Appendix 5: Self review questions on including students with special education needs

School values, culture, and commitment

  • To what extent is the school committed to including students with special education needs and meeting their needs?
  • To what extent do the school’s relationships with the families and whānau of students with high needs support the inclusion and achievement of these students?
  • School-wide systems, initiatives and practices to meet the needs of students with special education needs
  • How well does the school plan and coordinate its provisions for students with special education needs?
  • How well do staff understand their responsibility for students with special education needs and collaborate to meet their needs?
  • How effectively does the school use a range of information to identify students with special needs and monitor their progress?
  • How effective are the processes for transition into and through the school, to the next school and out of school?
  • To what extent has PLD supported leaders and teachers to improve inclusion and achievement of students with special education needs?

Teaching and support to promote participation and engagement

  • How well does the school consider the requirements of students with special education needs when deciding on their placement and selecting staff to work with them?
  • To what extent do IEPs provide specific, measureable, achievable, realistic and time-bound goals for students?
  • How well does the school respond to the needs of individual students?
  • How well do teachers differentiate teaching and adapt the curriculum to promote inclusion and achievement of students with special education needs?
  • How effective is the guidance for teacher’s aides to provide effective support for students with special education needs?
  • How well does the school promote positive relationships between students with special education needs and other students?
  • To what extent are students with special education needs included outside the classroom?

Outcomes for students with special education needs

  • To what extent do students with special education needs progress and achieve their goals?
  • To what extent does the school support the cultural identity of students with high needs?
  • How well does the school provide a caring culture where students with high needs feel valued, comfortable and safe from bullying?