Ministry of Education | Summary of Practice | Professional Learning and Development Accreditation v1.2

Summary of Practice

Professional Learning and Development Accreditation

The following summary of practice provides a personal profile and a summary of your expertise.

Personal Profile

First name and Surname Jude MacArthur

Your iwi (optional) N/A

Personal statement (optional) All children and young people have the right to live a good and full life in the community, to experience childhood, and to be valued for who they are. In education this means as teachers we have responsibilities to support all students’ learning and to foster positive identities. No exceptions. And we must do this to the very best of our ability.

Professional Learning and Development Overview

My expertise is in the field of inclusive education; disabled children’s experiences and rights in education; disability and identity; and inclusive approaches to teaching and learning with a particular interest in students with complex needs. The latter group have been at particular risk of marginalisation and exclusion in education. My work in postgraduate teacher education is therefore oriented towards a better understanding of the ways in which teachers can draw on their craft knowledge to be confident in their work with ALL students. I have been involved in teacher education and undertaken professional development across early childhood, primary and secondary sectors. My work has always be supplemented by service to community based organisations including IHC and the Inclusive Education Action Group (as a founding member).

Professional Information

Academic qualifications and areas of study/research

BA (Hons, 1st Class) Otago Education 1981

Diploma of Teaching Dunedin College of Education

1981

NZ Dip. Teaching Dept. Education 1983

PhD Otago Education 1993

My background is in primary teaching and teacher education (University of Otago, 1985-2000); my PhD research involved an ethnographic study of approaches to teaching and learning in a special school for teenagers with complex needs who lived in an institution.

While working as a senior researcher at the Donald Beasley Institute (2000-2006) I worked on major research projects for the Ministry of Education in the area of teaching, disability and inclusion; on a Marsden

funded project on the school experiences and identity of students with disabilities; on a study of children who move school often; and on a broader range of research projects that included supports for families who have children with disabilities, and community living for adults with intellectual disabilities.

I am presently working as a Senior Lecturer at Massey University New Zealand.

University teaching

Undergraduate papers in: o equity and inclusion in education o consultation and collaboration to support inclusive education

Postgraduate papers in: o teaching and student diversity

Programme coordination with Jo Robinson, Canterbury University, Postgraduate Diploma in Specialist Teaching (Complex Needs endorsement). This programme supports teachers interested in inclusive education to upskill in leadership, assessment, teaching and learning for a diverse student group. Teachers completing this course have gone on to become change agents in the area of inclusive education in their school communities.

Supervision of PhD and Masters students theses and postgraduate inquiry projects, in the areas of inclusive education; teaching and student diversity, teacher professional development; and communities of practice.

Research

My research is primarily qualitative, focused on equity and inclusion in education for children and young

people with disabilities, and with a particular interest in research that explores childrens’ and young peoples’

perspectives on their school experience. My current research includes:

Building Inclusive Communities Across School Networks - TLIF research project with Dr Alison

Kearney (Massey University), Mark Potter and Justine Anand (Berhampore School, Wellington)

Teaching, learning and students with Complex Educational Needs - postgraduate students’

perspectives on their learning in and application of key ideas about the inclusion of students with

complex needs in local schools. A joint project with Dr. Laurie McLay (Canterbuty University) and

Wendy Holly-Boen (Massey University)

Māwhai – Webbing a professional identity through networked learning (with Mandia Mentis, Alison

Kearney, Jill Bevan-Brown, Tracey Riley, Wendy Holley-Boen, Julia Budd, Phillippa Butler) (2012-

ongoing)

Delivery of professional learning and development

1985-2000 (Otago University) and 2011-Present (Massey University) : Academic positions in:

initial teacher education

education studies

training of educational psychologists

postgraduate teacher education and professional development

Service and professional development

Ongoing professional development workshops with teachers throughout New Zealand in the area of inclusive education, on behalf of the Inclusive Education Action Group 2008-present.

