Practicing in an inclusive way includes actively removing barriers and respectfully challenging unhelpful beliefs. Inclusive beliefs and practices enable mokopuna to actively contribute and belong within their learning environments.
Practicing in an inclusive way includes actively removing barriers and respectfully challenging unhelpful beliefs. Inclusive beliefs and practices enable mokopuna to actively contribute and belong within their learning environments.
All mokopuna are supported to take part in learning, with and alongside their peers in a way that is meaningful to them.
Learning support practitioners work together to understand the learning support needs of mokopuna, their whānau and the other adults around the mokopuna.
Support is based on individual need, using a flexible, tailored and negotiated approach.
We base our practices on the tiered support model.
Practice focuses strongly on supporting mokopuna and their whānau to know how to respond to learning, communication and behaviour needs in a way that supports their individual and collective well-being.
Educators receive professional development and support to grow their skills and confidence in working with mokopuna and whānau.
Whānau are offered support to build their skills and confidence to achieve positive outcomes for themselves and their mokopuna.
Educators are supported to use identified practices in their classrooms that encourage mokopuna to feel positive about and engaged in learning.
We avoid acronyms and jargon, or explain them in everyday language.
Mokopuna and their whānau are partners in planning, ensuring the team approach reflects their identity and culture.
A transdisciplinary team works together to plan classroom and early learning service practices that are achievable and inclusive (such as universal design strategies), to make learning accessible for all mokopuna.
We use the tiered support model to encourage evaluating whether a mokopuna has responded to learning opportunities, and to guide problem-solving and decision-making about how to promote their progress.
Behaviour challenges are owned by the community, classroom or group and utilised as learning opportunities for all.