Inclusion Isn't a Special Programme; 3 Questions & Your Action Item Today - with Dr Craig Hansen

The myth of inclusion is quietly hurting our schools.

Most school leaders think inclusion is a program for the few—the visiting specialist, the IEP, the teacher aide. But when inclusion is treated as a "patch-on" support system for a handful of students, we end up playing endless catch-up, outsourcing expertise, and burning out our most stretched staff members.

In this video, we break down why inclusion isn't a support program—it’s a design principle.

Geared specifically for school leaders and middle leaders (HoDs, APs, DPs), this episode delivers a clear, actionable working definition of true inclusion grounded in Te Tiriti o Waitangi. You’ll get a simple three-question audit framework you can use immediately to evaluate any lesson, unit, or school policy, and a single conversation starter for your next leadership meeting.

👇 Go Deeper with True Inclusive Practice
Ready to move your school from good intentions to robust, scalable structures? Learn more and access expert leadership resources with Dr. Craig Hansen at summitinstitute.ac.nz.

⏱️ Timestamps
0:00 - The Inclusion Myth That’s Excluding Everyone

1:15 - Inclusion as a Design Principle (The NZ Curriculum Framework)

2:45 - The 3-Question UDL Audit for Lessons & Policies

4:10 - Example: Year 9 Social Studies Redesign

5:20 - Where It Breaks Down: The Time & Outsourcing Trap

6:38 - Quick Wins: Sensory Load, ADHD, & Handwriting Barriers

8:12 - Making it Stick: Moving from Goodwill to Structure

9:45 - Real-World Implementation: Classrooms vs. Policy Lens

11:10 - Your Action Step for This Week

📋 Key Takeaways from the Video:
The 3-Question Audit (Universal Design for Learning):

How will they engage? (Are we accounting for different motivations?)

How will they take in information? (Moving past "read this, write that.")

How will they show what they know? (Are there multiple pathways to success?)

The Diagnosis Trap: Stop asking "Does this student have a diagnosis?" and start asking "What is actually getting in the way of learning right now?"

Structural Equity: True inclusion means a student's ability to participate does not depend on luck—which classroom, teacher, or year group they land in. It must be built into your policy, PLD, and physical environment.

This Week’s Challenge: Pick just one lesson, one policy, or one physical space in your school. Run it through the three UDL questions, and bring your findings to your next leadership team meeting.

🔗 Resources Mentioned:
The Neurodivergent Classroom Strategies Blueprint: Grab our deeper resource featuring 16 practical strategies covering sensory environments, ADHD structures, FASD-specific approaches, and more: https://drive.google.com/file/d/1wKQKj11WsjVdyGCCH8gDmw_-q9ks38s8/view?usp=sharing

Summary infographic from the video https://drive.google.com/file/d/1URgHxuM_A4WohOR4gHwBOisYkTYubU2l/view?usp=sharing

Detailed infographic from the video https://drive.google.com/file/d/1f2QXdwIGHWN9FbUjSF_44fQlmRKn_Hwy/view?usp=sharing

Connect with the Summit Institute: Discover how we support school leaders in building scalable, equitable learning environments: summitinstitute.ac.nz

If you found this video valuable, please Like, Subscribe, and share it with your leadership team. Let's build schools where every ākonga truly belongs.

#SchoolLeadership #InclusiveEducation #UDL #AotearoaEducation #NZTeachers #EducationPolicy #SummitInstitute

Видео Inclusion Isn't a Special Programme; 3 Questions & Your Action Item Today - with Dr Craig Hansen канала Dr Craig Hansen & Summit Institute