Professional development with teachers in the area of inclusive education – Auckland Down Syndrome Association 2010-present

Please outline any of the following that are applicable (note this list is not exhaustive):

Programme writing and development I have developed and revised university courses at Otago and Massey Universities, at undergraduate and postgraduate levels in:

Human development

Gender studies in education

Educational psychology

Inclusion and equity in education

Collaborative consultation in education

Inclusive approaches to assessment, teaching and learning for students with complex needs

Conference Presentations

Rutherford, G. & MacArthur, J. (2015). Still special after all these years. Confronting the shadow of special needs within teacher education. Presentation to the Disability Studies in Education Inclusion Summit, Victoria Institute for Education, Diversity and Lifelong Learning, Victoria University, Melbourne, 31 July - 2 August.

MacArthur, J., McIlroy, A., Morrison, T. (2014). What made school so good? Presentation to the Disability Studies in Education Conference, Learning from the past. Ensuring the future. Victoria University, Melbourne, 25-27 July.

MacArthur, J., McLay, L. & Holley-Boen, W. (2014). Building experienced teachers' understandings about inclusive education for students with complex needs. Presentation to the Disability Studies in Education Conference, Learning from the past. Ensuring the future. Victoria University, Melbourne, 25-27 July.

MacArthur, J., Holley-Boen, W. & McLay, L. (2013). Examining personal beliefs and shifting paradigms towards inclusion in postgraduate teacher education. The Inclusive Education Colloquium,

Queensland University of technology, Brisbane. 28-30 July.

MacArthur, J., Higgins, N. & Mentis, M. (2011). The on-line teacher education environment – A site for challenging discourses of exclusion and enhancing understanding about inclusive education. Everybody In Disability Studies Conference, University of Otago, Dunedin, NZ, 27-30 November, 2012.

Grant, T. & MacArthur, J. (2011). 'A prick in the Minister's side' - Working towards inclusive education in New Zealand through voluntary advocacy. Everybody In Disability Studies Conference, University of

Otago, Dunedin, NZ, 27-30 November, 2012.

McKenzie-Davidson, M. & MacArthur, J. Ethical Principles in Research with Children: Developing Guidelines Through Critical Collegial Engagement. Social Justice Social Change Research Group Symposium, “Children as Experts in their Own Lives: Child Inclusive Research”. University of Western Sydney, Australia, 3 November, 2009.

MacArthur, J. Sustaining friendships, relationships and rights. Keynote address to the “Making Inclusive Education Happen” Conference, Te Papa, Wellington, 28-30 September, 2009.

MacArthur, J. Listening to children – methodological approaches to understand the school experiences of disabled children. New Zealand – Japan joint workshop on social support for developmental

disabilities: Learning from each other. University of Otago, 30 August, 2008.

Gaffney, M., MacArthur, J., Sharp, S., & Kelly, B. Negotiating difference: Disabled children’s school experiences and their impact on self- and group- identity. Royal geographic Society- IBG Conference, London, 23 August, 2008.

MacArthur, J. “I can’t talk properly and my left side isn’t working”... does it matter that my body is different? Disabled Children, Impairment, Disability and Identity. Keynote address to the Children’s Issues Centre Conference, 30 June, 2007.

Kelly, B., MacArthur, J., Sarah Sharp, S., & Gaffney, M. Promoting inclusive learning and social experiences for young disabled people at school. Disability Studies: Research and Learning Conference, 18 -

20 September 2006, Lancaster University

MacArthur, J., Kelly, B, Gaffney, M., and Sharp, S. Disabled Children Negotiating School Life: Agency, Difference, Teaching Practice, and Education Policy. Invited paper presented to the Research Symposium on Children and Young People as Social Actors in Everyday Contexts, Dunedin, New Zealand, 8-9 February, 2006.

MacArthur, J., Higgins, N., Auld, J., Grace-Dillon, J,, Guthrie, S., Johnstone, K., Nichol, K., Watson, K. Supporting transient students’ learning and social experiences - A sense of belonging? Paper presented to NZARE Conference, Rotorua, 5-8 December, 2006.

