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1. Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education

   Crosnoe, R. (2011). Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press. See also the following video clips: The social turbulence of adolescence and their long-term effects Ava’s story...

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   Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education

   Crosnoe, R. (2011). Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press. See also the following video clips:

   • The social turbulence of adolescence and their long-term effects
   • Ava’s story
   • Tips for educators

   American researcher Robert Crosnoe has explored the 'hidden curriculum' that adolescents experience through their participation in – or exclusion from – their school peer culture and its subcultures. He argues that educators need to pay greater attention to this informal part of adolescents’ education.

   In the video clips Crosnoe talks about his findings and shares his tips for educators and parents.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Building inclusive school cultures, Specific issues for secondary schools

   Contributed by:

   Crosnoe, R. 2011 New York: Cambridge University Press.

2. Digital Opportunities Project: Project DISE

    The  Digital Imaging in Special Education (DISE) project involved the use of digital technologies in a decile 2 special school in Northland. The project dealt with three themes: Digital diaries: the creation of visual and audio records of students’ achievements...

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   Digital Opportunities Project: Project DISE

    The  Digital Imaging in Special Education (DISE) project involved the use of digital technologies in a decile 2 special school in Northland. The project dealt with three themes:

   1. Digital diaries: the creation of visual and audio records of students’ achievements and skill development.
   2. Socialisation: the production and repeated viewing of video clips that show the student behaviour that is appropriate in a specific setting (like a digital social story).
   3. Desensitisation: the production and repeated viewing of video clips to prepare students to deal with situations that are potentially distressing for them (for example, visits to the ear clinic).

     A report by Bull, Brooking, and Campbell (2008) used DISE as a case study because it exemplified the use of technology to build successful home–school partnerships and because of the potential for transferring the strategies to mainstream schools.

   Resources for:

   Others' stories

   Relevant to:

   Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions

   Contributed by:

   Ministry of Education .

3. Successful Home–School Partnerships. Report to the Ministry of Education

    Bull, A., Brooking, K., and Campbell, R. NZCER (2008).  Successful Home–School Partnerships. Report to the Ministry of Education. Wellington: Ministry of Education. One of the case studies in this report uses the  Digital Imaging in Special Education (DISE) project because it...

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   Successful Home–School Partnerships. Report to the Ministry of Education

    Bull, A., Brooking, K., and Campbell, R. NZCER (2008).  Successful Home–School Partnerships. Report to the Ministry of Education. Wellington: Ministry of Education.

    One of the case studies in this report uses the  Digital Imaging in Special Education (DISE) project because it exemplified the use of technology to build successful home–school partnerships and because of the potential for transferring the strategies to mainstream schools.

    The DISE project involved the use of digital technologies in a decile 2 special school in Northland.

    The project dealt with three themes:

   1. Digital diaries: the creation of visual and audio records of students’ achievements and skill development.
   2. Socialisation: the production and repeated viewing of video clips that show the student behaviour that is appropriate in a specific setting (like a digital social story).
   3. Desensitisation: the production and repeated viewing of video clips to prepare students to deal with situations that are potentially distressing for them (for example, visits to the ear clinic).

   Resources for:

   Others' stories

   Relevant to:

   Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions

   Contributed by:

   Bull, A., Brooking, K., and Campbell, R. 2008 Wellington: Ministry of Education.

4. Do2Learn

   Do2Learn provides a wide range of mostly free printable materials for teachers and parents of students with ASD. For example, there are picture communication cards (in categories such as home and school, social, self-help, etc.) and tools for teaching colours,...

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   Do2Learn

   Do2Learn provides a wide range of mostly free printable materials for teachers and parents of students with ASD. For example, there are picture communication cards (in categories such as home and school, social, self-help, etc.) and tools for teaching colours, numbers, words, and emotions. The most useful sections may be those on social skills and behaviour management.

   Resources for:

   Taking action

   Relevant to:

   Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Do 2 Learn .

5. 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 .

6. 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 .

7. Including Students with High Needs

   Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office. In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of...

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   Including Students with High Needs

   Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office.

    In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of good performance, and 20 percent had few inclusive practices.

   ERO recommended that school staff:

   • use the report’s findings, case studies, self-review questions, and inclusive teaching indicators to review the extent to which students with high needs are included across the school
   • identify where students are not well included and implement a plan to extend the effective practice already in the school.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Education Review Office June 2010 .

8. Learners with Special Needs in Aotearoa New Zealand

   Fraser, D., Moltzen, R., and Ryba, K., eds (2005). Learners with Special Needs in Aotearoa New Zealand, 3rd ed. Palmerston North: Dunmore Press.This book is a standard text for people working in special education. While drawing on international research, it...

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   Learners with Special Needs in Aotearoa New Zealand

   Fraser, D., Moltzen, R., and Ryba, K., eds (2005). Learners with Special Needs in Aotearoa New Zealand, 3rd ed. Palmerston North: Dunmore Press.

   This book is a standard text for people working in special education. While drawing on international research, it emphasises New Zealand research and perspectives and how they are applied to practice. Discussion questions and case studies support the book’s use as a professional tool.

   The theme common to all parts of this multi-author book is a commitment to learner-centred, inclusive education that builds on strengths and addresses needs.

   Resources for:

   Further learning

   Relevant to:

   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:

   Fraser, D., Moltzen, R., and Ryba, K. 2005 3rd ed. Palmerston North: Dunmore Press.

9. Education in Motion

   Michael Fullan is one of the world’s leading experts on educational change for improvement. He has had a profound influence on many New Zealand efforts for change. You can learn about his ideas by exploring his website, which lists the...

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   Education in Motion

   Michael Fullan is one of the world’s leading experts on educational change for improvement. He has had a profound influence on many New Zealand efforts for change. You can learn about his ideas by exploring his website, which lists the books, articles, and other resources he has authored. Some of them are available for download.

   In his article “ The Awesome Power of the Principal” Fullan summarises how powerful principals get results for each and every student through leading change at the instructional core of teaching and learning.

    Fullan, M. (March 2010). “The Awesome Power of the Principal”. Principal, 89(4), pp. 10–15.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Building inclusive school cultures, Producing inclusive school policies

   Contributed by:

   Michael Fullan .

10. Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

    Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. (1997). “Helping or hovering? Effects of Instructional Assistant Proximity on Students with Disabilities”. Exceptional Children, 64(1), pp. 7–18.Although fairly dated, the research presented in this article on how instructional assistants (teacher...

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    Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

    Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. (1997). “Helping or hovering? Effects of Instructional Assistant Proximity on Students with Disabilities”. Exceptional Children, 64(1), pp. 7–18.

    Although fairly dated, the research presented in this article on how instructional assistants (teacher aides) impact on the social inclusion of students with disabilities is an engaging and provocative read, with implications that are well worth considering.

     While the article is not long, you may like to pull out two sections for close consideration:

    • figure 1 uses illustrative examples to highlight the problems associated with teacher aides who 'hover' over students with disabilities
    • page 16 has a bulleted list of the considerations, arising from the research, for thinking about how teacher aides are hired, used, trained, and supervised.

    Resources for:

    Further learning

    Relevant to:

    Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

    Contributed by:

    Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. 1997 64(1), pp. 7–18.