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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. 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.

5. 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.

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. 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.

8. Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment,...

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   Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment, and problem solving. There are also practical supports for managing schools effectively.

    A page on Attitudes, values, and ethics provides information and resources for taking moral leadership and setting clear goals that ensure success for all students.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

9. 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.

10. Literacy Professional Development Project Research Summaries

    The Literacy Professional Development Project (LPDP) was a national project that sought to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. It began in...

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    Literacy Professional Development Project Research Summaries

    The Literacy Professional Development Project (LPDP) was a national project that sought to achieve sustainable improvement in schools’ literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. It began in 2004 and ended in 2010.

    The project achieved great success because it took an inquiry and knowledge-building approach to the application of theory to practice. While it was based upon fundamental principles of effective professional learning, it also generated new knowledge to share with others in a set of research summaries that capture the project’s learning about the characteristics of professional learning that have a real and ongoing effect on student learning outcomes. The following summaries are likely to be particularly relevant to schools engaging in a journey into inclusion:

    • If the Teacher is Clear about it, the Students will Get It: Professional Inquiry for Teachers
    • Effective Facilitation: Understanding and Improving Learning Conversations with the Teachers
    • Coherence and Inquiry as Key Dimensions for Sustainability of Professional Learning
    • Leadership for Learning: Understanding the Knowledge and Practice of Effective Principals.

    Resources for:

    Further learning

    Relevant to:

    Inquiry and knowledge-building, Leading change

    Contributed by:

    Ministry of Education 2009-2011 Wellington: Learning Media..