MacArthur, J. Researching practice in inclusion- It’s about taking an active interest in children’s lives.

Keynote address to the NZ Early Childhood Education Conference, Dunedin, 6 December, 2005.

MacArthur, J., Kelly, B, Gaffney, M., and Sharp, S . “I’m not really, really, really disabled… I’m just a person”: Students’ school experiences and their impact on identity. Paper presented to the New Zealand

Association for Research in Education (NZARE) Conference, Dunedin, 6-9 December, 2005.

MacArthur, J., Kelly, B, Gaffney, M., and Sharp, S. Being part of school life: Structures and relationships that enhance or inhibit disabled children’s participation and inclusion at school. Paper presented to the Australasian Association for Scientific Study of Intellectual Disability (ASSID) Conference, Waipuna, Auckland, 10-13 October, 2005.

MacArthur, J., Kelly, B & Higgins, N. Take the "special" out and put "inclusive" in: Enhancing the educational experiences of disabled children in New Zealand schools. Paper presented to the Australasian Association for Scientific Study of Intellectual Disability (ASSID) Conference, Waipuna, Auckland, 10-13 October, 2005.

MacArthur, J., Kelly, B, Gaffney, M., and Sharp, S. Participation or Exclusion? Disabled children’s experiences of life at school. Paper presented to the Children’s Issues Conference, Dunedin 7-9

July, 2005.

MacArthur, J., Kelly, B, Gaffney, M. “ I get called ‘Pautism’”: Exploring the influence of school context on children’s identity. Paper presented to the Disability Studies: Putting Theory into Practice conference, Lancaster University, England, 26

-28 July, 2004.

Teacher Professional Development Seminars and Presentations (since 2009)

Inclusive Education- taking a look at teaching practice, Auckland Down Syndrome Association, Success in

Schools Series, Waipuna, Auckland, 2 August, 2016.

Learning Better Together: Inclusive approaches to teaching and learning. IEAG, IHC and IHC Foundation seminar for teachers and parents. Dunedin, 7 June, 2016. (with Dr.Gill Rutherford, University of

Otago).

Inclusive Education, Auckland Down Syndrome Association, Success in Schools Series, Waipuna, Auckland,

29 February 2016.

Inclusive education for children and young people with complex needs, Seminar for RTLBs and Support

Teachers , Red Beach School, Auckland, 23 February, 2015.

Inclusive Education in practice- what makes classrooms work well for all children?, Auckland Down

Syndrome Association, Success in Schools Series Waipuna, 23 February 2015

Inclusive Education, Auckland Down Syndrome Association, Success in Schools Series, Waipuna, 24

February 2014.

Learning Better Together. IEAG and Ministry of Education (Wellington) joint seminar. Wellington, 24

November 2013 (with Dr Gill Rutherford).

Learning Better Together. IEAG and Ministry of Education (Manawatu) joint seminar. Palmerston North, 25

November 2013 (with Dr Gill Rutherford).

Building confidence and competence to support schools to be more inclusive Te Tapuae o Rehua Hui,

Dunedin 26th June, 2013, College of Education, University of Otago (with Dr.Gill Rutherford).

Inclusive Education. Presentation to the Auckland Down Syndrome Association seminar, Success in School,

Auckland, 24 February, 2013. (with Dr Gill Rutherford).

Inclusive education. Presentation to the Ministry of Education (Otago) 21 January 2013 (with Dr Gill

Rutherford).

