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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.

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There were 31 results.

  1. Success for All – Every School, Every Child

    Ministry of Education (2010). Success for All – Every School, Every Child. Wellington: Ministry of Education. (factsheet) Success for All – Every School, Every Child sets out the Government’s vision of a fully inclusive education system by 2014. It places...

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    Success for All – Every School, Every Child

    Ministry of Education (2010). Success for All – Every School, Every Child. Wellington: Ministry of Education. (factsheet)

    Success for All – Every School, Every Child sets out the Government’s vision of a fully inclusive education system by 2014. It places confident schools, students, parents/caregivers, whānau, and communities at the heart of this vision. It is based on an extensive literature review by Mitchell (2010) and on the Governments’ Review of Special Education 2010: Discussion Document and the Public Response Summary.

    In the past, students were prepared for school; now schools are expected to gear up for their students.

    From the Ministry’s web page on this policy, you can download information (including a factsheet and a set of FAQs) and can read about the associated initiatives.

    The Ministry’s Statement of Intent 2011/12–2016/7 provides further details of the actions being taken nationally to implement the policy and achieve its targets.

     Ministry of Education (2011c). Statement of Intent 2011/12–2016/7. Wellington: Ministry of Education.

    Resources for:
    Further learning
    Relevant to:
    Leading change, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings
    Contributed by:

    Ministry of Education 2010 Wellington: Ministry of Education.

  2. Collaboration for Success: Individual Education Plans

    Ministry of Education (2011b). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it...

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    Collaboration for Success: Individual Education Plans

    Ministry of Education (2011b). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.

    This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it is focused on the small number of individual students for whom an IEP is necessary, its messages are closely aligned to those of this website. Themes include the importance of collaboration, cultural responsiveness, and an inquiry approach. This resource would be useful as a catalyst for culture change when you are looking to improve your IEP process.

    You can find Collaboration for Success on IEP Online, aling with a rollout kit and other resources to support its implementation.

    The development of Collaboration for Success was informed by Mitchell, Morton, and Hornby’s literature review, included here for those who are interested in further reading.

    Mitchell, D., Morton, M., and Hornby, G. (2010). Review of the Literature on Individual Education Plans: Report to the New Zealand Ministry of Education. Christchurch: College of Education, University of Canterbury.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions
    Contributed by:

    Ministry of Education 2011 Wellington: Learning Media.

  3. Special Education

    This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.Some of the information is for educators...

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    Special Education

    This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.

    Some of the information is for educators and boards of trustees, some for parents. It is organised under the following headings:

    The publications and resources are well worth exploring. Parents, for example, will be interested in the booklets on services, starting at primary and at secondary school, and on leaving school; the National Transition Guidelines; and the Family/Whānau File, which can be used for sharing information about their child as they grow up.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Understanding autism spectrum disorder, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools
    Contributed by:

    Ministry of Education.

  4. School Leadership and Student Outcomes

    Robinson, V., Hohepa, M., and Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. A Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. This Best Evidence Synthesis frames leadership as creating the conditions that allow...

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    School Leadership and Student Outcomes

    Robinson, V., Hohepa, M., and Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. A Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.

    This Best Evidence Synthesis frames leadership as creating the conditions that allow teachers to make a bigger difference for students. It identifies eight dimensions of leadership that impact positively on students. Two findings stand out:

    • the importance of building relationships between home and school that enable students to experience connected learning within both those settings
    • school communities on a path to improvement need to engage in constructive talk around difficult issues of practice. This is also a finding of the Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (Timperley, Wilson, Barrar, and Fung, 2007).

    You can listen to a  podcast by Viviane Robinson on leadership relationships that impact on students.

    Resources for:
    Further learning
    Relevant to:
    Leading change, Effective schools
    Contributed by:

    Robinson, V., Hohepa, M., and Lloyd, C. 2009 Wellington: Ministry of Education.

  5. Principals of Inclusive Schools (On Point series)

    Salisbury, C., and McGregor, G. (November 2005). Principals of Inclusive Schools. On Point Series. Tempe, AZ: National Institute of Urban School Improvement.This brief, highly readable pamphlet is an excellent prompt for discussion about the leadership of change directed at growing...

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    Principals of Inclusive Schools (On Point series)

    Salisbury, C., and McGregor, G. (November 2005). Principals of Inclusive Schools. On Point Series. Tempe, AZ: National Institute of Urban School Improvement.

    This brief, highly readable pamphlet is an excellent prompt for discussion about the leadership of change directed at growing inclusive, effective schools. It addresses the following key questions:

    • Why are principals so important?
    • Why change?
    • What are the principles and patterns of change?
    • What can you expect from the principal?
    • What do principals of inclusive schools have in common?
    • How do principals support inclusive schools?
    • What are the variables associated with change?
    • What other processes support change?
    Resources for:
    Further learning
    Relevant to:
    Leading change, Understanding inclusion, Effective schools
    Contributed by:

    Salisbury. C., and McGregor, G. 2005 Tempe, AZ: National Institute of Urban School Improvement.

  6. 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. .

  7. Teacher Professional Learning and Development

    Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of...

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    Teacher Professional Learning and Development

    Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.

    Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of Education.

    The  Teacher Professional Learning and Development: Best Evidence Synthesis Iteration draws together evidence from New Zealand and around the world about the professional learning conditions necessary to support teachers to gain new knowledge and skills, changing their practice in such a way that it has a positive effect on student outcomes.

    Teacher Professional Learning and Development is a summary that condenses the findings to ten key principles. Those principles do not operate independently, but need to be integrated in a cycle of inquiry and knowledge-building.

    All of the best-evidence syntheses are focused throughout on improved outcomes for diverse learners. Chapter 9 of this BES is particularly relevant to the notion of inclusion, because it looks at research on reframing teachers’ social constructions of students.

    This BES also includes a case study – 'Translating Theory into Practice' – that describes how a teacher used an action research approach to translate her learning about inclusion for students with disabilities into her teaching and learning programme.

    Resources for:
    Further learning , Others' stories
    Relevant to:
    Inquiry and knowledge-building, Leading change, Building inclusive school cultures
    Contributed by:

    Timperley, H., Wilson, A., Barrar, H., and Fung, I. Wellington: Ministry of Education.

  8. 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

  9. Te Kotahitanga

    The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions...

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    Te Kotahitanga

    The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions that they had with their teachers. On the basis of this learning, the project has developed a research and professional development programme that: 

    • supports teachers to improve Māori students learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
    • enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.

     The website tells the story of the project’s journey and surfaces the key ideas from what it has learned.

    Curriculum Update No. 7 provides a succinct summary of the project’s findings. Guiding questions in the Update help you to consider their implications for your school.

    Ministry of Education (April 2011). Curriculum Update No. 7: Te Kotahitanga. Wellington: Learning Media.

    Resources for:
    Further learning , Others' stories
    Relevant to:
    Leading change, Building inclusive school cultures, Evolving inclusive practices
    Contributed by:

    Ministry of Education .

  10. 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.

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