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1. Special Education Policy Guidelines

   The Ministry of Education's Special Education Policy Guidelines set out the seven guiding principles that underpinned Special Education 2000 (SE2000). The first of these is that 'Young children and students with special education needs have the same rights to a...

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   Special Education Policy Guidelines

   The Ministry of Education's Special Education Policy Guidelines set out the seven guiding principles that underpinned Special Education 2000 (SE2000). The first of these is that 'Young children and students with special education needs have the same rights to a high quality education as people the same age who do not have special education needs'.

   While Special Education 2000 has been superseded by Success for All, these guidelines appear to remain in force.

   The Ministry’s  page on the Guidelines sets out what the principles look like in practice and so has the potential to be adapted for use as an audit tool.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit

   Contributed by:

   Ministry of Education .

2. Supporting Children with Autism Spectrum Disorder (ASD)

   This web page provides information about ASD and education under the following headings: About Autism Spectrum Disorder – information about Autism Spectrum Disorder (ASD), how common it is, how it is diagnosed, and how it impacts on individuals and families...

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   Supporting Children with Autism Spectrum Disorder (ASD)

   This web page provides information about ASD and education under the following headings:

   • About Autism Spectrum Disorder – information about Autism Spectrum Disorder (ASD), how common it is, how it is diagnosed, and how it impacts on individuals and families and whānau.
   • The voice of people with ASD and their families – quotes, stories, references, and links to other websites that describe the lived experience of ASD.
   • Effective interventions for children with ASD – a summary of the development of the New Zealand Autism Spectrum Disorder Guideline and information about what the evidence is telling us about effective educational and other interventions.
   • Resources and education options available for children with ASD – an overview of the special education support typically accessed by young people with ASD.
   • Ministry-funded ASD projects – details of ASD-specific research, evaluation, and professional learning and development programmes funded by the Ministry of Education.
   • Learn more about Autism Spectrum Disorder – details of upcoming programmes and seminars funded by the Ministry of Education.
   • ASD evaluation and research – information about ASD research funded by the Ministry of Education.
   • Useful ASD contacts.

    It also provides information and links to other sites of interest to people who are supporting a child or young person with ASD.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Special education and ASD in NZ school settings, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

3. Education that Fits: Review of International Trends in the Education of Students with Special Education Needs

   Mitchell, D. (2010). Education that Fits: Review of International Trends in the Education of Students with Special Education Needs. Wellington: Ministry of Education.The Ministry of Education commissioned this extensive review of international trends to inform the 2010 Review of Special...

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   Education that Fits: Review of International Trends in the Education of Students with Special Education Needs

   Mitchell, D. (2010). Education that Fits: Review of International Trends in the Education of Students with Special Education Needs. Wellington: Ministry of Education.

   The Ministry of Education commissioned this extensive review of international trends to inform the 2010 Review of Special Education. Mitchell's review provides valuable evidence to inform decision-making. The topics covered are:

   • paradigms of special educational needs
   • definitions, categorisation and terminology
   • disproportionality in special education
   • response to intervention and graduated response
   • educational contexts
   • funding and resourcing
   • curriculum
   • assessment
   • evidence-based pedagogy
   • inclusive education
   • non-inclusive educational settings
   • teacher education
   • collaboration
   • parent involvement
   • universal design for learning.

   In his 2007 book What Really Works in Special and Inclusive Education, David Mitchell provides practical guidelines for the implementation of 24 teaching strategies, including:

   • strategies for arranging the context of learning, such as inclusive education, cooperative group teaching and the classroom climate
   • cognitive strategies, including self-regulated learning, memory enhancement and cognitive behavioural therapy
   • behavioural strategies, addressing issues of functional assessment and direct instruction
   • formative assessment and feedback
   • assistive technology and opportunities to learn.

   You can find a review of Mitchell's book here.

   Mitchell, D. (2007). What Really Works in Special and Inclusive Education: Using Evidence-based Teaching Strategies. Abingdon, England: Routledge.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Mitchell, D. 2010 Wellington: Ministry of Education.

4. Office of the Children’s Commissioner

   The role of the Children’s Commissioner is to advocate for children and young people so that their rights are respected and upheld.The website's  page on education provides information to help people understand their rights and responsibilities, and what to do...

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   Office of the Children’s Commissioner

   The role of the Children’s Commissioner is to advocate for children and young people so that their rights are respected and upheld.

   The website's  page on education provides information to help people understand their rights and responsibilities, and what to do when things go wrong with regard to:

   • school discipline processes
   • bullying
   • school enrolment schemes
   • special education.

