Inclusion principle
This resource offers information and ideas to help you think about and discuss what inclusion means, what it looks like in schools, and the possibilities for ensuring your school becomes ever more inclusive.
About this resource
This resource explains The 2007 New Zealand Curriculum principle of inclusion. It is one of a series of resources that unpacks the eight principles of The 2007 New Zealand Curriculum.
Inclusion principle
The 2007 New Zealand Curriculum inclusion principle
The inclusion principle is one of eight principles in The 2007 New Zealand Curriculum (Ministry of Education) that provide a foundation for schools’ decision making.
"The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed." (Ministry of Education, 2007)
The inclusion principle calls for schools and teachers to deliver a local curriculum that:
- celebrates the diverse abilities, languages, identities, and talents of every individual
- provides equitable learning opportunities recognises and meets the learning needs of all ākonga.
The inclusion principle is about creating an inclusive school environment so that all ākonga experience a curriculum and learning environment that reflect who they are and that gives them a sense of belonging. The contributions of all ākonga and their whānau are valued.
The design of learning spaces and learning activities needs to be inclusive so that all learners are affirmed in their identity and can learn and participate together.
Inclusive practice involves deliberately identifying and removing or minimising barriers to learning and wellbeing. It involves taking a Universal Design for Learning approach. By building learning supports and flexibility into the environment and learning activities from the outset, all ākonga can access the curriculum and participate in learning.
By enacting Te Tiriti o Waitangi principles, inclusive learning communities plan and provide for all with pono (integrity) and aroha (care and sincerity), so that all ākonga are affirmed in their identity.
Inclusive practice
Links to some Government documents and policies regarding inclusion in education are below.
National Education and Learning Priorities (NELP)
The NELP take a strengths-based approach to learning and learners. We in the education system must work together to ensure:
- places of learning are safe, inclusive, and free from racism, discrimination, and bullying
- we have high expectations for every ākonga
- we are responsive to the strengths, progress, and needs of all ākonga
- we are responsive to the aspirations of ākonga and whānau and partner with them to achieve them
- we reduce barriers to education for all, including for Māori and Pacific ākonga, disabled ākonga, and those with learning support needs
- every ākonga gains sound foundational skills
- te reo Māori and tikanga Māori are meaningfully incorporated into everyday interactions
- we value Pacific heritage languages and provide opportunities for ākonga to use and build upon them
- learner support capability is strengthened across the education workforce.
Te Mātaiaho | the refreshed NZ curriculum (Draft)
The draft for Te Mātaiaho, unites the principle of inclusion with that of equity. It shifts from acknowledgement of the Treaty of Waitangi to the statement that our national curriculum will be Treaty-honouring. This means ensuring that Māori will achieve success as Māori and that the identities, languages, and cultures of all those that call Aotearoa New Zealand their home are embraced through a collective sense of nationhood.
Action Plan for Pacific Education 2020–2030
The Action Plan for Pacific Education 2020–2030 maps the Government’s commitment to transforming outcomes for Pacific learners and families and signals how early learning services, schools, and tertiary providers can achieve change for Pacific learners and their families.
Ka Hikitia – Ka Hāpaitia
Ka Hikitia (the Māori Education Strategy, 2020) sets out how the education sector will achieve system shifts and support Māori learners and their whānau, hapū, and iwi to achieve excellent and equitable outcomes. Ka Hikitia provides an organising framework for the actions that schools and supporting agencies will take.
New Zealand Disability Strategy
The vision of the New Zealand Disability Strategy is that New Zealand is a non-disabling society – a place where disabled people have an equal opportunity to achieve their goals and aspirations, and all of New Zealand works together to make this happen. Outcome 1 is that we get an excellent education and achieve our potential throughout our lives.
Tau Mai Te Reo
Tau Mai Te Reo (the Māori Language in Education Strategy) is part of the education sector’s contribution to the Maihi Karauna, the whole-of-government Māori Language Strategy. The Maihi Karauna sets out a vision for te reo Māori in the future. It outlines what the Crown will do to support a strong, healthy, and thriving Māori language in New Zealand; Kia māhorahora te reo – everywhere, every way, for everyone, every day.
Follow these links to resources and tools that help foster inclusion within your school.
Inclusive education: Guides for schools
This site contains a series of guides that provide New Zealand educators with practical strategies, suggestions, and resources to support learners with diverse needs and encourage inclusion.
Gifted Learners
This website provides ideas, advice, and resources to help you respond to the strengths, needs, and interests of gifted and talented learners through personalised approaches to teaching and learning.
The Inclusive Practices Tools
These tools explore the extent to which school practices are inclusive of all students.
Wellbeing@School
This site supports schools in engaging with the school community in a self-review process aimed at exploring how different layers of school life contribute to creating a safe and caring climate that deters bullying.
Universal Design for Learning (UDL) is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga.
When we use UDL, we anticipate barriers to learning in the design of the environment and plan to include a range of useful supports, options for learning, and tools so each ākonga can select what works for them.
UDL is based on neuroscience and evidence-based educational practices.
Knowing your learner to create an inclusive classroom
Teacher, Linda Ojala, describes how she uses the principles of Universal Design for Learning to design learning opportunities that work for all students.
Building an inclusive school culture and practices
Use the guides on the Inclusive Education website as you consider and reflect on your school culture and practices. You may find these guides particularly useful:
- Leading schools that include all learners
- Partnering with parents, whānau, and communities
- The role of school boards
The guides will help you plan approaches for addressing these questions.
- How are you building a partnership with parents and whānau to support ākonga?
- Can all ākonga see themselves within the school? Are ākonga marginalised?
- What systems, initiatives, and programmes in your school support the achievement of ākonga who need additional supports?
- How effective are the partnerships between teachers, specialist services, and parents and whānau in your school? In what ways do they ensure the presence, participation, and achievement of ākonga needing learning support?
The inclusive classroom
Use the guides on the Inclusive Education website to help you plan for the specific needs of your ākonga.
Developing an inclusive classroom culture
This Inclusive Education Guide describes four key strategies that support the development of an inclusive classroom culture that values all students and their whānau, and communities.
The inclusive classroom: Martyn Rouse interview
Education expert, Martyn Rouse describes how to create an inclusive classroom, emphasising that this is about every teacher taking responsibility for the learning of all learners. He identifies three crucial aspects of what is required for every learner to access the support they need and deserve.