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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. Māori Perspectives of Autistic Spectrum Disorder

   Bevan-Brown, J. (2004). Māori Perspectives of Autistic Spectrum Disorder. Wellington, New Zealand: Ministry of Education. This report is currently the only publication that directly pertains to Māori and ASD. In it 19 whānau tell their stories of caring for children...

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   Māori Perspectives of Autistic Spectrum Disorder

   Bevan-Brown, J. (2004). Māori Perspectives of Autistic Spectrum Disorder. Wellington, New Zealand: Ministry of Education.

   This report is currently the only publication that directly pertains to Māori and ASD. In it 19 whānau tell their stories of caring for children with ASD. The report’s use of extensive quotation highlights the diversity of perspectives among the participants and makes it valuable for building empathy and understanding for both whānau and children.

   The report discusses the barriers that parents and whānau have faced, and the resources and approaches that have been helpful. It also highlights the need for more culturally appropriate services in both health and education.

   Resources for:

   Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion, Special education and ASD in NZ school settings

   Contributed by:

   Bevan-Brown, J. 2004 .

7. Congratulations! It’s Asperger Syndrome

   Birch, J. (2003). Congratulations! It’s Asperger Syndrome. London: Jessica Kingsley Publishers.Jen Birch is a New Zealander who was diagnosed with Asperger Syndrome at the age of 43. The diagnosis was a shock, but one that answered questions about struggles throughout...

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   Congratulations! It’s Asperger Syndrome

   Birch, J. (2003). Congratulations! It’s Asperger Syndrome. London: Jessica Kingsley Publishers.

   Jen Birch is a New Zealander who was diagnosed with Asperger Syndrome at the age of 43. The diagnosis was a shock, but one that answered questions about struggles throughout her life.

   Jen recounts her story in an engaging read that gives insight into one person’s lived experience of ASD. She gives a short version on her website.

   Resources for:

   Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion

   Contributed by:

   Birch, J. 2003 London: Jessica Kingsley Publishers.

8. 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 .

9. Attitude Pictures: Being Matt Frost

   Matt Frost was the chair of the Implementation Advisory Group for the Autism Spectrum Disorder Guideline (and acting chair of its Living Guideline Group). He currently works as a researcher and policy analyst for  Autism New Zealand.In this 30-minute documentary...

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   Attitude Pictures: Being Matt Frost

   Matt Frost was the chair of the Implementation Advisory Group for the Autism Spectrum Disorder Guideline (and acting chair of its Living Guideline Group). He currently works as a researcher and policy analyst for  Autism New Zealand.

   In this 30-minute documentary he and members of his family talk about their experiences of ASD and how, for him, the personal has become political. You can find out more about Matt and his work on the Autism New Zealand and Be.Accessible websites.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion

   Contributed by:

   Attitude Pictures Ltd .

10. 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 .