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
Academic

Physical Student Social

Emotional
 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