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1. Moving Beyond Luck and Love

   Stace, H. (2011). “Moving Beyond Love and Luck: Building Right Relationships and Respecting Lived Experience in New Zealand Autism Policy”. Unpublished PhD thesis, Public Policy, Victoria University of Wellington.In her doctoral thesis Hilary Stace, herself the mother of a son with ASD...

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   Moving Beyond Luck and Love

   Stace, H. (2011). “Moving Beyond Love and Luck: Building Right Relationships and Respecting Lived Experience in New Zealand Autism Policy”. Unpublished PhD thesis, Public Policy, Victoria University of Wellington.

   In her doctoral thesis Hilary Stace, herself the mother of a son with ASD and now a lecturer at Victoria University, traces the history of New Zealand public policy about ASD and considers how it might be transformed through attending to the ‘lived experiences’ of people with ASD and of their families/whānau. At the same time, her thesis provides insight into a range of other issues and concepts, including: 

   • the social versus the medical model of inclusion
   • different ways of thinking about ASD and the concept of an ASD culture
   • ASD and social justice
   • the concept of ‘right relationships’
   • the development and implementation of the New Zealand ASD Guideline.

   This  conference presentation provides an opportunity to get an overview of Stace’s key ideas. Its PowerPoint format makes it very easy to use to prompt discussion.

   Stace, H. (2011, November). “Tackling Wicked Problems: Lessons from Autism Policy”. Paper presented at the New Zealand Disability Studies Conference, University of Otago, Dunedin.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Understanding autism spectrum disorder, Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies

   Contributed by:

   Stace, H. .

2. Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of...

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   Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.

   Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of Education.

   The  Teacher Professional Learning and Development: Best Evidence Synthesis Iteration draws together evidence from New Zealand and around the world about the professional learning conditions necessary to support teachers to gain new knowledge and skills, changing their practice in such a way that it has a positive effect on student outcomes.

   Teacher Professional Learning and Development is a summary that condenses the findings to ten key principles. Those principles do not operate independently, but need to be integrated in a cycle of inquiry and knowledge-building.

   All of the best-evidence syntheses are focused throughout on improved outcomes for diverse learners. Chapter 9 of this BES is particularly relevant to the notion of inclusion, because it looks at research on reframing teachers’ social constructions of students.

   This BES also includes a case study – 'Translating Theory into Practice' – that describes how a teacher used an action research approach to translate her learning about inclusion for students with disabilities into her teaching and learning programme.

   Resources for:

   Further learning , Others' stories

   Relevant to:

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

   Contributed by:

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. Wellington: Ministry of Education.

3. Te Kotahitanga

   The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions...

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   Te Kotahitanga

   The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions that they had with their teachers. On the basis of this learning, the project has developed a research and professional development programme that: 

   • supports teachers to improve Māori students learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
   • enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.

    The website tells the story of the project’s journey and surfaces the key ideas from what it has learned.

   Curriculum Update No. 7 provides a succinct summary of the project’s findings. Guiding questions in the Update help you to consider their implications for your school.

   Ministry of Education (April 2011). Curriculum Update No. 7: Te Kotahitanga. Wellington: Learning Media.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

4. Tips for Autism

   Tips for Autism is a three-day course that supports the care community around an individual child with ASD to learn how they can work together to help that child achieve better outcomes. It is funded by the Ministries of Education...

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   Tips for Autism

   Tips for Autism is a three-day course that supports the care community around an individual child with ASD to learn how they can work together to help that child achieve better outcomes. It is funded by the Ministries of Education and Health and is available nationwide.

   The  evaluation report carried out by Bevan-Brown et al. indicates that this course meets the criteria for a high quality course that contributes to better outcomes for people with ASD.

   A summary of the original report is also available at the same link.

   Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., and Mentis, M. (November 2011). Evaluation of the ‘Tips for Autism’ Professional Learning and Development Programme. Wellington: Ministry of Education.

   The Tips for Autism website provides details about the course and how to apply. People who have completed the course can access additional resources on the website.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Leading change, Understanding autism spectrum disorder, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions

   Contributed by:

   Ministries of Education and Health.

5. UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

   UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They...

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   UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

   UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They highlight the fact that each of us has a part to play in achieving these goals.

   The Guidelines can be used to consider the concept of inclusion and its relationship to EFA. They include checklists on attitudinal change, inclusive curriculum, and teachers and the learning environment that are intended for national policy makers, but might be adapted for use in individual schools.

   The Guidelines sit on the  Inclusive Education in Action website, where you can also find examples of policies, accounts of practice, stories, and videos.

   UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Leading change, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit

   Contributed by:

   UNESCO/European Agency for Development in Special Needs Education .