About diversity
Page links: Early identification | Model for developing school-wide procedures | Inclusive systems | Ensuring staff ownership | About the writers
Early identification
New Zealand schools' accountability for recognising and responding to the diverse needs of students increased with the introduction of the Special Education 2000 (SE2000) policy and the 1999 revision of the National Administration Guidelines (NAGs).
NAG 1.iii and NAG 1.iv make it obligatory for schools to "identify students and groups of students (a) who are not achieving; (b) who are at risk of not achieving; (c) who have special needs [including gifted and talented students]... " and to " ... develop and implement teaching and learning strategies to address the needs of [these] students...."
NAG 2 links together curriculum, assessment and staff professional development, along with an ongoing programme of self review.
To support schools, the Ministry of Education funded two national professional development programmes:
- The Special Education 2000 (SE2000) Professional Development for Principals and Teachers (1999–2001)
- The Introductory Professional Development Programme for Teacher Aides/Kaiāwhina (2002).
Model for developing school-wide procedures
A major part of the professional development involved helping schools to review and further develop systems for identifying and responding to the diverse needs of their students.
As a result of this review process, the following key elements were identified as being essential to effective practice, and were recognised by almost all schools as needing ongoing development and support:
- enrolment procedures
- recognition of students' interests, strengths, and needs
- collaborative teaming and problem solving
- class and school-based assessment
- support for teachers, families, whānau, and caregivers of students with diverse needs
- strengthening of home–school partnerships.
The model described in this website can be used by schools to help them review and develop their own systems for identifying and responding to the diverse needs of students.
Each stage of the model contains aspects of effective practice that are essential to recognising needs and developing collaborative team and problem-solving processes that include students, their families, whānau, and caregivers.
Inclusive systems
Underpinning the process of reviewing and developing procedures is the expectation that the desired outcome is an inclusive system that fosters a partnership between school, student, family, whānau, and caregivers and, in some cases, includes specialist assistance to meet the differing needs of all students.
Inclusive systems, in addition to containing the key elements for effective practice, also need to reflect the special character of a school or facility. The central focus in developing the process must recognise, respect, and respond to individual students' strengths, needs, and aspirations. The process is not something that can be imposed on a school or copied from another school. The process needs to be developed and regularly reviewed with the school or facility in a manner that ensures whole staff ownership.
Ensuring staff ownership
Many schools understand the importance of gaining staff ownership. However, not all have in place procedures that include the whole staff in the development of systems and procedures.
The process will only be effective if it includes staff in its development and review and if there is ongoing support that includes the necessary professional development to establish the relevant elements of effective practice.
These include:
- early identification of needs
- teaching and assessment strategies
- collaborative teaming and problem solving
- internal referral, coordination, monitoring, and evaluation processes.
About the writers
The Three Rs of Diversity is based on work by Diane Guild, Special Education Adviser, Group Special Education and Deborah Espiner, Deputy Associate Dean, Centre for Special Education, Principal Lecturer, the University of Auckland, Epsom Campus.
Diane Guild
Deborah Espiner
They both have an extensive experience in a range of educational settings. This has included: classroom teaching, development and facilitation of curriculum, school policies, systems, procedures, and professional development.
Diane and Deborah state they are passionate about collaborative working relationships and value all opportunities to partner with students, their families, whānau, caregivers, schools, and community agencies.
"Since 1999, we have had the privilege of working with over 300 schools in the wider Auckland area to review and further develop values, policies, systems, and processes that contribute to effective practice. We appreciate the knowledge and experience gained from working with these schools. It has motivated us to gather and share this information for the benefit of all."
"We are excited about the website, The Three Rs of Diversity, as it has the potential to further support schools to recognise, respect, and respond to diversity. We hope it will assist schools to further develop their procedures, and to share and learn from one another's experiences. We believe that the energy of everyone sharing, networking and working together contributes to the creation of learning organisations."