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Resource library

The Resource library includes descriptions and links to over 100 external publications (books, websites, DVDs etc). To search for a specific topic (for example “classroom strategies”), enter text in the keywords box and click Search. You can narrow your initial search using one of three filter drop-down menus:

  • “Sections” filters the resources in line with the major content sections of the website.
  • “Resources for” filters the resources according to whether they support you to further your learning, to take action, or to explore others’ stories.
  • “Relevant to” filters the resources in line with the topics covered by the subsections of the website.

Once you have searched, “Refine your results” appears on the right-hand side. This allows you to further narrow your search by adding in extra filters.

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There were 14 results.

  1. UNESCO: Education for All

    Education for All is a global commitment to ensuring a quality basic education for all children, youth, and adults. This commitment was first made in 1990, in the World Declaration on Education for All (EFA). It was renewed at the...

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    UNESCO: Education for All

    Education for All is a global commitment to ensuring a quality basic education for all children, youth, and adults. This commitment was first made in 1990, in the World Declaration on Education for All (EFA). It was renewed at the World Education Forum in 2000, which established six goals to be met by 2015.

    UNESCO’s  Education Toolkit can be used to help create a child-centred, learning-friendly environment for all children, including those with special education needs. They include practical teaching strategies, illustrated with examples from around the world.

    There is some tension between the concepts of ‘inclusive education’ and ‘education for all’. If you are interested in exploring this while learning more about disability education around the world, you may find the article by Miles and Singal of interest. Their conclusion includes the suggestion that 'Developing local understandings of the complex concepts of "education", "all" and "inclusion" is critical to the development of appropriate and sustainable policies on teaching and learning' (page 7). (The article cn be access on the  ERIC databse, document number EJ875302.)

    Miles, S., and Singal, N. (2010). “The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?” International Journal of Inclusive Education, 14(1), pp. 1–15.

    Resources for:
    Further learning , Taking action , 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:

    UNESCO .

  2. 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 .

  3. Weka Disability Information

    Weka is a website for people with disabilities and those who care for them. Through Weka you can find information and resources that include: support services in your area a DVD library events and stories equipment suppliers a page that...

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    Weka Disability Information

    Weka is a website for people with disabilities and those who care for them. Through Weka you can find information and resources that include:

    • support services in your area
    • a DVD library
    • events and stories
    • equipment suppliers
    • a page that focuses on resources for Māori in particular.

    The section on disability information centres can be organised by region. The section that organises information by category includes one on education. This highlights students’ rights at different stages, and the options that are available to them.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions
    Contributed by:

    Enable New Zealand .

  4. Katherine Rees, Disability Advocate

    Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.Katherine Rees does not have ASD but is...

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    Katherine Rees, Disability Advocate

    Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

    Katherine Rees does not have ASD but is a strong advocate for students with disabilities. While still in school she was a member of the Young People’s Reference Group to the Office of the Children's Commissioner. She continues this advocacy work today in groups such as  Action for Children and Youth Aotearoa and  Be.Accessible.

    Katherine contributes her voice to “ School for All: Children’s Right to an Inclusive Education in New Zealand”, which discusses the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau.

    In  Whakarongo Mai Katherine describes further her experiences as a disabled student at school, and especially at secondary school. She calls for greater collaboration that includes the voice of the student in decisions affecting their schooling experience.

    Both items can be used to prompt thinking on what is happening in your school – for example, how you engage with students, use teacher aides, construct IEPs, and manage students in large groups such as at assembly.

    These  video clips in which Katherine talks about disability, inclusion, and her role as a member of the Children’s Commission’s Young People’s Reference Group are several years old now but still provide excellent insight.

     Rees, K. (2010). “Beyond inclusive education: How to get there and why it matters”. In Whakarongo Mai, Listening – Stories from the Inside. Wellington: NZCER/Cognition Institute/Office of the Children’s Commissioner.

    Resources for:
    Further learning
    Relevant to:
    Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools
    Contributed by:

    Carroll-Lind, J., and Rees, K. 2009 Wellington: Te Papa.

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