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1. Improving Schools, Developing Inclusion

    Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. (2006). Improving Schools, Developing Inclusion. London: Routledge. Read the first chapter here.Improving Schools, Developing Inclusion grew out of the United Kingdom’s largest-ever...

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   Improving Schools, Developing Inclusion

    Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. (2006). Improving Schools, Developing Inclusion. London: Routledge.

    Read the first chapter here.

   Improving Schools, Developing Inclusion grew out of the United Kingdom’s largest-ever research initiative – the Economic and Social Research Council’s  Teaching and Learning Research Programme (TLRP). It is based on the experiences of a network of schools and educational authorities that are engaged in schooling improvement through understanding and developing inclusive practices.

    The book provides an overview of the research findings. The authors set out a development process that involves ‘principled interruptions’ to people’s current thinking about teaching and learning and opens the way to new ways of working. The factors that increase the likelihood of these interruptions include:

   ... the opportunities created for constructive dialogue by the strength of the school’s communities of practice; the management style of the head teacher and the distribution of leadership in the school; an engagement with evidence and critical perspectives; and an opportunity to analyse and reflect on the relationship between values and actions.

   Page 190

    Inclusive school development also requires external experts with the skills to facilitate real dialogue in which all perspectives are considered.

    The findings are brought to life with extended examples from the research schools. Shorter summaries and research briefings are also available on the   TLRP website.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools

   Contributed by:

   Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. 2006 London: Routledge..

2. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others. Quality Teaching for...

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   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

   See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others.

   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis is framed around the concept of 'diversity'. It rejects the idea that we can segregate students into groups who are 'normal' or 'other'. Working from that inclusive frame, it identifies ten characteristics of teaching that are strongly associated with improved outcomes for diverse learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A. 2003 Wellington: Ministry of Education.

3. BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate: the nature of highly effective teaching the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support...

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   BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate:

   • the nature of highly effective teaching
   • the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support such teaching.

   They show real people in real schools translating research into practice and generating new evidence for you to consider. This widened focus has led to the identification of eleven dimensions of quality teaching. The exemplars incorporate tools that teachers and school leaders can use to engage with the content and consider its application to their practice. These include an adapation of the inquiry and knowledge-building tool.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A., and others 2012 Wellington: Ministry of Education.

4. Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES]

    Aitken, G., and Sinnema, C. (2008). Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Like the other best evidence syntheses, Effective Pedagogy in Social Sciences/Tikanga ā Iwi BES makes visible effective teaching approaches...

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   Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES]

    Aitken, G., and Sinnema, C. (2008). Effective Pedagogy in Social Sciences/Tikanga ā Iwi: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.

    Like the other best evidence syntheses, Effective Pedagogy in Social Sciences/Tikanga ā Iwi BES makes visible effective teaching approaches for diverse learners. This BES describes four interlinking mechanisms to facilitate learning in the social sciences/Tikanga ā iwi/social studies.

    One of the mechanisms is 'community', which is important because 'there is outcomes-linked evidence that … inclusive relationships increase the involvement of diverse students' (page 55).

    This is discussed on pages 143–149. Specific topics addressed on these pages include:

   • facilitative inclusion versus exclusion or illusory inclusion
   • training paraprofessionals (teacher aides) to support peer interaction
   • the use of the Circle of Friends approach to increase the inclusion of focus children while changing the attitudes of their peers
   • field trips
   • the value of publically assigned competence.

    The other mechanisms – connection, alignment, and interest – also consider the evidence in relation to students with special needs.

    Case study 1, 'Facilitative inclusion for Ian and his peers', is based on the work of New Zealand researcher Christine Rietveld. It describes how Ian, who has Down syndrome, experienced illusory inclusion at his kindergarten but facilitative inclusion when he made the transition to primary school. Ian, his classmates, and his teachers all benefited as they learned to engage with each other as equal and valued members of the classroom community. This case study provides a way of understanding the difference between a medical and a social model of disability.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding inclusion, Building inclusive school cultures

   Contributed by:

   Aitken, G., and Sinnema, C. 2008 Wellington: Ministry of Education.

5. BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori...

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   BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners. Five BES reports have been published to date. These are:

   • School Leadership and Student Outcomes/He Kura Rangatira BES by V. Robinson, M. Hohepa, and C. Lloyd
   • Effective Pedagogy in the Social Sciences/Tikanga ā iwi BES by G. Aitken and C. Sinnema
   • Teacher Professional Learning and Development BES by H. Timperley et al.
   • Effective Pedagogy in Mathematics/Pāngarau BES by G. Anthony and M. Walshaw
   • Quality Teaching for Diverse Students in Schooling by A. Alton-Lee.

