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Resource library

The Resource library includes descriptions and links to over 100 external publications (books, websites, DVDs etc). To search for a specific topic (for example “classroom strategies”), enter text in the keywords box and click Search. You can narrow your initial search using one of three filter drop-down menus:

  • “Sections” filters the resources in line with the major content sections of the website.
  • “Resources for” filters the resources according to whether they support you to further your learning, to take action, or to explore others’ stories.
  • “Relevant to” filters the resources in line with the topics covered by the subsections of the website.

Once you have searched, “Refine your results” appears on the right-hand side. This allows you to further narrow your search by adding in extra filters.

Refine your results

You can filter results by selecting values from the filters below.

Sections:

  • Leadership and school improvement [X]
  • ASD and inclusion [X]
  • School policies and practices [X]
  • School culture

Resources for:

Relevant to:

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There were 14 results.

  1. Moving Beyond Luck and Love

    Stace, H. (2011). “Moving Beyond Love and Luck: Building Right Relationships and Respecting Lived Experience in New Zealand Autism Policy”. Unpublished PhD thesis, Public Policy, Victoria University of Wellington.In her doctoral thesis Hilary Stace, herself the mother of a son with ASD...

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    Moving Beyond Luck and Love

    Stace, H. (2011). “Moving Beyond Love and Luck: Building Right Relationships and Respecting Lived Experience in New Zealand Autism Policy”. Unpublished PhD thesis, Public Policy, Victoria University of Wellington.

    In her doctoral thesis Hilary Stace, herself the mother of a son with ASD and now a lecturer at Victoria University, traces the history of New Zealand public policy about ASD and considers how it might be transformed through attending to the ‘lived experiences’ of people with ASD and of their families/whānau. At the same time, her thesis provides insight into a range of other issues and concepts, including: 

    • the social versus the medical model of inclusion
    • different ways of thinking about ASD and the concept of an ASD culture
    • ASD and social justice
    • the concept of ‘right relationships’
    • the development and implementation of the New Zealand ASD Guideline.

    This  conference presentation provides an opportunity to get an overview of Stace’s key ideas. Its PowerPoint format makes it very easy to use to prompt discussion.

    Stace, H. (2011, November). “Tackling Wicked Problems: Lessons from Autism Policy”. Paper presented at the New Zealand Disability Studies Conference, University of Otago, Dunedin.

    Resources for:
    Further learning
    Relevant to:
    Leading change, Understanding autism spectrum disorder, Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies
    Contributed by:

    Stace, H. .

  2. Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

    A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to...

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    Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

    A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to inclusion. Later, a smaller study focused on the use of action research to improve inclusion in secondary schools. The Index for Inclusion (Booth et al., 2000) was the starting point for the research, and the findings are summarised in  Improving Schools, Developing Inclusion (Ainscow et al., 2006).

    The Programme’s website has short summaries and research briefings on findings that you may, at least initially, find more useful than the book. Two are likely to be especially helpful:

    TLRP has also developed set of  Practitioner Applications that provide suggestions about how the findings can be applied to the classroom.

    Resources for:
    Further learning
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Specific issues for secondary schools

  3. Tips for Autism

    Tips for Autism is a three-day course that supports the care community around an individual child with ASD to learn how they can work together to help that child achieve better outcomes. It is funded by the Ministries of Education...

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    Tips for Autism

    Tips for Autism is a three-day course that supports the care community around an individual child with ASD to learn how they can work together to help that child achieve better outcomes. It is funded by the Ministries of Education and Health and is available nationwide.

    The  evaluation report carried out by Bevan-Brown et al. indicates that this course meets the criteria for a high quality course that contributes to better outcomes for people with ASD.

    A summary of the original report is also available at the same link.

    Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., and Mentis, M. (November 2011). Evaluation of the ‘Tips for Autism’ Professional Learning and Development Programme. Wellington: Ministry of Education.

    The Tips for Autism website provides details about the course and how to apply. People who have completed the course can access additional resources on the website.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Leading change, Understanding autism spectrum disorder, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions
    Contributed by:

    Ministries of Education and Health.

  4. Quality Teaching Research and Development Project: Learning Materials

    The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.A  research report unpacks the findings...

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    Quality Teaching Research and Development Project: Learning Materials

    The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.

    A  research report unpacks the findings from the project’s evaluation. In addition, set of learning materials was designed to support teachers and school leaders to consider the application of the teachers’ learning to their own practice. By exploring those materials you can learn more about teacher inquiry and knowledge-building, effective pedagogy, and cultural responsiveness.

    Earl, L., Timperley, H., and Stewart, G. (October 2008). Learning from the Quality Teaching Research and Development Programme (QTR&D) – Findings of the External Evaluation. Toronto, Canada: Aporia Consulting.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Evolving inclusive practices
    Contributed by:

    Ministry of Education 2007-2008 .

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