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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. 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. The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.) The Cultural Self-Review provides a structure and process that teachers from early childhood...

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   The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.)

   The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Māori learners, including those with special needs.

   Central to the book is a cultural input framework that provides a set of principles for analysing programme components, (environment, personnel, policy, processes, content, resources, assessment, and administration). While emphasising practical ideas, the author cautions users not to take a recipe-book approach. She suggests that schools use the ideas as a springboard for discussion and for developing school action plans with strategies that meet their particular needs. In line with the framework’s eight guiding principles, she stresses the importance of including parents, whānau, and community members, including kaumātua, in a school’s cultural self-review.

   The book also includes a 'stairway to cross-cultural competence' that teachers can use to better understand cultural differences and their impact on learners.

   Resources for:

   Further learning , Taking action

   Relevant to:

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

   Contributed by:

   Bevan-Brown, J. 2003 Wellington: New Zealand Council for Educational Research.

4. 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 .

5. 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 .

6. 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 .

7. Learning Better Together: Working towards Inclusive Education in New Zealand Schools (DVD and booklet)

   A prominent New Zealand researcher and disability advocate, Jude MacArthur creates a coherent picture of what we can aspire to in our schools.The Learning Better Together booklet is closely aligned to the principles outlined in the Index for Inclusion. The...

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   Learning Better Together: Working towards Inclusive Education in New Zealand Schools (DVD and booklet)

   A prominent New Zealand researcher and disability advocate, Jude MacArthur creates a coherent picture of what we can aspire to in our schools.

   The Learning Better Together booklet is closely aligned to the principles outlined in the Index for Inclusion. The topics addressed include:

   • medical (deficit thinking) versus social models of disability
   • what inclusion means … and what it is not
   • Māori and inclusion
   • developing an inclusive school culture and inclusive classroom practices
   • inclusive education as matter of human rights and social justice
   • students’ social experiences and learning in regular compared to special education settings
   • the need for teacher professional development
   • the role of leaders.

   A   DVD is also available.It covers similar topics as well as a range of perspectives from children, parents, teachers, and principals. It is particularly valuable for exploring the principle of inclusion and the related concepts of segregation and exclusion. It shows disabled children being included in the classroom and playground context, clearly demonstrating the benefits to them and their peers. Important principles are addressed – for example, the need for active involvement by all concerned, the need for good communication between home and school, and the role of the teacher in addressing individual needs and setting up the classroom culture.

   The DVD shows that strategies for supporting students with special education needs (for example, visual schedules and social stories) are really just about knowing learners well and explicit teaching, and can be used to benefit others. The key message of both the DVD and the booklet is that inclusion is about responding to diversity and that it is a fundamental human right, not an act of beneficence.

    MacArthur, J. (2009). Learning Better Together: Working towards Inclusive Education in New Zealand Schools. Wellington: IHC New Zealand.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Leading change, 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:

   MacArthur, J. 2009 IHC New Zealand.

8. Success for All – Every School, Every Child

   Ministry of Education (2010). Success for All – Every School, Every Child. Wellington: Ministry of Education. (factsheet) Success for All – Every School, Every Child sets out the Government’s vision of a fully inclusive education system by 2014. It places...

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   Success for All – Every School, Every Child

   Ministry of Education (2010). Success for All – Every School, Every Child. Wellington: Ministry of Education. (factsheet)

   Success for All – Every School, Every Child sets out the Government’s vision of a fully inclusive education system by 2014. It places confident schools, students, parents/caregivers, whānau, and communities at the heart of this vision. It is based on an extensive literature review by Mitchell (2010) and on the Governments’ Review of Special Education 2010: Discussion Document and the Public Response Summary.

   In the past, students were prepared for school; now schools are expected to gear up for their students.

   From the Ministry’s web page on this policy, you can download information (including a factsheet and a set of FAQs) and can read about the associated initiatives.

   The Ministry’s Statement of Intent 2011/12–2016/7 provides further details of the actions being taken nationally to implement the policy and achieve its targets.

    Ministry of Education (2011c). Statement of Intent 2011/12–2016/7. Wellington: Ministry of Education.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings

   Contributed by:

   Ministry of Education 2010 Wellington: Ministry of Education.

9. School Leadership and Student Outcomes

   Robinson, V., Hohepa, M., and Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. A Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. This Best Evidence Synthesis frames leadership as creating the conditions that allow...

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   School Leadership and Student Outcomes

   Robinson, V., Hohepa, M., and Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. A Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.

   This Best Evidence Synthesis frames leadership as creating the conditions that allow teachers to make a bigger difference for students. It identifies eight dimensions of leadership that impact positively on students. Two findings stand out:

   • the importance of building relationships between home and school that enable students to experience connected learning within both those settings
   • school communities on a path to improvement need to engage in constructive talk around difficult issues of practice. This is also a finding of the Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (Timperley, Wilson, Barrar, and Fung, 2007).

   You can listen to a  podcast by Viviane Robinson on leadership relationships that impact on students.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Effective schools

   Contributed by:

   Robinson, V., Hohepa, M., and Lloyd, C. 2009 Wellington: Ministry of Education.

10. Principals of Inclusive Schools (On Point series)

    Salisbury, C., and McGregor, G. (November 2005). Principals of Inclusive Schools. On Point Series. Tempe, AZ: National Institute of Urban School Improvement.This brief, highly readable pamphlet is an excellent prompt for discussion about the leadership of change directed at growing...

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    Principals of Inclusive Schools (On Point series)

    Salisbury, C., and McGregor, G. (November 2005). Principals of Inclusive Schools. On Point Series. Tempe, AZ: National Institute of Urban School Improvement.

    This brief, highly readable pamphlet is an excellent prompt for discussion about the leadership of change directed at growing inclusive, effective schools. It addresses the following key questions:

    • Why are principals so important?
    • Why change?
    • What are the principles and patterns of change?
    • What can you expect from the principal?
    • What do principals of inclusive schools have in common?
    • How do principals support inclusive schools?
    • What are the variables associated with change?
    • What other processes support change?

    Resources for:

    Further learning

    Relevant to:

    Leading change, Understanding inclusion, Effective schools

    Contributed by:

    Salisbury. C., and McGregor, G. 2005 Tempe, AZ: National Institute of Urban School Improvement.