   Recent BESs feature vignettes and cases that bring their findings to life. Three have been summarised by the The International Academy of Education (IAE). These are:

   • Teacher Professional Learning and Development/Te Kaupapa Whakaako, Whakapakari Kaiako
   • Effective Pedagogy in Mathematics/Te Ako Pāngarau Whaihua
   • Effective Pedagogy in Social Sciences/Tikanga ā Iwi.

   The BES Exemplars are a recent development. Each exemplar describes how educators have successfully implemented a particular teaching approach and explains the conditions that enabled success. They are designed to help you implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education.

6. He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs

   Bevan-Brown, J. (2011). “He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs”. Kairaranga. NZ Journal of Educational Practice, 12(2), pp. 27–35.Abstract:  This article...

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   He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs

   Bevan-Brown, J. (2011). “He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Māori Learners both With and Without Special Needs”. Kairaranga. NZ Journal of Educational Practice, 12(2), pp. 27–35.

   Abstract:  This article introduces a waka tino whakarawea model for evaluating programmes and services for Māori learners. It is based on a set of underlying principles identified in the author’s 2002 PhD study. Explanations are provided for eight principles: kaupapa Māori; importance, relevance and beneficence; participation; empowerment, tino rangatiratanga and Māori control; accountability; high quality; appropriate personnel and equality and accessibility. Challenges to implementing these principles are outlined and suggestions for overcoming the challenges are shared. A framework containing the principles and 22 associated questions is included, as is a procedure for evaluating, improving or developing programmes and services for Māori learners both with and without special needs. Finally, the waka tino whakarawea metaphor of a well-equipped canoe is explained.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding inclusion, Audit

   Contributed by:

   Bevan-Brown, J. 2011 12(2), pp. 27–35..

7. Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.This third edition of the Index is available on loan from the IHC library. The second edition, published...

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   Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.

   This third edition of the Index is available on loan from the IHC library. The second edition, published in 2002, is also available.

   The Index for Inclusion has supported principled school development around the world since its first publication in 2000. Its approach to whole-school improvement is based on the principles of inclusion and is structured around three dimensions: culture, polices, and practices.

   The success of the Index can be judged by the fact that it has been translated into 37 languages.

   You can find more information, including a detailed description, on the CSIE website.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Booth, T., and Ainscow, M. 2011 .

8. Centre for Studies on Inclusive Education (CSIE)

   CSIE is a UK organisation that works to promote equality and eliminate discrimination in education. It has published a number of resources, including the Index for Inclusion (Booth & Ainscow, 2011). The pages on inclusion include a page on why...

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   Centre for Studies on Inclusive Education (CSIE)

   CSIE is a UK organisation that works to promote equality and eliminate discrimination in education. It has published a number of resources, including the Index for Inclusion (Booth & Ainscow, 2011). The pages on inclusion include a page on why disabled people should be included in mainstream schools.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion

9. Ministry of Education: Special Education

   The Special Education section of the Ministry of Education website includes pages on ASD, including   ASD evaluation and research. While the reports are made to the Ministry of Education, they are a treasure trove of evidence that school communities...

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   Ministry of Education: Special Education

   The Special Education section of the Ministry of Education website includes pages on ASD, including   ASD evaluation and research. While the reports are made to the Ministry of Education, they are a treasure trove of evidence that school communities can use for their own decision-making. They include:

   • evaluations of professional development programmes such as Tips for Autism and of parent education programmes such as Early Bird and ASD Plus
   • a review of the effectiveness of applied behavioural analysis
   • an investigation into Māori perspectives of ASD.

   Other research publications dealing more generally with special education include:

   • a review of international trends in special education
   • a summary of the public response to the Review of Special Education
   • a literature review on interventions for students whose developmental disabilities are associated with challenging behaviours.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Understanding autism spectrum disorder, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

10. Including Students with High Needs

    Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office. In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of...

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    Including Students with High Needs

    Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office.

     In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of good performance, and 20 percent had few inclusive practices.

    ERO recommended that school staff:

    • use the report’s findings, case studies, self-review questions, and inclusive teaching indicators to review the extent to which students with high needs are included across the school
    • identify where students are not well included and implement a plan to extend the effective practice already in the school.

    Resources for:

    Further learning , Taking action

    Relevant to:

    Inquiry and knowledge-building, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

    Contributed by:

    Education Review Office June 2010 .