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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 43 results.

  1. 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.

  2. 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.

  3. 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.

  4. Special Education

    This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.Some of the information is for educators...

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    Special Education

    This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.

    Some of the information is for educators and boards of trustees, some for parents. It is organised under the following headings:

    The publications and resources are well worth exploring. Parents, for example, will be interested in the booklets on services, starting at primary and at secondary school, and on leaving school; the National Transition Guidelines; and the Family/Whānau File, which can be used for sharing information about their child as they grow up.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Understanding autism spectrum disorder, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools
    Contributed by:

    Ministry of Education.

  5. 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.

  6. Office of the Children’s Commissioner

    The role of the Children’s Commissioner is to advocate for children and young people so that their rights are respected and upheld.The website's  page on education provides information to help people understand their rights and responsibilities, and what to do...

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    Office of the Children’s Commissioner

    The role of the Children’s Commissioner is to advocate for children and young people so that their rights are respected and upheld.

    The website's  page on education provides information to help people understand their rights and responsibilities, and what to do when things go wrong with regard to:

    • school discipline processes
    • bullying
    • school enrolment schemes
    • special education.

    The article “ School for All” is based on a talk by Children’s Commissioner Dr. Janis Carroll-Lind on the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau. Katherine Rees co-presented and talked about her experiences as a student with a disability.

    This  series of video clips of a forum on bullying includes Dr. Carroll-Lind. It could serve as a prompt for discussing this sensitive topic and working out ways to deal with it for the good of all students.

    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.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

  7. 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.

  8. Autism at School: A Video Resource for Teachers and Parents in New Zealand

    Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD) This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn...

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    Autism at School: A Video Resource for Teachers and Parents in New Zealand

    Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD)

    This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn and thrive. It features parents and students talking about their experiences with school and includes practical advice from specialists. The DVD is split into three sections:

    • 'The School Experience' features classroom action in mainstream primary and secondary schools, satellite classes and a special school (80 minutes)
    • 'Advice and Tips' includes the impact of autism on learning, strategies for managing behaviour, creating a suitable classroom environment and tips for teachers and parents (50 minutes)
    • 'Talking About School' includes the blame-free bullying approach being put in action to support a student with ASD (20 minutes).
    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Understanding autism spectrum disorder, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools
    Contributed by:

    Smith, A. 2009 .

  9. Strengthening Families

    The  Strengthening Families website uses the term 'care communities' to denote all those who care for a child and have a part to play in promoting their welfare.The care community around some young people and their families/whānau can be extensive and...

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    Strengthening Families

    The  Strengthening Families website uses the term 'care communities' to denote all those who care for a child and have a part to play in promoting their welfare.

    The care community around some young people and their families/whānau can be extensive and involve multiple agencies. Strengthening Families provides a way of facilitating connections across agencies in a streamlined process that is responsive to what the families want. Families tell their story only once and the participants jointly construct a plan that clearly identifies who will do what. It is empowering for families, and it is free.

    The website provides clear, detailed information about the process and how to participate. The case studies includethe stories of two families whose challenges included parenting a child with autism. In a third case study, a principal found that a referral through the Strengthening Families process provided better access to support services, with benefits for both the family and the school.

    Resources for:
    Taking action , Others' stories
    Relevant to:
    Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies
    Contributed by:

    Ministry of Social Development .

  10. 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. .

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