Learning Better Together. IEAG and Ministry of Education (Wellington) joint seminar. Wellington, 24

November 2013. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education (Manawatu) joint seminar. Palmerston North, 25

November 2013. (with Dr Gill Rutherford)

Building confidence and competence to support schools to be more inclusive Te Tapuae o Rehua Hui,

Dunedin 26th June, 2013, College of Education, University of Otago (with Dr.Gill Rutherford)

Inclusive Education. Presentation to the Auckland Down Syndrome Association seminar, Success in School,

Auckland, 24 February, 2013. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education (Southland) joint seminar. Ascot Park, Invercargill,

15 November 2012. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education (Otago) joint seminar. Northburn Winery,

Cromwell, 16 November, 2012. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education joint seminar (Bay of Plenty).Tauranga, 31 June,

2012. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education (W. Auckland) joint seminar. Albany, 30 June,

2012. (with Dr Gill Rutherford)

Learning Better Together. IEAG and Ministry of Education (Northland) joint seminar. Whangarei, 28 June,

2012. (with Dr Gill Rutherford)

In the group and making friends: Fostering friendships and relationships for children and young people with disabilities. Bay of Plenty Down Syndrome Association seminar for parents and caregivers, 23 June, 2010. (with Dr Gill Rutherford)

Learning Better Together. Bay of Plenty Down Syndrome Association and Ministry of Education joint

seminar. Baycourt Exhibition Centre, Tauranga, 24 June, 2010.

Learning Better Together - Workshop on inclusion, Idea Family & Whanau Service, Tauranga, 23 June 2010.

Learning Better Together. Children’s Autism Foundation and IEAG joint Education Series Workshop,

Western Springs Garden Hall, Auckland, 28 June, 2010.

Inclusive education: school values and children’s rights. Seminar presented to the Otago Office of the

Ministry of Education, GSE, 2 February, 2010.

Disabled students’ experiences of bullying at school. Child Protection Team Study Day, University of Otago

Medical School, 23 September, 2009.

Publications

Refereed books

Carrington, S., and MacArthur, J. (2012) (Eds). Teaching in inclusive school communities. 1st edition.

Milton, Queensland: Wiley and Sons Publishers.

MacArthur, J. (2009). Learning Better Together, Wellington: IHC. www.inclusive.tki.org.nz/assets/Uploads/learning-better-together.pdf

Refereed journal articles and book chapters

MacArthur, J. & Rutherford, G. (in press). Success for ALL? Re-envisioning New Zealand Schools and Classrooms as Places Where 'Rights' Replace 'Special'. New Zealand Journal of Educational Studies.

Rutherford, G. & MacArthur, J. (in press). What’s wrong with ‘special’? Thinking differently in New Zealand teacher education about disabled children and their lives. In K. Runswick-Cole, T. Curran & K. Liddiard (Eds) Building Understandings: Child, youth, family and disability. UK: Palgrave.

Carter, B. & MacArthur, J. (in press). All students are learners when we identify what they can do: A parent’s perspective on narrative assessment. In Morton, M. (Ed). Narrative Assessment.

Wellington: NZCER.

MacArthur, J. & McKenzie, M. (2013). Ethics in research with children. In N. Higgins & C. Freeman (Eds). Childhoods in Aotearoa/New Zealand, Dunedin, NZ: University of Otago Press. Pp. 77-91.

McCartney, B., Purdue, K., & MacArthur, J. (2013). Progressing Te Whariki from rhetoric to reality for children with disabilities and their families. In J. Nutthal (Ed), Weaving te Whariki. (2

nd ed).

Wellington: NZCER. Pp. 115-133.

MacArthur, J. (2013) Guest Introduction. In Centre for Excellence in Inclusive Education, Issues in Inclusive

Education, Palmerston North: Dunmore Press pp. 11-22.

MacArthur, J. (2013). Sustaining friendships, relationships and rights at school, International Journal of Inclusive Education, Vol 17 (8), 793-811.

Morton, M., Higgins, N., MacArthur, J., Phillips, H. (2013). Introduction to the special issue – making inclusive education happen: Ideas for sustainable change. International Journal of Inclusive Education, Vol 17 (8), 753-761.

Carrington, S. & MacArthur, J. (2012) (Eds). Teaching in inclusive school communities. 1st edition. Milton,

Queensland: Wiley and Sons Publishers

Carrington, S. MacArthur, J. Kearney, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, J. (2012). Towards an inclusive education for all. In S. Carrington & J. MacArthur (Eds). Teaching in inclusive school communities. 1

st edition. Milton, Queensland: Wiley and Sons Publishers, pp. 3-38.

