An Inclusive Education: where all learners participate and belong

Date:
Thursday 18th and Friday 19th July 2019
9.00am – 3.30pm

Venue:
Kohia Centre
Gate 1, 78 Epsom Ave, Epsom
(Free parking is available on site 76 Epsom Avenue, Gate 2, Level 3 or 4)

Target audience: All educators and the general public

Cost: $530 per person inc. GST (morning tea and a light lunch provided)

Payment: You or your centre will be invoiced a week prior to the conference

Cancellations: A refund of cancelled registrations may be made provided they are received at least 7 working days prior to the start of the symposium.

DAY 1
Time

Programme

Symposium Opening
8.45am

Symposium Opening
Disability Rights Commissioner, Paula Tesoriero MNZM
Katene Paenga Blessing and karakia

Please assemble by 8.45am

Keynote
9.00am -10.00am

Keynote 1 Participating and belonging: What we can learn from teachers and students ‘doing’ inclusive education
Missy speaks about her teaching and research focus on the practices of educators in NZ and elsewhere that builds on maintaining participation and belonging in our schools.

Professor Missy Morton

10.00am -10.30am                                Morning tea

Session One 10.30am -11.45am

1.1 Planning for the needs of diverse learners using a Universal Design for Learning
This workshop will provide educators with an overview of Universal Design for Learning. It will explore practical ways of how teachers can use this framework within their classrooms, enabling them to plan for all their  learners from the onset to ensure all students are given the opportunity to succeed. Participants will explore how they can use student voice to strengthen outcomes.

Mandy Turner and Suzanne Gillies

1.2 Introducing the The Inclusive Education website
This session provides practical guidance for Aotearoa teachers and educational leaders. The 26 guides help teachers to recognise, plan for, and meet the learning and wellbeing needs of diverse learners.
This introduction to the Inclusive Education website will be an opportunity for participants to engage with the guides and explore ways in which they can use the site to support teacher planning and delivery.  
https://www.inclusive.tki.org.nz/

Vonnie Jones

Session Two
12.00pm-1.15pm

2.1 Using narrative assessment to know your learner and build collaborative practice
Jessie is supported by a team of people so she can truly belong in her local primary school. When the voices of Jessie’s friends, whānau and educators come together, teaching and learning is collaborative and positive. Narrative assessment is a strengths-based approach that captures and celebrates Jessie’s progress. We will know Jessie through narrative assessment; then talk together about ways we can make this approach work in a busy classroom.

Anne-Marie McIlroy

2.2 Introducing The Inclusive Education website
This session provides practical guidance for Aotearoa teachers and educational leaders. The 26 guides help teachers to recognise, plan for, and meet the learning and wellbeing needs of diverse learners.
This workshop will introduce the Inclusive Education website. It will be an opportunity for participants to engage with the guides and explore ways in which they can use the site to support teacher planning and delivery.  
https://www.inclusive.tki.org.nz/

Vonnie Jones

1.15pm-2.00pm                               Lunch

Panel Discussion

2.00-3.00pm

The voice of disabled students and young people.
Antonia Hannah, IEAG will facilitate a panel and discussion by disabled and neurodiverse young people as they talk about their experiences of school.

Session Three 3.00-4.00pm

3.1 Dyslexia in the classroom
Effective classroom strategies for teachers who teach students with dyslexia. Jill will begin by building knowledge about dyslexia: what it is and what it isn't. She will also explore the kinds of learning accommodations and modifications used in a dyslexia-friendly classroom. In addition she will discuss a range of instructional strategies that are known to help students with dyslexia.

Jill Ritchie

3.2 Autism in the mainstream classroom
This session will introduce participants to the characteristics of autism identified in children. How autism is likely to manifest in the mainstream classroom will be discussed and teaching strategies for managing likely behaviours and learning characteristics will be suggested.

Kit McIntyre

3.3 Inclusive practice in secondary schools: Strategies for teachers and school leaders
This session will look at the current challenges in creating and maintaining inclusive practice in secondary schools. Joanne has worked with leaders, teachers and SENCOs in several secondary schools across the North Island for four years. Insights gained from recent experience will be shared in this workshop, including practical classroom strategies and changes that can be made at systems and leadership levels.

