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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. 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. 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..

5. 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 .

6. Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8)

    Davidson, J. E., Borell, S., and Kaiwai, H. (2010).  Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8). Auckland: Real Evaluation. A high proportion of students with ASD achieve below curriculum expectations in literacy. This...

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   Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8)

    Davidson, J. E., Borell, S., and Kaiwai, H. (2010).  Self-review Tool for Schools: Focus on Students Achieving below Curriculum Expectations in Literacy (Years 1–8). Auckland: Real Evaluation.

    A high proportion of students with ASD achieve below curriculum expectations in literacy. This tool was developed to support schools to use the inquiry and knowledge-building cycle to better meet the literacy needs of struggling readers and writers. It was developed by a team of literacy experts and tested in an exploratory study involving four Auckland schools.

    It consists of a manual with ten rubrics that schools can use to evaluate how well their literacy approaches and strategies are meeting the needs of their struggling readers and writers.

    Each rubric has six levels that schools can use to rate their current performance. They are intended to prompt 'conversations that matter' about the needs and progress of struggling readers and writers. These are conversations in which teachers and leaders reflect on their practice and how they can make a better difference for the students with the highest literacy needs.

    The suggestions for using the tool emphasise the importance of taking an inquiry approach as they work through the rubrics. The developers recommend beginning with Rubric 9: Accelerated progress in literacy for struggling readers and writers. Two supplementary documents, a Quick Start Guide and Frequently Asked Questions, provide support for this starting point.

    The writers state:

   This will give your school a clear picture of how it’s doing overall and how urgent and serious any shortfalls might be. It’s probably the most important conversation needed to get the inquiry ball going.

   pages 5 and 6

    The tool includes interview protocols and interview questions for capturing the perspectives of all those with a stake in the process: the literacy team, classroom teachers, parents, caregivers, whānau, and the students themselves.

   Resources for:

   Taking action

   Relevant to:

   Inquiry and knowledge-building, Audit

   Contributed by:

   2010 Auckland: Real Evaluation.

7. Barriers to School Inclusion: An Investigation into the Exclusion of Disabled Students From and Within New Zealand Schools

   Alison Kearney's recent doctoral thesis Barriers to School Inclusion: An Investigation into the Exclusion of Disabled Students From and Within New Zealand Schools is based on evidence that disabled students are being excluded from and within New Zealand schools.Kearney wanted...

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   Barriers to School Inclusion: An Investigation into the Exclusion of Disabled Students From and Within New Zealand Schools

   Alison Kearney's recent doctoral thesis Barriers to School Inclusion: An Investigation into the Exclusion of Disabled Students From and Within New Zealand Schools is based on evidence that disabled students are being excluded from and within New Zealand schools.

   Kearney wanted to know how this was happening, and why. To answer these questions she conducted qualitative research with parents and school principals, teachers, teacher aides, and a group of year 6 students. A significant number of the parents and caregivers volunteered that their child had ASD.

   Kearney’s thesis is an important contribution to our understandings about inclusion in New Zealand schools, but its length makes it more suitable for selective reading.

   One approach may be to begin with her conclusion, in which she organises her major findings in relation to five key areas: access, accountability, attitudes, knowledge, and responsibility. She then provides tables of prompts for teachers, school principals, and senior managers for each area: “These prompts are designed to help guide attention and discussion to issues that are important if exclusion is to be reduced and eliminated” (page 217). You could use these prompts to help assess your current position and then review the effectiveness of your inclusion plan, setting up a system to collate and summarise your responses so that you can track progress over time.

   Kearney, A. (2008). “Exclusion at School: What Is Happening for Students Who Are Disabled?” The International Journal of Diversity in Organisations, Communities and Nations, 7(6), pp. 219–227.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Special education and ASD in NZ school settings, Audit

   Contributed by:

   Kearney, A. 2009 Unpublished doctoral thesis. Massey University: Palmerston North.

8. 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 .