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1. Te Kotahitanga

   The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions...

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   Te Kotahitanga

   The  Te Kotahitanga project is founded on knowledge gained through listening to the voices of Māori students. Groups of Māori students told Te Kotahitanga’s researchers that the main influence on their educational achievement was the quality of the relationships and interactions that they had with their teachers. On the basis of this learning, the project has developed a research and professional development programme that: 

   • supports teachers to improve Māori students learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
   • enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.

    The website tells the story of the project’s journey and surfaces the key ideas from what it has learned.

   Curriculum Update No. 7 provides a succinct summary of the project’s findings. Guiding questions in the Update help you to consider their implications for your school.

   Ministry of Education (April 2011). Curriculum Update No. 7: Te Kotahitanga. Wellington: Learning Media.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

2. 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..

3. The Autism Web Course

   The  Autism Web Course offers online modules that provide information about people with ASD and ways of providing support.The course was developed collaboratively by the State Departments of Education of Connecticut, and Minnesota, and the University of Kansas (the Interactive Collaborative...

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   The Autism Web Course

   The  Autism Web Course offers online modules that provide information about people with ASD and ways of providing support.

   The course was developed collaboratively by the State Departments of Education of Connecticut, and Minnesota, and the University of Kansas (the Interactive Collaborative Autism Network Project or ICAN). It has since been updated by the University of New Mexico.

   While the course has a variety of modules on specific topics such as functional behavioural assessments and the Circle of Friends approach, the developers describe the following modules as ‘foundational’:

   1. Characteristics: An overview of ASD topics such as current diagnostic criteria, prevalence, characteristics in various domains, and issues related to diagnosis, medication, and education.
   2. Assessment: Formal and informal assessment techniques for students with ASD. Covers assessment categories, reviews instruments or techniques, and looks at how various assessment techniques can be applied to different ASD symptoms.
   3. Academic Interventions: Intervention techniques for learning that facilitate skill acquisition in students with ASD.
   4. Behavioral Interventions: Interventions that improve or alleviate ASD-associated behaviours. Inlcludes lessons related to applied behaviour analysis and positive behaviour supports.
   5. Communication Interventions: Interventions that facilitate communication skills for students with ASD. Many hands-on examples are introduced in each lesson.
   6. Environmental Interventions: Effective strategies using environmental modifications. Introduces a wide range of approaches, such as inclusion, computer-assisted instruction, and visual supports.
   7. Social Interventions: Interventions that improve the social skills of children and youth with ASD. Topics such as peer-related social strategies and social stories are discussed.
   8. Family Support Suggestions: Helpful ideas for the families of children and youth with ASD. Includes topics such as best practice recommendations, parent perspectives and recommendations for working with families.

   Each module has an introduction, overview, lecture, quiz, FAQs (frequently asked questions), and references. There is also an extensive glossary.

   Resources for:

   Further learning , Taking action

   Relevant to:

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

4. 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.

5. Tony Attwood

   Tony Attwood is a much respected expert on ASD who frequently visits New Zealand to give presentations.  His website focuses on Aspergers Syndrome. It offers useful guidance for those with Aspergers Syndrome, for their families and friends and for professionals. However,...

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   Tony Attwood

   Tony Attwood is a much respected expert on ASD who frequently visits New Zealand to give presentations.  His website focuses on Aspergers Syndrome. It offers useful guidance for those with Aspergers Syndrome, for their families and friends and for professionals. However, much of the content is not free.

   At the  Autism Hangout Dr Attwood provides answers to people’s questions in discussion with fellow expert, Craig Evans. This is organised into two parts: 

   • Part 1:
     • Allergy elimination advantages
     • Aspie behaviors + stress = complications
     • Locating “autism-friendly schools”
     • Aspie behaviors and aging ... do they change?
     • NT (neurotypical) and Aspie reactions to a diagnosis
     • How to deal with bullying behavior (from an Aspie)
   • Part 2:
     • Co-dependent relationships. Why they’re not good ... and how to end them
     • Helping an undiagnosed Aspie consider his condition
     • Aspies as excellent employees. How to lobby for yourself!
     • Inappropriate touching. What to do and not to do (i.e., don’t panic!)

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

6. 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 .

7. 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 .

8. 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 .

9. 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.