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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 Unpublished PhD thesis, Public Policy, Victoria University of Wellington.In her doctoral thesis Hilary Stace, herself the mother of a son with ASD...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 Unpublished PhD thesis, Public Policy, Victoria University of Wellington.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. Sue Larkey’s New Zealand Website: Autism and Aspergers Syndrome Training and Resources

   Sue Larkey is an Australian-based trainer and developer of resources for teaching students with ASD. She is well known for her work in New Zealand schools. Larkey’s website provides an extensive array of resources for sale, but it also includes...

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   Sue Larkey’s New Zealand Website: Autism and Aspergers Syndrome Training and Resources

   Sue Larkey is an Australian-based trainer and developer of resources for teaching students with ASD. She is well known for her work in New Zealand schools.

   Larkey’s website provides an extensive array of resources for sale, but it also includes a great many 'tip sheets' for teaching students with ASD. These are intended for teachers, teacher aides, and parents, and some are accompanied by short explanatory videos.

    The site also includes resources to help peers and others in the school community to understand and build positive relationships with students with ASD. These include an example of a letter that a parent sent to other families to explain her son’s diagnosis.

    Separate sections list resources for students in the early years and at primary and secondary school.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

   Contributed by:

   Education Events Limited .

3. Positive Behaviour for Learning (PB4L)

   Positive Behaviour for Learning (PB4L) is a new Ministry of Education website offering programmes and initiatives for parents, teachers and schools to promote positive behaviour in children and young people. It brings together information from research, practical strategies, examples of...

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   Positive Behaviour for Learning (PB4L)

   Positive Behaviour for Learning (PB4L) is a new Ministry of Education website offering programmes and initiatives for parents, teachers and schools to promote positive behaviour in children and young people. It brings together information from research, practical strategies, examples of strategies in action, and information about where you can get help.

   This website is still in development. At the time of writing it has sections on:

   • encouraging positive behaviours
   • deterring bullying
   • responding to an incident
   • being confident (from the perspectives of boards, school or centre leaders, teachers, and parents)
   • getting help and support.

   The website includes instructions on how to develop a  behaviour intervention plan and links to readings and tools for  understanding the function of behaviour.

   The website also offers checklists and links to monitoring and self-review tools that you can use to assess your school’s climate.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

   Contributed by:

   Ministry of Education .

4. What Children’s Perspectives Tell Us About Inclusion

   This Open University unit is based on research into children’s perspectives of their experiences of education, in both mainstream and special education contexts. It could be used to prompt whole-school inquiry into the concept of inclusive education.The unit is intended...

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   What Children’s Perspectives Tell Us About Inclusion

   This Open University unit is based on research into children’s perspectives of their experiences of education, in both mainstream and special education contexts. It could be used to prompt whole-school inquiry into the concept of inclusive education.

   The unit is intended to provide:

   • an understanding of a context in which listening to the perspectives of children is important in developing inclusive education
   • an insight into the varying perspectives of children
   • an opportunity to reflect on how children’s perspectives fit into your developing model of good practice and how they relate to your own perspectives.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies

   Contributed by:

   The Open University .

5. Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

   A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to...

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   Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

   A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to inclusion. Later, a smaller study focused on the use of action research to improve inclusion in secondary schools. The Index for Inclusion (Booth et al., 2000) was the starting point for the research, and the findings are summarised in  Improving Schools, Developing Inclusion (Ainscow et al., 2006).

   The Programme’s website has short summaries and research briefings on findings that you may, at least initially, find more useful than the book. Two are likely to be especially helpful:

   • The Development of Inclusive Practices in Schools: Through What Processes Can Schools Become More Inclusive
   • Engaging Teachers, Engaging Learners: Action Research for Developing Inclusion In Secondary Schools.

   TLRP has also developed set of  Practitioner Applications that provide suggestions about how the findings can be applied to the classroom.

   Resources for:

   Further learning

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Specific issues for secondary schools

6. Autism Spectrum Disorder Inclusion Collaboration Model

   Simpson, R. L., de Boer-Ott, S. R., and Smith-Myles, B. (2003). “Inclusion of Students with Autism Spectrum Disorders in General Education Settings”. Topics in Language Disorders, 23(2), pp. 116–134. (This article can be accessed in the  ERIC database, searching on...

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   Autism Spectrum Disorder Inclusion Collaboration Model

   Simpson, R. L., de Boer-Ott, S. R., and Smith-Myles, B. (2003). “Inclusion of Students with Autism Spectrum Disorders in General Education Settings”. Topics in Language Disorders, 23(2), pp. 116–134. (This article can be accessed in the  ERIC database, searching on document number EJ671447.)

    Simpson et al.'s Autism Spectrum Disorder Inclusion Collaboration Model is based on the assumptions that:

   • autistic students and nondisabled students benefit from interaction with each other
   • staff endorse the concept of inclusion and are able to take on the responsibility of having autistic students
   • there is a spirit of collaboration in the model’s implementation.

   Simpson et al. explain the five components of the model:

   • environmental and curricular modifications, general education classroom support and instructional methods
   • attitudinal and social supports
   • coordinated team commitment
   • recurrent evaluation of inclusion procedures
   • home–school collaboration.

   The article below includes checklists that may help guide your efforts to include students with ASD in the general education classroom effectively.  The Spring 2007 edition of The Inclusion Notebook summarises the model (see page 9).

   “Inclusive Education and Autism”. (Spring 2007). The Inclusion Notebook, VI(1).

   Bounds’ thesis describes how the model supported improved outcomes for 18 primary school students in nine mainstream schools in Australia. It focuses primarily on the effect of teacher support on student behaviour.

   Bounds, J. (2009). “A Study of the Outcomes of Collaborative and Structured Support for Primary School Teachers to Facilitate Inclusive Education for Students with an Autism Spectrum Disorder”. PhD thesis, Flinders University of South Australia.

   Resources for:

   Further learning , Taking action

   Relevant to:

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

   Contributed by:

   Simpson, R. L., de Boer-Ott, S.r., Smith-Myles, B. 2003 'Topics in Language Disorders'', 23(12), pp. 116–134..

7. 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.

8. 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 .

9. 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 .

10. Whānau Ora

    Whānau Ora is an interagency approach that, like Strengthening Families, has at its centre the goal of empowering whānau. It does not focus on individual family members and their needs, but on the whānau as a whole. Whānau are supported to...

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    Whānau Ora

    Whānau Ora is an interagency approach that, like Strengthening Families, has at its centre the goal of empowering whānau. It does not focus on individual family members and their needs, but on the whānau as a whole. Whānau are supported to navigate their own path, which may include working with hapū, iwi, or non-government agencies to develop their own ways of improving their lives.

     Governance Group Chair Sir Mason Durie (2011) has described the critical role of education in achieving the goals of Whānau Ora:

    ... the Whānau Ora programme, currently being implemented across the country, has placed considerable emphasis on education as a key to whānau capability building. It has also recognised that culture is a fundamental component of wellness. While transmission of culture, including language, is essentially a whānau function, it is unlikely that whānau will be in positions where they can provide all language needs for their children, any more than other families can provide the full range of knowledge and skills necessary for the English language. In effect, schools will have major impacts on Whānau Ora, partly because they will prepare students to participate fully in society, and partly because they will contribute to cultural integrity.

    Advice to the Chief Education Advisor, Iterative Best Evidence Synthesis Programme, October 17 2011

    Resources for:

    Taking action

    Relevant to:

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

    Contributed by:

    Te Puni Kōkiri Ministry of Māori Affairs .