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1. 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 .

2. 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.

3. 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 .

4. 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:

   • The Development of Inclusive Practices in Schools: Through What Processes Can Schools Become More Inclusive
   • Engaging Teachers, Engaging Learners: Action Research for Developing Inclusion In Secondary Schools.

   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

5. 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..

6. 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

7. 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

8. 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.

9. 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 .

10. TEACCH Autism Programme: Services Across the Lifespan

    TEACCH was developed at the University of Carolina. Although strategies from the programme, such as the use of visual supports, are commonly used in New Zealand, the university’s website is unfortunately of limited value for learning more.The Spring 2007 issue...

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    TEACCH Autism Programme: Services Across the Lifespan

    TEACCH was developed at the University of Carolina. Although strategies from the programme, such as the use of visual supports, are commonly used in New Zealand, the university’s website is unfortunately of limited value for learning more.

    The Spring 2007 issue of the Inclusion Notebook offers a more useful summary (see page 10).

    This video clip introduces the basic concepts behind TEACCH and explains how this methodology can be applied.

    Patricia Avenue School is a New Zealand school catering for students with special education needs where TEACCH is being implemented in practice.

    Resources for:

    Taking action , Others' stories

    Relevant to:

    Understanding inclusion, Evolving inclusive practices

    Contributed by:

    University of North Carolina .