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1. 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 .

2. 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 Unpublished PhD thesis, Public Policy, Victoria University of Wellington.In her doctoral thesis Hilary Stace, herself the mother of a son with ASD...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 Unpublished PhD thesis, Public Policy, Victoria University of Wellington.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. .

3. 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 .

4. A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals

   Taylor, P. G. (2011). A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals. London: Jessica Kingsley.Paul Taylor is a New Zealand paediatrician based in Nelson. This book arose out of his experiences in supporting teachers and...

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   A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals

   Taylor, P. G. (2011). A Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals. London: Jessica Kingsley.

   Paul Taylor is a New Zealand paediatrician based in Nelson. This book arose out of his experiences in supporting teachers and professionals to understand the perspectives of people with ASD and how to support them at home and at school.

   Taylor discusses his book in this  video post on the publisher’s website. He shares the story of how one school came close to excluding a boy with ASD. Taylor helped the board of trustees to understand the anxiety behind his behaviour. Today the school is 'ASD-friendly'.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Understanding inclusion, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools

   Contributed by:

   Taylor, P. G. 2011 London: Jessica Kingsley.

5. 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 .

6. The Gray Centre for Social Learning and Understanding: Social Stories™

   Social stories are narratives that are developed to help people with ASD understand social situations and manage their anxiety. These stories may also encourage appropriate behaviour, though Carol Gray, developer of the concept, states that this is not the first...

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   The Gray Centre for Social Learning and Understanding: Social Stories™

   Social stories are narratives that are developed to help people with ASD understand social situations and manage their anxiety. These stories may also encourage appropriate behaviour, though Carol Gray, developer of the concept, states that this is not the first goal.  Her website offers guidance, examples, and short video clips in which Gray talks about the approach. 

   Resources for:

   Taking action , Others' stories

   Relevant to:

   Building inclusive school cultures

   Contributed by:

   The Gray Center .

7. 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 .

8. Through Different Eyes: Assessment for Learners with Special Education Needs

   This  Ministry of Education website deals with assessment for learners with special education needs. Narrative assessment is intended to help these students to learn within the context of the New Zealand Curriculum and to help those who care for them to...

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   Through Different Eyes: Assessment for Learners with Special Education Needs

   This  Ministry of Education website deals with assessment for learners with special education needs. Narrative assessment is intended to help these students to learn within the context of the New Zealand Curriculum and to help those who care for them to provide the necessary support.

    The site has three main components:

   • The New Zealand Curriculum Exemplars for Learners with Special Education Needs: a set of exemplars that demonstrate how to notice, recognise, respond to, and revisit these student’s learning
   • Narrative Assessment: A Guide for Teachers (Ministry of Education, 2009): an introduction to the principles underpinning narrative assessment, with examples of learning stories and explanations of how to write them
   • case studies from St Anne’s Catholic School and Allenvale School on their experiences of using narrative assessment and learning stories.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

9. 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.

10. 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