The Value of Inclusive Education - Open Society Foundations Around the world, children are excluded from schools where they belong because of disability, race, language, religion, gender, and poverty. But every child has the right to be supported by their parents and community to grow, learn, and develop in the early years, and, upon reaching school age, to go to school and be welcomed and included by teachers and peers alike. When all children, regardless of their differences, are educated together, everyone benefits—this is the cornerstone of inclusive education. What is inclusive education? Inclusive education means different and diverse students learning side by side in the same classroom. Inclusive education values diversity and the unique contributions each student brings to the classroom. Why is inclusive education important? Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Isn’t it better to separate children who need specialized attention?
Marutūahu tribes The ancestor Marutūahu The five tribes of the Marutūahu confederation are Ngāti Rongoū, Ngāti Tamaterā, Ngāti Whanaunga, Ngāti Maru and Ngāti Pāoa. These peoples are all descended from the ancestor Marutūahu, who came from Kāwhia on the west coast of the North Island. Before Marutūahu was born, his father Hotunui had fallen out with his father-in-law. The origin of the Marutūahu tribes Marutūahu married two sisters. Ngāti Tamaterā, Ngāti Rongoū and Ngāti Whanaunga Marutūahu’s ambitious second son, Tamaterā, gave his name to the dominant tribe, Ngāti Tamaterā. Whanaunga, Marutūahu’s third son, was the ancestor of Ngāti Whanaunga. Ngāti Maru and Ngāti Pāoa Marutūahu’s eldest son from his second marriage was Te Ngako. Hauraki resources The Hauraki region is rich in gold, timber and marine resources. Population
4 Benefits of Inclusion Classrooms | Understood - For learning and thinking differences When kids are found eligible for special education services , it’s common for their families to worry that they’ll be placed in a different classroom than other kids their age. But most kids who are eligible for special education spend the majority of their time in general education classrooms. Many of those classrooms are what’s known as inclusive (or inclusion) classrooms. In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of all students. This is key. Inclusive classes are set up in a number of ways. Other inclusive classes have special education teachers push in at specific times during the day to teach (instead of pulling kids out of class to a separate room). Studies show that inclusion is beneficial for all students — not just for those who get special education services. Kids with special education needs who are in inclusive classes are absent less often. The same research shows that their peers benefit, too.
History Ngati Maru is one of the four present day tribes of Marutuahu. It is said that the fifth tribe, that is Ngati Rongo-U, was absorbed through alliances by the other Marutuahu tribes although some still choose to reassert Ngati Rongo-U identity today. The ancestor of Ngati Maru is Te Ngako also known as Te Ngakohua. Te Ngako was the eldest son of Marutuahu and Hineurunga. Te Ngako married Paretera, the daughter of Tamatera. In his formative years, Te Ngako resided with his parents and brothers at the settlement of Whakatiwai on the western shores of Tikapa Moana. It was after the death of Marutuahu that a number of events took place that would come to shape the history of Ngati Maru. One key event was the abduction of Waenganui, the wife of Taurukapakapa. After this there was a period of relative peace. The warring between the Marutuahu and the first peoples spread throughout the Peninsula and across the Plains of Hauraki. Ngati Maru and Marutuahu were renowned as fighting warriors.
The Biggest Barriers to Inclusive Education | Think Inclusive Inclusive education is educating all students in age-appropriate general education classes in their neighborhood schools, with high-quality instruction, interventions, and supports to succeed in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating school community members. When schools move toward changing their culture and instructional practices to fully include every student in their community, collaborative teaming of professionals leads to improved instructional practice. With increased collaboration, overlapping, and sharing of roles and responsibilities replacing role isolation, change is essential. As such, inclusion is a change process rather than an event. The process involves fundamental changes in the work-lives of teachers, with a significant impact on their identity.
Ako: Critical Contexts for Change - Poutama Pounamu As educators our agency is in advancing academic progress but also ensuring students cultural identity is strong and secure. If we are to achieve excellence for all of our students we must work to ensure each student feels they belong within the learning environment we provide. Equity can be achieved when we are responsive to the student’s prior knowledge and experience and build new learning from these beginnings (cultural toolkit - Bruner 1996). Educators must create contexts for mauri ohooho, where a student’s mauri is nurtured, strengthened and able to flourish. Poutama Pounamu has developed a framework and understandings for spreading these skills and understandings for accelerating equity, excellence and belonging in schools and Kāhui Ako.
What we offer - Poutama Pounamu 1. Services available through centrally funded professional learning and development Poutama Pounamu has both Expert Partners and Accredited Facilitators. Since 2016, members of Poutama Pounamu have worked with Schools, Kura, and Communities of Learning/Kāhui Ako (CoL/KA) to support the development of achievement challenges and professional learning and development proposals to access centrally funded Professional Learning and Development (PLD) in 2017. This involved the: collaborative collection, analysis and understanding of a range of evidence from across CoL/KA schools critical reflection on levers for school improvement and reform development of understandings for implementing critical cycles of inquiry at multiple levels within schools and across the CoL/KA schools identification of criteria and development of job descriptions for across-school and within-school teacher appointments completion of Teacher Led Innovation Funding (TLIF) proposals. How to contact us.
An appetite for educational change JULY 1, 2019 Updated July 1, 2019 Ideasroom A growing body of research tells us that creating opportunities for Māori students to engage regularly with Māori cultural practices, knowledges and language supports academic achievement, rather than hinders it, writes Dr Melinda Webber. Last year’s news from UNICEF that New Zealand is one of the most unequal education systems in the world will have shocked many. However, it will have come as no surprise to anyone involved in the education of Māori students, particularly those who have seen students disengage from, and fall behind in, a system that makes little room for their language, culture and identity. Even in contemporary times, Māori scientific knowledge has little uptake in schools responsible for teaching our children, despite persistent calls by Māori (and some non-Māori) for comprehensive change. A good place to start this new strategy would be to challenge the persistent rhetoric relating to Māori underachievement and deficit.
White Supremacy in our Classrooms — Ann Milne Education This week I will go out to give talks to a variety of groups—a school, principals, teachers, mana whenua, whānau, and a district health board, about the “white spaces” in our education system and our schools. The message is the same as the one I delivered in previous weeks, months, and years, with one major difference. This week we have been forced as a country, tragically, to face the evil of white supremacy. In the past 10 days, as we have come together to support and grieve with the Muslim community, other voices, far more powerful than mine, have drawn the parallels in our history to counter the “this is not us” messages and to say emphatically, “this IS us”. Dame Anne Salmond has written: Let's not pretend there's not a dark underbelly in New Zealand society. Dr Moana Jackson says: It was a real coup therefore for my granddaughter, Blake, in her role as producer on the TV programme, Marae, to bring Dame Anne Salmond and Dr Moana Jackson together on the show this morning.
Te Ara Whakamana: Mana Enhancement - AKO Solutionz Te Ara Whakamana:Mana Enhancement had its earliest beginnings in New Zealand Education when in 2007, a Resource Teacher of Learning and Behaviour, Nigel Marshall, began thinking hard about how to address the growing problem of managing extreme behaviour in schools, and the striking over representation of Māori students in this area. Whatever resources and training that were currently available to schools weren't working and daily reports of violent incidents in the media were creating a culture of fear. Nigel decided to gather his thoughts on managing behaviour into a thesis paper for his Masters Degree in Educational Psychology. Several key concerns stood out at the time.