Dr Joanne Walker

 

DAY 2
Time

Programme

Keynote
9.00am -10.00am

Keynote 2 The Voices Project. Powerful messages from those who seek inclusion themselves
In 2018 The Inclusive Education Action Group launched a website that is built around films featuring the voices of 10 young disabled people who talked about their experiences of schooling in Aotearoa New Zealand.

Anne-Marie McIlroy and Heather Lear

10.00am -10.30am                                Morning tea

Session One 10.30am -11.45am

1.1 ‘West Side Story & Silver Noodle Soup’
Bernadette will be sharing two stories to explore how exclusion and inclusion can operate in secondary school settings. West Side Story is about Bernadette and her daughter Maggie Rose trying to gain access to performing and participating in musicals at her regular high school. Silver Noodle Soup is about a filmmaking partnership between Maggie’s high school, a group of disabled students, performers and film-makers that produced a film based on the students’ interests, talents and ideas. Her address will conclude with a showing of the edited film Silver Noodle Soup from the 2017 filmmaking workshop.

Bernadette Macartney

1.2 Ministry of Education: Strengthening Learning Support. (Closed/Session Full)
This presentation will outline the Learning Support Delivery Model and other new initiatives such as the introduction of Learning Support Coordinators that will strengthen learning support so that children and young people with additional learning needs get the right support at the right time.

David Wales, National Director, Learning Support, Ministry of Education

Session Two
12.00pm-1.15pm

2.1 Supporting Teachers to be Inclusive Educators (Closed/Session Full)
An experienced SENCO and Deputy Principal at Karori West Normal School in Wellington talks about her involvement, on behalf of NZEI Te Riu Roa, in significant pieces of work advocating for equitable resourcing for inclusive education.  For students with additional learning needs, the right support at the right time can make all the difference - for them, their whānau and their teachers.

Janice Jones

2.2  Ministry of Education: Strengthening Learning Support.
This presentation will outline the Learning Support Delivery Model and other new initiatives such as the introduction of Learning Support Coordinators that will strengthen learning support so that children and young people with additional learning needs get the right support at the right time.

David Wales, National Director, Learning Support, Ministry of Education

1.15pm-2.15pm                               Lunch

Keynote 2.15-3.30pm

Keynote 3 Culturally responsive and inclusive practice that affirms language, culture, identity and wellbeing
In this address, a kaupapa Māori lens will be drawn on to challenge and affirm aspects of conventional western perspectives of inclusion.This workshop will use the voices of Māori students to develop these understandings and consider the implications for teachers of 'all' students.
If we are to fully realise our agency as educators, so that whoever they are, students are able to receive education without having to compromise their own cultural identities, bias, prejudice and racism must be up for discussion and the implications clearly understood, for ourselves, for our students and for wider society.

Mere Berryman

 

Applicant details
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Session selections
* Day 1: Session  One: 10.30am-11.45am
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* Day 1: Session Two: 12.00pm-1.15pm
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* Day 1: Session Three 3.00pm-4.00pm
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* Day 2: Session One 10.30am-11.45am
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* Day 2: Session Two 12.00pm-1.15pm
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* I agree to the terms and conditions:
Terms and conditions
  1. Kohia Centre requires that advice of cancellation must be received at least 7 clear working days prior to the day of the course to allow for a full refund.
  2. If we do not receive this notice, full fees are payable and refunds will not be given. If you are unable to attend and cannot give the required 7 clear working days notice you may send a substitute member in your place.
  3. Payment of fees is expected for non-attendance with the above criteria.
  4. These conditions apply to all withdrawals or non-attendance with the above criteria.
  5. Enrolment in a course constitutes acceptance of this policy.
  6. Kohia Centre reserves the right to cancel a course should it fail to attract the minimum number of participants required. In this instance, we will provide a full refund. Kohia Centre will not accept responsibility for travel and accommodation costs incurred by participants.

Faculty of Education and Social Work - The University of Auckland