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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.
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There were 70 results.

  1. Autism at School: A Video Resource for Teachers and Parents in New Zealand

    Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD) This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn...

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    Autism at School: A Video Resource for Teachers and Parents in New Zealand

    Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD)

    This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn and thrive. It features parents and students talking about their experiences with school and includes practical advice from specialists. The DVD is split into three sections:

    • 'The School Experience' features classroom action in mainstream primary and secondary schools, satellite classes and a special school (80 minutes)
    • 'Advice and Tips' includes the impact of autism on learning, strategies for managing behaviour, creating a suitable classroom environment and tips for teachers and parents (50 minutes)
    • 'Talking About School' includes the blame-free bullying approach being put in action to support a student with ASD (20 minutes).
    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, 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:

    Smith, A. 2009 .

  2. 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 .

  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. 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. .

  6. 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 .

  7. 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.

  8. What Children’s Perspectives Tell Us About Inclusion

    This Open University unit is based on research into children’s perspectives of their experiences of education, in both mainstream and special education contexts. It could be used to prompt whole-school inquiry into the concept of inclusive education.The unit is intended...

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    What Children’s Perspectives Tell Us About Inclusion

    This Open University unit is based on research into children’s perspectives of their experiences of education, in both mainstream and special education contexts. It could be used to prompt whole-school inquiry into the concept of inclusive education.

    The unit is intended to provide:

    • an understanding of a context in which listening to the perspectives of children is important in developing inclusive education
    • an insight into the varying perspectives of children
    • an opportunity to reflect on how children’s perspectives fit into your developing model of good practice and how they relate to your own perspectives.
    Resources for:
    Further learning
    Relevant to:
    Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies
    Contributed by:

    The Open University .

  9. 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

  10. 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..

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