everyone image. Clearing a path Consider how a solution for one student can be offered as an option for everyone. Minimise barriers and optimise flexibility at the outset. Identifying student needs image. Student needs inform teacher practice and learning design Support learners to understand their needs as learners.

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