Effective+Teaching

toc Page Purpose: To explore ways of enhancing effective practice for children with learning needs.
 * Teaching Children with Special Needs Effectively **

Adaptations and Differentiations
These terms often cause confusion and are used differently around the world, so here are the official NZ definitions on the MoE website IEPOnline. (Click on How to Succeed, then the Teach and Learn tab to get to this page).

Indicators of Effective Practice in Special Education
A NZ pilot study in 2004 identified several indicators of effective practices in the 21 schools involved in the project. The full findings can be found on this website


 * Effective pedagogy for students with special needs requires effective professional development for all teachers and specialist staff.
 * Effective practice requires collaborative planning between those teachers, specialists and family members important in the life of the student.
 * Effective assessment involves knowledge of strategies involving families and working within a team.
 * Adapted curriculum and adapted teaching strategies need to align with student need for outcomes to be effective and successful.
 * Peer support systems for students with special needs should be optimised within the overall school culture.
 * Outcomes are life orientated incorporating functional curriculum that blends academic and social skills.
 * Specialist support is delivered within the context of the overall goals for the student with special needs.
 * School settings need to promote policies and structures that are flexible in accommodating difference.

The Pilot study also identified five key characteristics for effective Professional development and learning: If you want to print a copy, download this word version
 * Professional learning opportunities must be based on immediate needs and build upon existing knowledge.
 * Teachers become facilitators and begin owning the process of professional learning and development.
 * Support to meet the needs of diverse learners is required.
 * Support for teachers needs to be built into school wide planning for raising student achievement.
 * Collaborative planning leads to goals that require ongoing monitoring, adaptation and review.