Download - Diverse Learners
Diverse Learners
What we will cover this evening:
• SENCO role in the school
• Teacher Aides at KNS
• A diverse learner – what does this mean?
• IEP process
KNS Annual Plan
Objective - The learning needs of all children will be met. There will be a staff development focus on catering for the needs of diverse learners.
• Teachers will have greater understanding of and feel more confident in catering for; learning differences (strengths), children with learning difficulties and differences (diverse learners) within the classroom programme.
• Effective information tracking systems will be developed and implemented so that teachers are well-informed regarding children’s diverse learning needs.
• Appropriate and timely support and PD will be available for teachers to enable them to meet children’s needs.
SENCO Role
• PD for staff• IEP systems• Teacher aides• Outside agencies – RTLB, RTLit, Speech therapists,
occupational therapists, BLENZ and Kimi Ora• Transitions – into school, between classrooms and
to college• Monitoring System• Developing the whole child
Developing the whole child
Student
Academic
Social
Emotional
Physical
What is a diverse learner?KNS Staff believe that a diverse learner is someone who:• Learns in different ways • Has different learning styles
– Visual– Tactile– Audial
• Has different – Strengths– Interests– Needs– Language
• Someone who is not captured by ‘traditional ways’ of teaching• One size does not fit all
What is an IEP?
• A plan that shows how the classroom programme will be adapted to fit the child – using their strengths to enhance their learning abilities
• A plan that brings together the child’s learning needs, aspirations, personality and cultural background
• An outline of where the students are going and what their successes might look like
• It is a living document – it is regularly updated to reflect the child’s changing development
When does a child need an IEP?
IEP’s are necessary when:• Additional teaching strategies are needed to
address a student’s particular learning needs• The programme needs to be differentiated• Barriers to learning have been identified,
requiring adaptations to regular teaching strategies
• Times of transition require extra attentions to planning, teaching and learning
School IEP Template
Monitoring
• Implement a school monitoring system
• Support parents, children and teachers
• Physical, social, emotional and academic
Transitions
• Transitions into school, between classrooms and into high school
• Transferring important information of children year to year and to high schools