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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 45 results.

  1. 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

  2. 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 .

  3. UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

    UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They...

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    UNESCO European Agency for Development in Special Needs Education: Inclusive Education in Action

    UNESCO’s  Policy Guidelines on Inclusion in Education are intended as 'a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals' (Foreword, page 4). They highlight the fact that each of us has a part to play in achieving these goals.

    The Guidelines can be used to consider the concept of inclusion and its relationship to EFA. They include checklists on attitudinal change, inclusive curriculum, and teachers and the learning environment that are intended for national policy makers, but might be adapted for use in individual schools.

    The Guidelines sit on the  Inclusive Education in Action website, where you can also find examples of policies, accounts of practice, stories, and videos.

    UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Leading change, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit
    Contributed by:

    UNESCO/European Agency for Development in Special Needs Education .

  4. 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 .

  5. 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 .

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