The guide has five modules shown in the diagram below.
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Each module has professional learning activities that introduce teachers and leaders to the ideas and concepts in Implementing an Inclusive Curriculum, Inclusion in Practice, and other related resources. The activities are useful starting points for facilitated learning conversations that will challenge, build on, and strengthen existing practice.
Leaders of PLD can use Inclusive Practice and the School Curriculum with teachers and leaders in one-to-one, small group/syndicate, or whole-school learning situations. The professional learning could be a planned series of staff meetings, a specific one-off syndicate or staff meeting, or individual conversations with teachers, based on the needs of learners in their classroom.
Some schools may have staff, such as an experienced learning support coordinator, who can facilitate PLD with their colleagues using Inclusive Practice and the School Curriculum. Other schools may prefer to draw on the skills and experience of an external leader of PLD, such as a Ministry-funded PLD facilitator or a Resource Teacher: Learning and Behaviour (RTLB).
Inclusive Practice and the School Curriculum has been designed to:
- support leaders of PLD by providing guidance and tools suitable for English-medium settings in New Zealand
- provide an accessible starting point for building an understanding of inclusive practice and for recognising where expertise and inclusive practice already exist within a school
- prompt educators to inquire into inclusive practice across their school, at both individual teacher and school-wide levels
- show what inclusive practice can look like in the different learning areas of the New Zealand Curriculum and at different year levels
- build teachers’ ability to use differentiation and adaptation to ensure all their students can participate in the classroom curriculum.