Appendix 3: Self-review questions

  • School culture and leadership for including students with high needs
  1. How caring is the culture of your school towards students with high needs?
  2. To what extent do the staff at your school expect to adapt their practice to support the achievement of students with high needs?
  3. To what extent do staff at your school have access to a wide range of knowledge, strategies and networks to support students with high needs and their whānau/families?
  • Teamwork, working with families, using information and transitions
  1. To what extent do your staff meet to discuss ways to support students with special needs?
  2. To what extent does your school meet with outside experts and agencies to support students with special needs?
  3. To what extent do the school’s relationships with the parents/whānau of students with high needs support the inclusion and achievement of these students?
  4. How well does your school use information about students, including information about achievement, social and physical skills, to better include and support students with high needs?
  5. To what extent does the school have the systems, expertise, and links with external agencies to support the transition of students with high needs both to and from their school?
  • Cultural identity, ORRS, individual learning programmes and school safety
  1. To what extent do all your teaching staff know how to develop differentiated programmes for students with high needs?
  2. To what extent do your school’s IEPs provide specific, measurable, attainable, realistic and time-bound goals for student achievement?
  3. To what extent does your school support the cultural identity of students with high needs?
  4. How does your school know that students with high needs are safe from bullying?