Championing every learner through inclusive education
After years of watching too many ākonga slip through the gaps, one teacher decided she’d had enough. Frustrated by a system that often forces learners into boxes that don’t fit, Olivia Holmes felt compelled to stop observing the problem and start contributing to the solution. That moment of clarity led her to enrol in Te Kunenga ki Pūrehuroa Massey University’s Postgraduate Diploma in Education (Inclusive Education).
Olivia’s motivation came directly from her own classroom. Working closely with students who experience a wide range of learning differences had strengthened her commitment to advocating for every learner, but it had also exposed the limitations of the current system.
“I finally got to the point where I needed to stop complaining and upskill so I could come back and make a change,” Olivia explains.
“Pursuing further study was my way of walking the walk.”
Olivia entered the qualification with two big goals. Personally, she wanted to deepen her understanding of diverse learners and feel more confident advocating for meaningful change. Professionally, she hoped to build the capability to influence inclusive practice at a school-wide level by helping to design systems that centre learner voice, strengthen staff confidence and ultimately help to reshape environments so all students can thrive.
A study award allowed her to dedicate a full year to learning. Even with family commitments and the everyday juggle of life, establishing strong routines and connecting regularly through online zui (zoom hui) kept her motivated.
One course in particular, Transforming Education, had a lasting impact. It pushed Olivia to question long-held assumptions about what “normal” learning looks like and encouraged her to think critically about the structures shaping education.
“What resonated most was the idea that genuine change requires us to be comfortable disrupting the status quo,” Olivia explains.
"By deliberately pushing against traditional norms, we create the space for ākonga who don’t fit neatly into existing boxes to be seen, supported and able to fully engage in their learning journey. This paper reshaped how I view my role as an educator and strengthened my commitment to advocating for system-wide practices that honour all learners.”
One of the most challenging yet rewarding assignments involved Olivia examining her own identity and beliefs as an educator. Rather than being difficult academically, it challenged her to reflect deeply on how her perspectives influence her practice.
“This reflection deepened my understanding of inclusive education by highlighting the importance of self-awareness, cultural responsiveness and the need to question norms that may unintentionally exclude or limit learners. It reinforced that creating truly inclusive environments starts with understanding ourselves and our biases as educators.”
The programme also strengthened her understanding of key frameworks, particularly Universal Design for Learning (UDL). Although she had used aspects of UDL before, the course cemented it into her daily practice, encouraging her to proactively design lessons that offer multiple ways for students to engage, access information and express their learning. It also provided a shared language for collaborating with colleagues and support staff, helping to make inclusive practice more consistent across classrooms.
Olivia now feels far more confident supporting neurodiverse learners, using a combination of UDL, differentiated instruction and strength-based approaches. Collaboration, both with families and with fellow educators, has become central to her work.
“Collaboration isn’t an add-on in education; it’s a necessity,” Olivia says.
Looking back, Olivia says the most rewarding aspect of the Postgraduate Diploma in Education was the validation it offered.
“It affirmed my instincts as an educator, belief in relationships, advocacy and inclusive environments while giving me the research-backed strategies to implement these more effectively.”
The qualification has clarified Olivia’s future path and she now aims to build and eventually lead a Learning Support Department, driving inclusive practice across a school to shape systems that honour every learner.
“This qualification hasn’t just deepened my expertise. It has provided a clear pathway toward the kind of leadership role where I can make the most meaningful difference.”
Now that Olivia has graduated she continues to stay connected through professional networks formed during the programme which help by sharing resources, ideas and strategies to keep her practice current. It’s a community she intends to remain part of as she continues her journey advocating for inclusive education, one learner at a time.