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1. 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 .

2. 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 .

3. 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 .

4. 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 .

5. Education for Sustainability

   In their research for the Index for Inclusion, Booth and Ainscow (2011) found that sustainability is one of the values that support the development of inclusive education. Sustainability is one of the future-focused issues recommended by The New Zealand Curriculum,...

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   Education for Sustainability

   In their research for the Index for Inclusion, Booth and Ainscow (2011) found that sustainability is one of the values that support the development of inclusive education. Sustainability is one of the future-focused issues recommended by The New Zealand Curriculum, and is the subject of an extensive site on TKI.

   The Education for Sustainability website offers information and advice about how to integrate a focus on sustainability into the school curriculum, as well as illustrative case studies. A specific section focuses on the senior secondary school.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Evolving inclusive practices

   Contributed by:

   Ministry of Education .

6. 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.

7. 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.

8. Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

   Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.New Zealand...

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   Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

   Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.

   New Zealand RTLBs Mary Hancox and Annette MacDonald present a case study of an ecological assessment used to foster inclusion for a year 6 student with ASD. The assessment surfaced the issues for the boy, his parents, the teacher, and the peer group. It allowed the co-construction of an intervention that led to whole-school improvement. The outcomes included increased understanding and empathy for the student from staff and peers, and a happier boy whose participation in playground activities increased from 5 percent to 60–70 percent.

   Resources for:

   Taking action

   Relevant to:

   Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Hancox, M., and Macdonald, A. 2011 .

9. Bully

   "Bully" (2011). Weinstein Company. (documentary film)Lee Hirsch is director of a powerful new film about school bullying, presented from the perspective of the bullied. Two of the students he followed in the course of a school year had ASD. Several committed...

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   Bully

   "Bully" (2011). Weinstein Company. (documentary film)

   Lee Hirsch is director of a powerful new film about school bullying, presented from the perspective of the bullied. Two of the students he followed in the course of a school year had ASD. Several committed suicide. Disturbingly, the school that was brave enough to allow filming believed they offered a safe, inclusive environment for its students.

   Release of the documentary has been accompanied by the launch of a project aimed at fostering a bully-free world. Special Needs: The Bully Project: Bully Free World is part of that project. It focuses particularly on creating a safer world for students with special education needs. It provides a special needs toolkit with sections for students, parents, and educators.

   Facing History: Creating Safe and Engaging Schools is a related set of resources on the Facing History website. You can get a free copy of a guide to the film by registering on the site.

   Kathryn Ryan interviewed Lee Hirsch on Radio New Zealand’s National Programme on 2 August 2012.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

   Contributed by:

   Hirsch, L. 2011 Weinstein Company.

10. IEP Online

    IEP Online is for all those involved in developing or implementing individual education plans (IEPs) to support students with special education needs. It is built around a core resource: Collaboration for Success: Individual Education Plans. The site also offers a...

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    IEP Online

    IEP Online is for all those involved in developing or implementing individual education plans (IEPs) to support students with special education needs. It is built around a core resource: Collaboration for Success: Individual Education Plans. The site also offers a rollout kit and other resources to support schools to improve their practices around the IEP process. More will be added over time.

     While Collaboration for Success is focused on the small number of individual students for whom an IEP is necessary, its messages are closely aligned to those of this website. Themes include the importance of collaboration, cultural responsiveness, and an inquiry approach. The resource would be a useful tool for inquiring into and improving your IEP process, especially as a catalyst for culture change.

     The development of Collaboration for Success was informed by Mitchell, Morton, and Hornby’s (2010)  literature review, included here for those who are interested in further reading.

     Ministry of Education (2011). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.

    Mitchell, D., Morton, M., and Hornby, G. (2010). Review of the Literature on Individual Education Plans: Report to the New Zealand Ministry of Education. Christchurch: College of Education, University of Canterbury.

    Resources for:

    Taking action

    Relevant to:

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

    Contributed by:

    Ministry of Education .