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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 48 results.

  1. Special Education Online

    Special Education Online is primarily for educators of children or young people with special education needs, though it may also be of interest to parents, families, or whānau. It is in the process of development, but at the time of...

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    Special Education Online

    Special Education Online is primarily for educators of children or young people with special education needs, though it may also be of interest to parents, families, or whānau. It is in the process of development, but at the time of writing it offers: 

    • educator tools, including  ASD in Education, a new website built around the handbook Autism Spectrum Disorder (ASD): A Resource for Educators (Ministry of Education, June 2011)
    • programmes and initiatives, including:
    • links to other Ministry websites and resources that are intended to support schools to achieve better outcomes for students with special education needs, including:
    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Evolving inclusive practices
    Contributed by:

    Ministry of Education .

  2. Strengthening Families

    The  Strengthening Families website uses the term 'care communities' to denote all those who care for a child and have a part to play in promoting their welfare.The care community around some young people and their families/whānau can be extensive and...

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    Strengthening Families

    The  Strengthening Families website uses the term 'care communities' to denote all those who care for a child and have a part to play in promoting their welfare.

    The care community around some young people and their families/whānau can be extensive and involve multiple agencies. Strengthening Families provides a way of facilitating connections across agencies in a streamlined process that is responsive to what the families want. Families tell their story only once and the participants jointly construct a plan that clearly identifies who will do what. It is empowering for families, and it is free.

    The website provides clear, detailed information about the process and how to participate. The case studies includethe stories of two families whose challenges included parenting a child with autism. In a third case study, a principal found that a referral through the Strengthening Families process provided better access to support services, with benefits for both the family and the school.

    Resources for:
    Taking action , Others' stories
    Relevant to:
    Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies
    Contributed by:

    Ministry of Social Development .

  3. SCERTS™: Social Communication, Emotional Regulation, Transactional Support

    The  SCERTS™ Model website is unusual in the the depth and quality of the information it provides for professionals and families who wish to develop and implement programmes based on the SCERTS™ model.For a summary of SCERTS™, see the  Spring...

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    SCERTS™: Social Communication, Emotional Regulation, Transactional Support

    The  SCERTS™ Model website is unusual in the the depth and quality of the information it provides for professionals and families who wish to develop and implement programmes based on the SCERTS™ model.

    For a summary of SCERTS™, see the  Spring 2007 issue of The Inclusion Notebook. This issue also includes an example of the model being implemented, including a variety of perspectives.

     “Inclusive Education and Autism”. (Spring 2007). The Inclusion Notebook, VI(1).

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding inclusion, Evolving inclusive practices

  4. Early Intervention Autism Spectrum Disorder Development Project

    The  Early Intervention Autism Spectrum Disorder Development Project uses the  SCERTS™ framework to enable educators and families/whānau to collaboratively design effective, child-centred programmes for young children with ASD. The Project’s website provides insight into this model, and may also be...

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    Early Intervention Autism Spectrum Disorder Development Project

    The  Early Intervention Autism Spectrum Disorder Development Project uses the  SCERTS™ framework to enable educators and families/whānau to collaboratively design effective, child-centred programmes for young children with ASD. The Project’s website provides insight into this model, and may also be useful for educators who want to understand the views and situation of a child and their family/whānau.

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

    Ministry of Education .

  5. Sue Larkey’s New Zealand Website: Autism and Aspergers Syndrome Training and Resources

    Sue Larkey is an Australian-based trainer and developer of resources for teaching students with ASD. She is well known for her work in New Zealand schools. Larkey’s website provides an extensive array of resources for sale, but it also includes...

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    Sue Larkey’s New Zealand Website: Autism and Aspergers Syndrome Training and Resources

    Sue Larkey is an Australian-based trainer and developer of resources for teaching students with ASD. She is well known for her work in New Zealand schools.

    Larkey’s website provides an extensive array of resources for sale, but it also includes a great many 'tip sheets' for teaching students with ASD. These are intended for teachers, teacher aides, and parents, and some are accompanied by short explanatory videos.

     The site also includes resources to help peers and others in the school community to understand and build positive relationships with students with ASD. These include an example of a letter that a parent sent to other families to explain her son’s diagnosis.

     Separate sections list resources for students in the early years and at primary and secondary school.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices
    Contributed by:

    Education Events Limited .

  6. A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals

    Taylor, P. G. (2011). A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals. London: Jessica Kingsley.Paul Taylor is a New Zealand paediatrician based in Nelson. This book arose out of his experiences in supporting teachers and...

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    A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals

    Taylor, P. G. (2011). A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals. London: Jessica Kingsley.

    Paul Taylor is a New Zealand paediatrician based in Nelson. This book arose out of his experiences in supporting teachers and professionals to understand the perspectives of people with ASD and how to support them at home and at school.

    Taylor discusses his book in this  video post on the publisher’s website. He shares the story of how one school came close to excluding a boy with ASD. Taylor helped the board of trustees to understand the anxiety behind his behaviour. Today the school is 'ASD-friendly'.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools
    Contributed by:

    Taylor, P. G. 2011 London: Jessica Kingsley.