MacArthur, J., Higgins, N. & Quinlivan, K. (2012). Children’s and young people’s social participation. In S. Carrington & J. MacArthur (Eds). Teaching in inclusive school communities. 1

st edition. Milton,

Queensland: Wiley and Sons Publishers, pp. 237-266.

Higgins, N., MacArthur, J. & Kelly, B. (2009). Including disabled children at school: Is it really as easy as A,C,D? International Journal of Inclusive Education. 13 (5), 471–487.

Clark, P. & MacArthur, J. (2008). Children with physical disability: Gaps in service provision, problems

joining in. Journal of Paediatrics and Child Health, 44, (7-8) 455–458.

MacArthur, J., Sharp, S., Gaffney, M., & Kelly, B. (2007). Does it matter that my body is different? Disabled children, impairment, disability and identity. Childrenz Issues, 11, (2), 25-30.

MacArthur, J., Gaffney, M., Kelly, B., and Sharp, S. (2007). Disabled children negotiating school life: Agency, difference, teaching practice and education policy. International Journal of Children’s Rights, 15, (1), 99-120.

Higgins, N., MacArthur, J. & Morton, M. (2007). Winding back the clock: The retreat of New Zealand inclusive education policy. New Zealand Annual Review of Education, 17, 145-167.

Higgins, N., MacArthur, J. & Rietveld, C. (2006). Higgledy-piggledy policy: Confusion about inclusion. Childrenz Issues, 10 (1), 30-36.

MacArthur, J. (2005). Tensions and conflicts; Experiences in parent and professional worlds. In L. Ware (Ed.) The Politics of Inclusion . Rochester NY: Margaret Warner Graduate School, University of

Rochester.

MacArthur, J., Kelly, B., & Higgins, N. (2005). Supporting the Learning and Social Experiences of Students with Disabilities: What Does the Research Say? In Fraser, D., Moltzen, R. & Ryba, K. (Eds). Learners with Special Needs in Aotearoa New Zealand. Victoria: Thomson Dunmore Press.

MacArthur, J. & Kelly, B. (2004). “I was born with a few disabilities – this does not stop me from trying my best and I give most things a go.” Inclusion from the perspectives of students with disabilities. Set, Research Information for Teachers, 2; 44-48.

MacArthur, J., Purdue, K & Ballard, K. (2003). Competent and confident children? Te Whariki and the inclusion of children with disabilities in early childhood education. In J. Nuttal (Ed). Weaving Te Whariki; Aotearoa new Zealand's early childhood curriculum in theory and practice. Wellington;

NZCER. Pp 131-160

MacArthur, J. (2002). Students with disabilities and their parents talk about friendships. Set.1, 13-18.

Purdue, K., Ballard, K., & MacArthur, J. (2001). Exclusion and inclusion in New Zealand early childhood education: Disability, discourses and contexts. International Journal of Early Years Education, 9,

(1), 37-49.

MacArthur J. and Gaffney, M. (2001) Bullied and teased or just another kid? The social experiences of students with disabilities at school. Wellington, New Zealand Council for Educational Research.

MacArthur, J. & Dight, A. (2001) Transition with a truckload of professionals. Childrenz Issues, 4 (1), 39-45

MacArthur, J., Dight, A. & Purdue, K. (2000). “Not so special”: Values and practices in early childhood education for children with disabilities. Early Education, 24, 17-27.

Major Research Reports

Higgins, N., MacArthur, J., Tikao, K., & & Evans-Turner, T. (2008). Transforming notions of disability – A qualitative evaluation of the joint IHC/CCS Our Stories Community Education Project: Report

commissioned by IHC.

MacArthur, J & Higgins, N. (2007) Addressing the needs of transient students: A collaborative approach to enhance teaching and learning in an Area School. Teaching and Learning Research Initiative

project final report. Wellington: NZCER.

