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1. IHC New Zealand

   IHC New Zealand provides support for people with disabilities so that they can be included in the community. Two services are particularly helpful in supporting the inclusion of students with ASD in their local school.The IHC library provides free access...

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   IHC New Zealand

   IHC New Zealand provides support for people with disabilities so that they can be included in the community. Two services are particularly helpful in supporting the inclusion of students with ASD in their local school.

   The IHC library provides free access to a vast array of resources on all aspects of ASD and inclusion, including many of the resources mentioned on this website. There are resources for students as well as for those in their care community. A particularly valuable resource is the Learning Better Together DVD and accompanying booklet that bring together research on inclusion and place it in the context of New Zealand schools. The site also has an Advocacy Toolkit with information sheets and pocket-sized guides for parents and families.

   Many of the resources address aspects of schooling and may be equally useful for educators, as they provide simple explanations of what parents should expect and effective processes for meeting those expectations. Secondary teachers may find the guides on leaving school particularly helpful.

   You can search the library’s catalogue online or request one of the catalogues that have been developed for specific levels of schools. Contact details are:

   • Freephone 0800 442 442
   • Email: librarian@ihc.org.nz

   Issues associated with the education of students with special education needs are are frequently featured in the media. Quite often, these discussions focus on people with ASD. The IHC’s newsletter Hot Issues presents a monthly summary of these topics and provides links to relevant material.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   IHC New Zealand .

2. 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 .

3. Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.This important journal article covers many of the topics addressed in this resource...

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   Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.

   This important journal article covers many of the topics addressed in this resource but from the perspective of students themselves. It highlights the barriers to inclusion, but also describes policies and practices that make students feel included. The abstract reads:

   This paper reports on data from a three-year ethnographic study that highlights 11–14-year-old disabled children’s experiences of primary and secondary school. Observations at the micro level of the classroom and school grounds, and disabled children’s accounts of their life at school, combine to illustrate children’s agency as they negotiate a complex, changing, and often challenging social world. Children’s desires and rights to be valued and included as active participants in the group of “all children” are at risk, with some disabled children feeling and being made to feel different, and that difference being experienced in negative ways. Adults and peers at school can support disabled children’s agency, enhance their learning, and uphold their rights, but it is argued that systemic change is vital. The paper supports a focus on those aspects of school culture and pedagogy that are responsive to diversity, and on consistent and explicitly inclusive policy frameworks centred on children’s experiences and rights.

   Resources for:

   Further learning , Others' stories

   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, Specific issues for secondary schools

   Contributed by:

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. 2007 .

4. 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.

5. Inclusive Educators

   Melrose, S., Bissenden, M., and Rutherford, G. (2010, 17 October). Inclusive Educator. Radio New Zealand National Programme, One in Five. (radio broadcast)In this Radio New Zealand podcast, two Otago University students draw from their own experiences to discuss the notion...

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   Inclusive Educators

   Melrose, S., Bissenden, M., and Rutherford, G. (2010, 17 October). Inclusive Educator. Radio New Zealand National Programme, One in Five. (radio broadcast)

   In this Radio New Zealand podcast, two Otago University students draw from their own experiences to discuss the notion of inclusive education and consider the advantages and disadvantages of mainstreaming and special schools. Their lecturer, Gill Rutherford, then talks about her thesis on the experiences of students with disabilities and their teacher aides.

   Gill's thesis brings out the critical nature of the relationship between student and aide, showing that teacher aides can be both a barrier to and a resource for inclusion.

   Rutherford, G. (2008). “Different Ways of Knowing? Understanding Disabled Students’ and Teacher Aides’ School Experiences within a Context of Relational Social Justice”. PhD thesis, University of Otago, Dunedin.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Melrose, S., Bissenden, M., and Rutherford, G. October 2010 .

6. Curriculum Update Series

   The Curriculum Update series is intended to support English-medium schools to implement the New Zealand Curriculum for all students. They are designed to encourage teachers and school leaders to examine ideas from research and their application to practice. Updates are...

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   Curriculum Update Series

   The Curriculum Update series is intended to support English-medium schools to implement the New Zealand Curriculum for all students. They are designed to encourage teachers and school leaders to examine ideas from research and their application to practice. Updates are succinct and illustrated by brief case studies. Links are provided to relevant research and tools.