  7. Autism Spectrum Disorder Inclusion Collaboration Model

    Simpson, R. L., de Boer-Ott, S. R., and Smith-Myles, B. (2003). “Inclusion of Students with Autism Spectrum Disorders in General Education Settings”. Topics in Language Disorders, 23(2), pp. 116–134. (This article can be accessed in the  ERIC database, searching on...

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    Autism Spectrum Disorder Inclusion Collaboration Model

    Simpson, R. L., de Boer-Ott, S. R., and Smith-Myles, B. (2003). “Inclusion of Students with Autism Spectrum Disorders in General Education Settings”. Topics in Language Disorders, 23(2), pp. 116–134. (This article can be accessed in the  ERIC database, searching on document number EJ671447.)

     Simpson et al.'s Autism Spectrum Disorder Inclusion Collaboration Model is based on the assumptions that:

    • autistic students and nondisabled students benefit from interaction with each other
    • staff endorse the concept of inclusion and are able to take on the responsibility of having autistic students
    • there is a spirit of collaboration in the model’s implementation.

    Simpson et al. explain the five components of the model:

    • environmental and curricular modifications, general education classroom support and instructional methods
    • attitudinal and social supports
    • coordinated team commitment
    • recurrent evaluation of inclusion procedures
    • home–school collaboration.

    The article below includes checklists that may help guide your efforts to include students with ASD in the general education classroom effectively.  The Spring 2007 edition of The Inclusion Notebook summarises the model (see page 9).

    “Inclusive Education and Autism”. (Spring 2007). The Inclusion Notebook, VI(1).

    Bounds’ thesis describes how the model supported improved outcomes for 18 primary school students in nine mainstream schools in Australia. It focuses primarily on the effect of teacher support on student behaviour.

    Bounds, J. (2009). “A Study of the Outcomes of Collaborative and Structured Support for Primary School Teachers to Facilitate Inclusive Education for Students with an Autism Spectrum Disorder”. PhD thesis, Flinders University of South Australia.

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

    Simpson, R. L., de Boer-Ott, S.r., Smith-Myles, B. 2003 'Topics in Language Disorders'', 23(12), pp. 116–134..

  8. The Autism Web Course

    The  Autism Web Course offers online modules that provide information about people with ASD and ways of providing support.The course was developed collaboratively by the State Departments of Education of Connecticut, and Minnesota, and the University of Kansas (the Interactive Collaborative...

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    The Autism Web Course

    The  Autism Web Course offers online modules that provide information about people with ASD and ways of providing support.

    The course was developed collaboratively by the State Departments of Education of Connecticut, and Minnesota, and the University of Kansas (the Interactive Collaborative Autism Network Project or ICAN). It has since been updated by the University of New Mexico.

    While the course has a variety of modules on specific topics such as functional behavioural assessments and the Circle of Friends approach, the developers describe the following modules as ‘foundational’:

    1. Characteristics: An overview of ASD topics such as current diagnostic criteria, prevalence, characteristics in various domains, and issues related to diagnosis, medication, and education.
    2. Assessment: Formal and informal assessment techniques for students with ASD. Covers assessment categories, reviews instruments or techniques, and looks at how various assessment techniques can be applied to different ASD symptoms.
    3. Academic Interventions: Intervention techniques for learning that facilitate skill acquisition in students with ASD.
    4. Behavioral Interventions: Interventions that improve or alleviate ASD-associated behaviours. Inlcludes lessons related to applied behaviour analysis and positive behaviour supports.
    5. Communication Interventions: Interventions that facilitate communication skills for students with ASD. Many hands-on examples are introduced in each lesson.
    6. Environmental Interventions: Effective strategies using environmental modifications. Introduces a wide range of approaches, such as inclusion, computer-assisted instruction, and visual supports.
    7. Social Interventions: Interventions that improve the social skills of children and youth with ASD. Topics such as peer-related social strategies and social stories are discussed.
    8. Family Support Suggestions: Helpful ideas for the families of children and youth with ASD. Includes topics such as best practice recommendations, parent perspectives and recommendations for working with families.

    Each module has an introduction, overview, lecture, quiz, FAQs (frequently asked questions), and references. There is also an extensive glossary.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Understanding autism spectrum disorder, Building inclusive school cultures, Evolving inclusive practices

  9. The MACS Model

    “ Including Students with Autism (Part 1): What Every Educator Needs To Know". (Fall 2009). The Inclusion Notebook, VIII(1). “Including Students with Autism (Part 2): What Every Educator Needs To Know”. (Spring 2010). The Inclusion Notebook, VIII(2).The MACS model is based...

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    The MACS Model

    “ Including Students with Autism (Part 1): What Every Educator Needs To Know". (Fall 2009). The Inclusion Notebook, VIII(1).

    “Including Students with Autism (Part 2): What Every Educator Needs To Know”. (Spring 2010). The Inclusion Notebook, VIII(2).

    The MACS model is based on the premise that students with ASD are better included in schooling when the differences in the movement, anxiety, communication, and sensory (MACS) systems of their brains are addressed. It is a way of understanding ASD rather than an educational model in itself.

    The Fall 2009 and Spring 2010 issues describes situations in which the application of the MACS Model allowed students with even the most severe autistic behaviours to be successfully included in general education class without requiring substantially separate instruction. They also address common questions.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, Evolving inclusive practices

  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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