Clarke, P., MacArthur, J. McDonald, T., Caswell, P. & Simmons-Carlsson, C. (2007). Integrated Effective Practice for Students with Physical Disabilities-A two-part project. Wellington: Ministry of

Education.

MacArthur, J.A., Kelly, B., Higgins, N., Phillips, H., McDonald, T.A., Morton, M. & Jackman, J. (2004). Building capability in education for students with moderate and high needs: Literature Review.

Wellington; Ministry of Education.

.MacArthur, J.A. (2003). Support for Daily Living for Adults with Intellectual Disabilities. Review of the Literature. (Report prepared for the National Health Committee). Wellington, National Health

Committee.

Other Publications (non-refereed)

MacArthur, J. (2013). Case study 10: Dilemmas at school: How and when to support the inclusion of students with a disability. A. Graham, M. Powell, N. Taylor, D. Anderson & R. Fitzgerld (2013). Ethical research involving children. Florence:UNICEF Office of research-Innocenti.

MacArthur, J. (2012). Eduspeak: inclusive education. Leading Lights: Newsletter of the New Zealand

Educational Administration & Leadership Society, p.5.

MacArthur, J. (2012). Leadership in inclusive school communities. School Leadership for Inclusion. Leading Lights: Newsletter of the New Zealand Educational Administration & Leadership Society, p. 6-7.

Leadership of research projects

Project co-leader with Dr. Jeanette Berman - Children’s and Young People’s Perspectives on School: Informing Inclusive Practice, Massey University Centre for Equity Through Education 2014-2016. ($18 000) . This project involves the publication of a co-edited book by Sense Publishers (2014-ogoing)

Co-principal investigator with Michael Gaffney, Children’s Issues Centre - Disabled and non-disabled

children’s construction of identity – the influence of school experiences. NZ Royal Society Marsden Fund.

(2002-2006) ($500 000)

Project leader – Teaching and Learning Research Initiative (TLRI) project, Addressing the needs of transient students: A collaborative approach to teaching and learning in an Area School. (2006-2007) ($42 000)

Project Co-Leader with Dr. Nancy Higgins 2007-2008 – Transforming notions of disability – a qualitative evaluation of the joint IHC/CCS Our Stories Community Education Project : An evaluation project and report commissioned by IHC. Donald Beasley Institute. ($27 000).

Project leader – National project for the New Zealand Ministry of Education, Building capability in education for students with moderate and high needs: Literature review. (2004-2005)

Project leader – National project for the NZ Ministry of Education, Integrated Effective Practice for Students with Physical Disabilities: Case Studies (2003-2004).

Special interest areas that you have been particularly active in e.g. inclusive education Inclusive Education is my main area of expertise. I am a founding member of the Inclusive Education Action Group, and of the Inclusive Education Colloquium, an Australian-New Zealand network of researchers, practitioners, disabled people and family members interested in the development of inclusive school communities. Memberships of networks of expertise, boards, committees etc. applicable to the professional learning and development you are offering Present memberships:

University of Otago Children and Young People as Social Actors Research Cluster, 2004-present.

Massey University Centre for Equity Through Education 2011-present.

Inclusive Education Action Group 2007-present

IHC 1985-present

Past memberships: Otago Branch Committee IHC 1985-1998 Otago Family Network 1998-2006 Board of Trustees Maori Hill Primary School 1999-2005 Board of Trustees, John McGlashan College 2005-2011 Peer reviewer I am an invited peer reviewer for international journals The International Journal of Inclusive Education and Teaching and Teacher Education; and for the New Zealand journal Kairaranga.

Ministry of Education | Summary of Practice | Professional Learning and Development Accreditation v1.2

Summary of examples of practice

My work is in the field of inclusive education, informed by the fields of disability studies; disabled children’s childhood studies; and children’s rights. Developing out of my PhD in the early 1990s is a concern for the rights of children and young people with significant disabilities to be taught in their local school community with their peers and siblings. My work aims to support teachers in early childhood services and schools to develop inclusive approaches to policy, culture, leadership, and pedagogy that foster a sense of belonging and positive identities amongst children and young people; and support the presence, participation and learning of all students.

Example 1: Inclusive Education Action Group/IHC Seminars for teachers on inclusive education: ‘Learning Better Together’

Since 2010, I have primarily co-lead with Dr Gill Rutherford from the University of Otago, fifteen full day seminars on inclusive education for principals, DPs, SENCOs, teachers, teacher aides and parents around New Zealand, from Invercargill to Whangarei. Entitled Learning Better Together, the seminars were initially based around an accessible, research-based publication on inclusive education which I completed under a

contract with IHC (www.inclusive.tki.org.nz/assets/Uploads/learning-better-together.pdf ). There is a particular focus on the experiences of children and young people with disabilities at school, and the implications for teachers and schools generally. We aim to disseminate knowledge about inclusive teaching practice; to challenge and extend teachers’ thinking; and to inspire teachers to want to be involved in positive change towards inclusion in their schools. The seminars are free, open to all and they are supported and funded by the Inclusive Education Action Group and the IHC Foundation.

The seminars are characterised by the following features:

Evidence based - Seminars draw on:

our own and others’ research, in New Zealand and internationally, in the field of inclusive education, with a particular emphasis on students’ perspectives and the implications for teachers and teaching practice

contemporary thinking around pedagogies for inclusion, the seminars have grown and developed over time in response to developments in research and practice and currently focus on critiquing deficit theorising; inclusive values and pedagogies; Universal Design for Learning; interprofessional practice; and communities of learning.

a theoretical base of disability studies and childhood studies, allowing teachers to interrogate the theories that underpin deficit based and inclusive thinking and practice and position children as either incapable/dependent or as capable and having agency.

Culturally responsive

Seminars draw on the work of researchers in New Zealand on culturally responsive pedagogies.

Consistent with the principles of the Treaty of Waitaingi and with UN Convention on the Rights of the Child, seminars uphold children’s rights to a positive cultural identity.

Rights based- Seminars are based on:

children’s rights to quality education; to active participation in the community; to preserve their culture and identity; and in particular their participation rights as enshrined in the UN Convention on the Rights of the Child.

disabled children’s rights to a good life in the community; to positive identities as disabled children/young people; and to an inclusive education as enshrined in the UN Convention on the Rights of Persons with Disabilities.

Policy based - Teachers become familiar with the content and intent of New Zealand policy that supports inclusive education, including Success for All and the New Zealand Disability Strategy. Seminars are contextualised within the New Zealand curriculum which is written for all students and has inclusion as one if its foundational principles.

Inquiry based, interprofessional and interactive - Seminars foster critical inquiry, and support teachers to recognise deficit theorising that sits behind children’s experiences of exclusion. Interactive, practical group activities provide teachers with opportunities to engage with inclusive pedagogies; to think about how adults,

including teacher aides, therapists and other professionals work in the classroom; to explore ways of sharing knowledge and organising classrooms and professional support roles so that students learn well, feel a sense of belonging, and have friends. Teachers have opportunities to critique their own practice and to consider ways to engage in transformative change in their own schools.

Example 2: The Postgraduate Diploma in Specialist Teaching – Postgraduate teacher education to support the inclusion of children and young people with complex needs in local schools

The Specialist Teaching programme prepares students to work in one of 7 endorsement areas. The endorsement areas are Blind and Low Vision, Deaf and Hearing Impaired, Early Intervention, Complex Educational Needs, Gifted and Talented, Autism Spectrum Disorder and Learning and Behaviour . I am the coordinator of the Complex Needs Endorsement and I co-teach this with Jo Robinson from Canterbury University. The Programme is based on a number of key principles including, inquiry-led learning, evidence-based practice and interprofessional practice. As such it helps students design their learning to fit with their own contexts, skills and previous learning. It also encourages them to adopt collaborative ways of working within their own educational context; with professionals outside of their school setting; and with teachers in other schools. The Specialist Teaching Programme is funded by the Ministry of Education and was designed in collaboration with all the endorsement stakeholder groups and was tailored to meet the needs of the different sector groups.

