Vision Education Facilitators support schools and teachers by providing PLD that strategically assists staff to adapt their practice to support the achievement of students with high needs.
Some of the characteristics of effective practice for students with special educational needs include:
- Deliberate and monitored planning for inclusive teaching and learning – providing support for teachers to improve their practices
- Working with a diverse group of students in a caring environment
- High expectations for all students
- Quality teaching is focussed on raising student achievement (including social outcomes).
- Pro-active alignment across the school supports effective inclusion of diverse students within the school community
- Teachers and students have clear information about learning outcomes.
- Students have a strong sense of involvement in the process of setting specific learning goals.
- Pedagogy scaffolds and provides appropriate feedback on students’ task engagement.
- Teachers ensure that their assessment practices impact positively on students’ motivation.
- Students have sufficient and appropriate opportunities for practice and application.
- Classroom management enables the teacher to be responsive to diverse learners.
- Responsive teaching is important for all learners and particularly critical for students with special needs.
- Quality teaching recognises and builds on students’ prior experiences and knowledge.
- The language and practices of the classroom are inclusive of all students.
- Teachers use class sessions to value diversity, and to build community and cohesion.
- Teaching and tasks are structured to support
- Student motivation is optimised and students’ aspirations are supported and extended.
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES)
“Children and young people will be the best they can be when they are present, participating, engaged, achieving and belong.” (Success for All, Ministry of Education)
“Teachers who are engaged in cycles of effective professional learning take greater responsibility for the learning of all students; they do not dismiss learning difficulties as an inevitable consequence of the home or community environment.” (Helen Timperley, 2008)