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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.
  • “Resources for” filters the resources according to whether they support you to further your learning, to take action, or to explore others’ stories.
  • “Relevant to” filters the resources in line with the topics covered by the subsections of the website.

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There were 5 results.

  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. 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.

  3. 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 .

  4. 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 .

  5. UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

    UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They...

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    UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

    UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They highlight the fact that each of us has a part to play in achieving these goals.

    The Guidelines can be used to consider the concept of inclusion and its relationship to EFA. They include checklists on attitudinal change, inclusive curriculum, and teachers and the learning environment that are intended for national policy makers, but might be adapted for use in individual schools.

    The Guidelines sit on the  Inclusive Education in Action website, where you can also find examples of policies, accounts of practice, stories, and videos.

    UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Leading change, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit
    Contributed by:

    UNESCO/European Agency for Development in Special Needs Education .

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