The programme is provided in a blended format with on-line and face-to-face learning. Students also use MyPortolio for assignment work and to curate their resources. They are also encouraged to use a range of digital tools for their learning. The on-line nature of the programme helps them to develop good digital literacy that can then be used in their own teaching and learning.

The programme is based on the principles of inclusive education and students are encouraged to consider how all children and young people, irrespective of their diverse needs, can be included in inclusive educational settings. There is a strong focus throughout the programme on cultural knowledge and competency. Block Courses are always initiated with a powhiri and all papers have cultural content and competencies. Students are expected to improve their understanding and use of te reo Māori and develop a greater understanding of tikanga. For example, in their practicum they have a whole domain of competencies around culturally responsive practice. Throughout the programme students are encouraged to engage with Māori frameworks for research and practice. One such example is the use of the Educultural Wheel to reflect on their own cultural values and beliefs. Whānau groups are held to support students in their local geographical areas. There are also groups for Māori and Pacific Island students to support one another in their learning.

Children and young people with complex needs are particularly at risk for segregation due to deficit-based assumptions about incapability and fixed ability. The Theory and Foundations of Complex Educational Needs paper challenges this orientation by operating within a framework of children’s rights. This establishes children and young people with complex needs as having the same rights to be included, to fully participate and learn well in inclusive schools communities alongside their peers who do not have disabilities.

The paper is based on assumptions of capability and competence in all children and young people. Students in the course take an affirmative orientation in which decisions about teaching and learning build on children and young people’s strengths and interests. Students are supported to understand and consider in-depth the experiences of Māori and Pasifika students who have disabilities, and their families, and to reflect on the implications of these experiences for teaching. Approaches to assessment, teaching and learning are contextualised within inclusive pedagogies, Learning Without Limits, and Universal Design for Learning. There is a particular emphasis on teaching in ways that are responsive to students’ views and perspectives; that support belonging in the group and the development of positive identities for children and young people with complex needs.

Example 3: TLIF project - Supporting the development of a community of practice amongst 4 primary schools to share knowledge about inclusive approaches to teaching and learning

This ongoing 2-year research project, funded by the Teacher Led Innovation Fund (TLIF) has provided an opportunity to work as research advisors alongside a lead teacher and school principal to establish a Community of Practice (COP) of teachers in 5 primary schools that are diverse in terms of student ethnicity, culture and disability. The project is teacher led, with University advisors providing support with research

methodologies so that innovations and their impact on school practices can be described.

The project takes an inquiry-based, culturally responsive approach to consider how collaboration amongst the neighbouring schools can foster the sharing of skills, knowledge, relationships and resources to build capability for inclusive education. The COP has a particular interest in sharing experiences; critiquing practice; and developing teaching practice in the area of inclusive education for children with ASD and anxiety challenges, but also has a broader focus is on developing teaching practices that ensure all children are welcome, belong, and are taught well in the 5 schools. Schools are engaging in a range of collaborative activities including lead teacher workshops to explore parents’ experiences and perspectives; reflective inquiry meetings by principals; and workshops with guest speakers to focus on particular issues such as stress and anxiety in children with ASD and the use of positive language in schools in relation to disability, behaviour and student supports.

Referees

Where possible, at least one of your referees should be a principal or tumuaki directly related to your example of practice. Where this is not practical, for example in a secondary schooling scenario where you have been working with a middle leader or deputy principal, you can supply a more appropriate reference. Both referees supplied below should come from a school, Kura, or community of learning where you have provided services.

By supplying this information you’re confirming that the referees listed below are aware and consent to their details being available on the accreditation list.

Referee One

Referee Name Mark Potter (Principal)

Contact Number 021389825

Contact email address principal@berhampore.school.nz

Referee Two

Referee Name Trudi Kareko (DP; SENCO)

Contact Number 0212059364

Contact email address trudikareko@gmail.com