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1. 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 .

2. 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 .

3. 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.

4. 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 .

5. 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 .

6. Educating Children with Autism

   Lord, C., and McGee, J. (eds.) (2001). Educating Children with Autism. Washington, DC: National Academy Press.The age, size, and place of development of this extensive literature review limit its value, especially in light of the subsequent publications of the New...

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   Educating Children with Autism

   Lord, C., and McGee, J. (eds.) (2001). Educating Children with Autism. Washington, DC: National Academy Press.

   The age, size, and place of development of this extensive literature review limit its value, especially in light of the subsequent publications of the New Zealand Autism Spectrum Guideline (Ministries of Health and Education, 2008). Nevertheless, it covers a wide range of topics in great detail and with considerable authority.

   Resources for:

   Further learning

   Relevant to:

   Understanding autism spectrum disorder, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Lord, C., and McGee, J. 2001 Washington, DC: National Academy Press..

7. 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 .

8. 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.

9. 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 .

10. Autism Spectrum Disorder (ASD): A Resource for Educators

    Ministry of Education (June 2011). Autism Spectrum Disorder (ASD): A Resource for Educators. Wellington: Ministry of Education. (booklet and PowerPoint presentation)This slim booklet is an excellent starting point for teachers in particular to understand ASD, how it impacts on learning, and...

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    Autism Spectrum Disorder (ASD): A Resource for Educators

    Ministry of Education (June 2011). Autism Spectrum Disorder (ASD): A Resource for Educators. Wellington: Ministry of Education. (booklet and PowerPoint presentation)

    This slim booklet is an excellent starting point for teachers in particular to understand ASD, how it impacts on learning, and how student learning can be fostered within the context and across the key competencies and learning areas of The New Zealand Curriculum.

    The booklet promotes a collaborative approach to fostering development in all the areas needed to become participating, contributing members of the community. It suggests practical strategies for engaging students in learning and for managing transitions.

    The 'Resources and tools' section of the Ministry's new website ASD in Education also has a PowerPoint presentation that can be used to introduce others to the concepts and ideas in the booklet.

    Resources for:

    Further learning , Taking action

    Relevant to:

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

    Contributed by:

    Ministry of Education June 2010 Wellington: Ministry of Education.