Inclusive EducationSchool Planning – Supporting Learners with Special

Education Needs/planning & reporting (Version: October 2012: Ministry of Education)

PurposeThis resource is for Boards of Trustees to help them prioritise their aspirations for learners with special education needs, including setting strategic goals and aims, and annual targets in their charters to support the presence, engagement and achievement of these learners in their school.

Boards can use this resource to:Support their planning for a fully-inclusive schoolBuild confidence in providing ethical, inclusive leadershipMeet the community’s expectations for learners with special education needsMeet the board’s legal responsibilities.

Setting the Scene

•National Administration Guidelines

•Inclusive School

•School Charters

•The Planning & Reporting Cycle

•Special Education Context

•Learners With Special Education

Needs

•Special Education Needs Register

•Defining Special Needs

National Administration

Guidelines

The National Administration Guidelines (NAG1) require all boards to identify learners with special education needs and ensure teaching and learning strategies are developed and implemented to meet those needs.

Each Board, through the principal and staff, is required to:(c) on the basis of good quality assessment information, identify students and groups of students:•who are not achieving;•who are at risk of not achieving;•Who have special needs (including gifted and talented students); and aspects of the curriculum which require particular attention;

(d) Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above.

Inclusive Schools

Inclusive schools ensure ALL learners, including those with special education needs, come to school (attend), enjoy school (engage), participate and achieve.

Inclusive schools provide high-quality education tailored to suit the individual needs of learners. They are safe, respectful learning environments.

Boards of inclusive schools lead by example and set high standards for themselves and their school community. Trustees work together and with their principals and staff to understand and use inclusive practices. They are skilled at developing school cultures of continuous improvement through ongoing self review.

Boards of inclusive schools are prepared to develop their confidence and understanding of inclusive schools in inclusive practices – and show ethical leadership in this area.

School Charters

The charter is the board’s key planning document and the basis for all board activity. It is a document for the school and its parents’ families and whanau which reflects the school’s and community’s goals and aspirations for the learners at the school.

The charter should reflect the Government priorities as set out in the National Education Guidelines and the National Administration Guideline and is the basis of the board’s interaction with the Ministry.

The Planning and Reporting

Cycle

Special Education Context

All Boards of Trustees are responsible for helping achieve the goal of 80% fully inclusive schools by 2014.

Boards are expected to welcome and include all learners in their schools, irrespective of learners’ needs and abilities.

The Education Review Office also evaluates and reports on schools’ progress towards full inclusiveness.

Learners with Special Education

Needs

Boards of Trustees know that every learner enrolled at their school is different and comes to school with different needs, strengths and abilities and different challenges and sensitivities.

Special Education Needs Register All Boards of Trustees are responsible for ensuring their school has a special education needs register. The board and principal need to decide who will be on it and identify the resources the board will use to support each child or young person on the register.

Describing Special Education Needs

Learners working at or above the curriculum level for their ageLearners who need teaching adaptations and /or need individualised support to access the curriculum and achieve at or above the curriculum level. These learners may use Braille or NZ Sign to access the curriculum or they may use assistive equipment and need the classroom adapted to support their learning.They are also likely to have access to a range of special education services and resources.

Learners struggling to work at their curriculum level for their ageThese learners need effective teaching and accelerated teaching programmes to access the curriculum and achieve at the curriculum level for their age. These learners are likely to need short term access to some special education services and resources.

Learners working at level one of the curriculum for most (possibly all) of their schoolingThese learners are likely to have IEPS or similar plans and work within level 1 of curriculum throughout their schooling. They are also likely to have access to ORS or extended RTLB service. (Were referred to SLS now HLN – High Learning Needs)

Prioritising Special Education in a School Charter

Introductory Section

Strategic Section

Annual Section

Setting Targets for Special Education

Self-review questions

Reporting Back to the Community

Analysis of Variance

Support and Information

What is needed to ensure all schools in the Cluster are more inclusive?

Know what the schools aims are

Be supported by SENCO

Professional Development

Including the development of Special Needs registers.

RTLB Liaison to support and collaborate with schools