   The article “ School for All” is based on a talk by Children’s Commissioner Dr. Janis Carroll-Lind on the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau. Katherine Rees co-presented and talked about her experiences as a student with a disability.

   This  series of video clips of a forum on bullying includes Dr. Carroll-Lind. It could serve as a prompt for discussing this sensitive topic and working out ways to deal with it for the good of all students.

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

5. In My Shoes

   In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD) This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to...

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   In My Shoes

   In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD)

   This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to help teachers, students, and others in the community to understand ASD. It was so successful that the Ministry of Education purchased a copy for every school.

   The DVD has four segments, each targeting a different audience:

   • Māori: This segment explains what ASD is and why sometimes children with ASD may seem unaware or insensitive to tikanga and kawa. It explains how someone with ASD processes information and that they do not mean to be disrespectful by their actions.
   • Community: This segment provides an overview of some of the things that affect the way people with ASD interact with others in the community.
   • Primary and Secondary: These segments provide insight into what it feels like to be a primary school student or teenager with ASD.

   The booklet that accompanies the DVD has suggestions on how the segments could be used.

   The  In My Shoes website also has a resources section with a small set of worksheets and advice sheets for parents, families, and whānau.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Specific issues for secondary schools

   Contributed by:

   PAI 4 ASD Trust 2009 Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ.

6. School for All: Children’s Right to an Inclusive Education in New Zealand

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.In this presentation, Children’s Commissioner Dr. Janis Carroll-Lind...

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   School for All: Children’s Right to an Inclusive Education in New Zealand

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

   In this presentation, Children’s Commissioner Dr. Janis Carroll-Lind discusses the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau. Disability advocate and co-author Katherine Rees talks about her experiences as a student with a disability.

   In Whakarongo Mai Katherine describes further her experiences as a disabled student at school, and especially at secondary school. She calls for greater collaboration that includes the voice of the student in decisions affecting their schooling experience.

   Both items can be used to prompt thinking on what is happening in your school – for example, how you engage with students, use teacher aides, construct IEPs, and manage students in large groups such as at assembly.

   These  video clips in which Katherine talks about disability, inclusion, and her role as a member of the Children’s Commission’s Young People’s Reference Group are several years old now but still provide excellent insight.

   Rees, K. (2010). “Beyond inclusive education: How to get there and why it matters”. In Whakarongo Mai, Listening – Stories from the Inside. Wellington: NZCER/Cognition Institute/Office of the Children’s Commissioner.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools

   Contributed by:

   Carroll-Lind, J., and Rees, K. 2009 Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

7. 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.

8. 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.

9. Understanding Autism

   Jeff Sigafoos is an educational psychologist based at Victoria University. Hehas a specialist interest in ASD and, in particular, the use of augmentative communication technologies.In this talk Jeff discusses his research and addresses such questions as: What is autism? How...

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   Understanding Autism

   Jeff Sigafoos is an educational psychologist based at Victoria University. Hehas a specialist interest in ASD and, in particular, the use of augmentative communication technologies.

   In this talk Jeff discusses his research and addresses such questions as:

   • What is autism?
   • How common is it?
   • What causes it?
   • What treatments are available?

   Resources for:

   Further learning

   Relevant to:

   Understanding autism spectrum disorder, Evolving inclusive practices

   Contributed by:

   Sigafoos, J. 2011 Museum of New Zealand: Science Express @ Te Papa.

10. Differentiating Instruction for Diverse Learners: Nine Types of Adaptations that Can Help All Children Succeed

    Smith, A., and Taylor, T. (2003). Differentiating Instruction for Diverse Learners: Nine Types of Adaptations that Can Help All Children Succeed. Memphis, TE: Restructuring for Inclusive School Environments. (slide presentation)In this PowerPoint presentation, Smith and Taylor make the point that...

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    Differentiating Instruction for Diverse Learners: Nine Types of Adaptations that Can Help All Children Succeed

    Smith, A., and Taylor, T. (2003). Differentiating Instruction for Diverse Learners: Nine Types of Adaptations that Can Help All Children Succeed. Memphis, TE: Restructuring for Inclusive School Environments. (slide presentation)

    In this PowerPoint presentation, Smith and Taylor make the point that teachers in inclusive classrooms adapt instruction for all learners. They describe nine types of lesson adaptations and suggest possible adaptations for students with various types of disability, including those with ASD.

    The PowerPoint could be adapted and used as a springboard for discussing the concept of adaptation and inclusion and the specifics of possible adaptations for other students.

    Resources for:

    Further learning , Taking action

    Relevant to:

    Evolving inclusive practices

    Contributed by:

    Smith, A., and Taylor, T. Memphis, TE: Restructuring for Inclusive School Environments. (slide presentation).