   Several Curriculum Updates are particularly relevant to the themes of this website:

   • Updates 1 and 10 focus on school’s relationships, with families, whānau, and community
   • Update 16 addresses the Treaty of Waitangi principle and the concepts of partnership, protection, and participation
   • Update 18 focuses on the inclusion principle and the concepts of presence, participation, and achievement
   • Update 20 addresses self-review and school planning
   • Update 22 looks at the principle of high expectations and its application to diverse learners
   • Update 24 explores transitions in middle schooling.

   Resources for:

   Further learning

   Relevant to:

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

   Contributed by:

   Ministry of Education 2010 onwards Wellington: Learning Media.

7. Collaboration for Success: Individual Education Plans

   Ministry of Education (2011b). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it...

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   Collaboration for Success: Individual Education Plans

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

   This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it 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. This resource would be useful as a catalyst for culture change when you are looking to improve your IEP process.

   You can find Collaboration for Success on IEP Online, aling with a rollout kit and other resources to support its implementation.

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

   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:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions

   Contributed by:

   Ministry of Education 2011 Wellington: Learning Media.

8. Tātaiako: Cultural Competencies for Teachers of Māori Learners

   Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education. Tātaiako explains the progression of the competencies teachers need to develop in order to help Māori learners achieve educationally as Māori. It is most...

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   Tātaiako: Cultural Competencies for Teachers of Māori Learners

   Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington: Ministry of Education.

   Tātaiako explains the progression of the competencies teachers need to develop in order to help Māori learners achieve educationally as Māori. It is most effective when used collaboratively with whānau, hapū, and iwi.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2011 Wellington: Ministry of Education.

9. Education that Fits: Review of International Trends in the Education of Students with Special Education Needs

   Mitchell, D. (2010). Education that Fits: Review of International Trends in the Education of Students with Special Education Needs. Wellington: Ministry of Education.The Ministry of Education commissioned this extensive review of international trends to inform the 2010 Review of Special...

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   Education that Fits: Review of International Trends in the Education of Students with Special Education Needs

   Mitchell, D. (2010). Education that Fits: Review of International Trends in the Education of Students with Special Education Needs. Wellington: Ministry of Education.

   The Ministry of Education commissioned this extensive review of international trends to inform the 2010 Review of Special Education. Mitchell's review provides valuable evidence to inform decision-making. The topics covered are:

   • paradigms of special educational needs
   • definitions, categorisation and terminology
   • disproportionality in special education
   • response to intervention and graduated response
   • educational contexts
   • funding and resourcing
   • curriculum
   • assessment
   • evidence-based pedagogy
   • inclusive education
   • non-inclusive educational settings
   • teacher education
   • collaboration
   • parent involvement
   • universal design for learning.

   In his 2007 book What Really Works in Special and Inclusive Education, David Mitchell provides practical guidelines for the implementation of 24 teaching strategies, including:

   • strategies for arranging the context of learning, such as inclusive education, cooperative group teaching and the classroom climate
   • cognitive strategies, including self-regulated learning, memory enhancement and cognitive behavioural therapy
   • behavioural strategies, addressing issues of functional assessment and direct instruction
   • formative assessment and feedback
   • assistive technology and opportunities to learn.

   You can find a review of Mitchell's book here.

   Mitchell, D. (2007). What Really Works in Special and Inclusive Education: Using Evidence-based Teaching Strategies. Abingdon, England: Routledge.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Mitchell, D. 2010 Wellington: Ministry of Education.

10. In My Shoes

    In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD) This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to...

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    In My Shoes

    In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD)

    This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to help teachers, students, and others in the community to understand ASD. It was so successful that the Ministry of Education purchased a copy for every school.

    The DVD has four segments, each targeting a different audience:

    • Māori: This segment explains what ASD is and why sometimes children with ASD may seem unaware or insensitive to tikanga and kawa. It explains how someone with ASD processes information and that they do not mean to be disrespectful by their actions.
    • Community: This segment provides an overview of some of the things that affect the way people with ASD interact with others in the community.
    • Primary and Secondary: These segments provide insight into what it feels like to be a primary school student or teenager with ASD.

    The booklet that accompanies the DVD has suggestions on how the segments could be used.

    The  In My Shoes website also has a resources section with a small set of worksheets and advice sheets for parents, families, and whānau.

    Resources for:

    Further learning , Taking action , Others' stories

    Relevant to:

    Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Specific issues for secondary schools

    Contributed by:

    PAI 4 ASD Trust 2009 Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ.