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1. 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.

2. 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.

3. 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.

4. Autism Speaks

   Autism Speaks is a large US website that was highly recommended by some of the advisers to this website project. It provides extensive information about ASD and its treatment, along with advice about resources, including an extensive section on digital...

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   Autism Speaks

   Autism Speaks is a large US website that was highly recommended by some of the advisers to this website project. It provides extensive information about ASD and its treatment, along with advice about resources, including an extensive section on digital apps.

   A series of toolkits address specific topics. If working with a student with ASD is a new experience for you, two of these toolkits may be particularly useful.

   The School Community Toolkit supports schools to build communities that interact with students with autism in inclusive ways. There are information sheets for people with different roles in the school community.

   The video clips in the toolkit would be an excellent starting point for building understanding and relationships in your school. These clips give practical advice, suggest strategies, and describe how they have been put into practice. There are more video clips in the resources section.

   Make sure you take a look at the appendix.

   This downloadable 140-page booklet has articles, guides, and examples on topics, including:

   • an article by Ellen Notbothm on 'Ten Things your Student with Autism Wishes you Knew'
   • an article by Paula Kluth on 'Supporting Students with Autism: 10 Ideas for Inclusive Classrooms'
   • organisation, sensory, and behavioural strategies
   • assessments
   • peer supports, including teacher and student manuals for a peer mentoring programme.

   The Transition Toolkit was created to assist families on the journey from adolescence to adulthood. However, others may also find it helpful in building their understandings of how they can support students, parents, and whānau through this critical time.

    The Transition Toolkit is organised around ten topics, which are also used to organise the information and resources in the appendices. The topics are:

   • general resources on transition
   • self-advocacy
   • transition and the IEP
   • community life
   • employment
   • post-secondary education
   • housing
   • legal matters
   • health
   • Internet and technology.

   Note: These resources do not reflect the change in the definition of ASD, separating out Asperger Syndrome from ASD. In addition, some reviewers felt that there is a negative slant to the website, as evidenced in discussion about a search for a cure and a desire to 'fight autism'.

   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, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Autism Speaks Inc. .

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. 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 .

7. You're Going to Love This Kid

   Kluth, P. (2010). You're Going To Love This Kid! Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes.Kluth, P. (2011). You're Going To Love This Kid! A Professional Development Package for Teaching Students with Autism in the Inclusive...

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   You're Going to Love This Kid

   Kluth, P. (2010). You're Going To Love This Kid! Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes.

   Kluth, P. (2011). You're Going To Love This Kid! A Professional Development Package for Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes/Landlocked Films. (DVD and facilitator guide)

   See also Paula Kluth's introductory video clip You're Going To Love This Kid!

   You can also find an article by Paula Kluth on “Supporting Students with Autism: 10 Ideas for Inclusive Classrooms” on the Autism Speaks website.

   The title of these resources by renowned educationalist Paula Kluth is indicative of the tone throughout all her work – Kluth loves students with ASD for who they are as unique individuals and for the way they enrich the lives of those around them.

    Reviews of Kluth’s work emphasise the practical nature of the strategies and resources she provides, her commitment to inclusion, and the strong foundation on research. The 2010 book and professional development package include observation forms and checklists that could be used to review your practice and make decisions about what to do. Examples, case studies, and the DVD show that the approaches she suggests do work. They include checklists for auditing aspects of school and classroom practice, including whether the school is inclusive and whether classrooms are comfortable for students with ASD. Advice is provided on how the materials can be used for professional learning, both in the book and in the manual accompanying the DVD.

   Before purchasing a copy of her resources, you may like to access a copy on loan from Autism New Zealand and/or view the video clips available on the Internet. The introductory video is available here, but you can also find other extracts by typing in the words “You're going to love this kid!” and “DVD”.

   One of the features of Paula’s website is a set of readings on ASD, inclusive schooling, differentiated instruction, and literacy.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Leading change, Understanding autism spectrum disorder, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Kluth, P. 2010 .

8. Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.This important journal article covers many of the topics addressed in this resource...

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   Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.

   This important journal article covers many of the topics addressed in this resource but from the perspective of students themselves. It highlights the barriers to inclusion, but also describes policies and practices that make students feel included. The abstract reads:

   This paper reports on data from a three-year ethnographic study that highlights 11–14-year-old disabled children’s experiences of primary and secondary school. Observations at the micro level of the classroom and school grounds, and disabled children’s accounts of their life at school, combine to illustrate children’s agency as they negotiate a complex, changing, and often challenging social world. Children’s desires and rights to be valued and included as active participants in the group of “all children” are at risk, with some disabled children feeling and being made to feel different, and that difference being experienced in negative ways. Adults and peers at school can support disabled children’s agency, enhance their learning, and uphold their rights, but it is argued that systemic change is vital. The paper supports a focus on those aspects of school culture and pedagogy that are responsive to diversity, and on consistent and explicitly inclusive policy frameworks centred on children’s experiences and rights.

   Resources for:

   Further learning , Others' stories

   Relevant to:

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

   Contributed by:

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. 2007 .

9. Inclusive Educators

   Melrose, S., Bissenden, M., and Rutherford, G. (2010, 17 October). Inclusive Educator. Radio New Zealand National Programme, One in Five. (radio broadcast)In this Radio New Zealand podcast, two Otago University students draw from their own experiences to discuss the notion...

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   Inclusive Educators

   Melrose, S., Bissenden, M., and Rutherford, G. (2010, 17 October). Inclusive Educator. Radio New Zealand National Programme, One in Five. (radio broadcast)

   In this Radio New Zealand podcast, two Otago University students draw from their own experiences to discuss the notion of inclusive education and consider the advantages and disadvantages of mainstreaming and special schools. Their lecturer, Gill Rutherford, then talks about her thesis on the experiences of students with disabilities and their teacher aides.

   Gill's thesis brings out the critical nature of the relationship between student and aide, showing that teacher aides can be both a barrier to and a resource for inclusion.

   Rutherford, G. (2008). “Different Ways of Knowing? Understanding Disabled Students’ and Teacher Aides’ School Experiences within a Context of Relational Social Justice”. PhD thesis, University of Otago, Dunedin.

   Resources for:

   Further learning , Others' stories

   Relevant to:

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

   Contributed by:

   Melrose, S., Bissenden, M., and Rutherford, G. October 2010 .

10. Tātaiako: Cultural Competencies for Teachers of Māori Learners

    Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education. Tātaiako explains the progression of the competencies teachers need to develop in order to help Māori learners achieve educationally as Māori. It is most...

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    Tātaiako: Cultural Competencies for Teachers of Māori Learners

    Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education.

    Tātaiako explains the progression of the competencies teachers need to develop in order to help Māori learners achieve educationally as Māori. It is most effective when used collaboratively with whānau, hapū, and iwi.

    Resources for:

    Further learning , Taking action , Others' stories

    Relevant to:

    Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

    Contributed by:

    Ministry of Education 2011 Wellington: Ministry of Education.