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1. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others. Quality Teaching for...

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   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

   See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others.

   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis is framed around the concept of 'diversity'. It rejects the idea that we can segregate students into groups who are 'normal' or 'other'. Working from that inclusive frame, it identifies ten characteristics of teaching that are strongly associated with improved outcomes for diverse learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A. 2003 Wellington: Ministry of Education.

2. BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate: the nature of highly effective teaching the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support...

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   BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate:

   • the nature of highly effective teaching
   • the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support such teaching.

   They show real people in real schools translating research into practice and generating new evidence for you to consider. This widened focus has led to the identification of eleven dimensions of quality teaching. The exemplars incorporate tools that teachers and school leaders can use to engage with the content and consider its application to their practice. These include an adapation of the inquiry and knowledge-building tool.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A., and others 2012 Wellington: Ministry of Education.

3. BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori...

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   BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners. Five BES reports have been published to date. These are:

   • School Leadership and Student Outcomes/He Kura Rangatira BES by V. Robinson, M. Hohepa, and C. Lloyd
   • Effective Pedagogy in the Social Sciences/Tikanga ā iwi BES by G. Aitken and C. Sinnema
   • Teacher Professional Learning and Development BES by H. Timperley et al.
   • Effective Pedagogy in Mathematics/Pāngarau BES by G. Anthony and M. Walshaw
   • Quality Teaching for Diverse Students in Schooling by A. Alton-Lee.

   Recent BESs feature vignettes and cases that bring their findings to life. Three have been summarised by the The International Academy of Education (IAE). These are:

   • Teacher Professional Learning and Development/Te Kaupapa Whakaako, Whakapakari Kaiako
   • Effective Pedagogy in Mathematics/Te Ako Pāngarau Whaihua
   • Effective Pedagogy in Social Sciences/Tikanga ā Iwi.

   The BES Exemplars are a recent development. Each exemplar describes how educators have successfully implemented a particular teaching approach and explains the conditions that enabled success. They are designed to help you implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education.

4. The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.) The Cultural Self-Review provides a structure and process that teachers from early childhood...

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   The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

   Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.)

   The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Māori learners, including those with special needs.

   Central to the book is a cultural input framework that provides a set of principles for analysing programme components, (environment, personnel, policy, processes, content, resources, assessment, and administration). While emphasising practical ideas, the author cautions users not to take a recipe-book approach. She suggests that schools use the ideas as a springboard for discussion and for developing school action plans with strategies that meet their particular needs. In line with the framework’s eight guiding principles, she stresses the importance of including parents, whānau, and community members, including kaumātua, in a school’s cultural self-review.

   The book also includes a 'stairway to cross-cultural competence' that teachers can use to better understand cultural differences and their impact on learners.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Bevan-Brown, J. 2003 Wellington: New Zealand Council for Educational Research.

5. Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.This third edition of the Index is available on loan from the IHC library. The second edition, published...

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   Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.

   This third edition of the Index is available on loan from the IHC library. The second edition, published in 2002, is also available.

   The Index for Inclusion has supported principled school development around the world since its first publication in 2000. Its approach to whole-school improvement is based on the principles of inclusion and is structured around three dimensions: culture, polices, and practices.

   The success of the Index can be judged by the fact that it has been translated into 37 languages.

   You can find more information, including a detailed description, on the CSIE website.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Booth, T., and Ainscow, M. 2011 .

6. Ministry of Education: Special Education

   The Special Education section of the Ministry of Education website includes pages on ASD, including   ASD evaluation and research. While the reports are made to the Ministry of Education, they are a treasure trove of evidence that school communities...

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   Ministry of Education: Special Education

   The Special Education section of the Ministry of Education website includes pages on ASD, including   ASD evaluation and research. While the reports are made to the Ministry of Education, they are a treasure trove of evidence that school communities can use for their own decision-making. They include:

   • evaluations of professional development programmes such as Tips for Autism and of parent education programmes such as Early Bird and ASD Plus
   • a review of the effectiveness of applied behavioural analysis
   • an investigation into Māori perspectives of ASD.

   Other research publications dealing more generally with special education include:

   • a review of international trends in special education
   • a summary of the public response to the Review of Special Education
   • a literature review on interventions for students whose developmental disabilities are associated with challenging behaviours.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Understanding autism spectrum disorder, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

7. Including Students with High Needs

   Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office. In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of...

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   Including Students with High Needs

   Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office.

    In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of good performance, and 20 percent had few inclusive practices.

   ERO recommended that school staff:

   • use the report’s findings, case studies, self-review questions, and inclusive teaching indicators to review the extent to which students with high needs are included across the school
   • identify where students are not well included and implement a plan to extend the effective practice already in the school.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Education Review Office June 2010 .

8. Learners with Special Needs in Aotearoa New Zealand

   Fraser, D., Moltzen, R., and Ryba, K., eds (2005). Learners with Special Needs in Aotearoa New Zealand, 3rd ed. Palmerston North: Dunmore Press.This book is a standard text for people working in special education. While drawing on international research, it...

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   Learners with Special Needs in Aotearoa New Zealand

   Fraser, D., Moltzen, R., and Ryba, K., eds (2005). Learners with Special Needs in Aotearoa New Zealand, 3rd ed. Palmerston North: Dunmore Press.

   This book is a standard text for people working in special education. While drawing on international research, it emphasises New Zealand research and perspectives and how they are applied to practice. Discussion questions and case studies support the book’s use as a professional tool.

   The theme common to all parts of this multi-author book is a commitment to learner-centred, inclusive education that builds on strengths and addresses needs.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Fraser, D., Moltzen, R., and Ryba, K. 2005 3rd ed. Palmerston North: Dunmore Press.

9. IEP Online

   IEP Online is for all those involved in developing or implementing individual education plans (IEPs) to support students with special education needs. It is built around a core resource: Collaboration for Success: Individual Education Plans. The site also offers a...

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   IEP Online

   IEP Online is for all those involved in developing or implementing individual education plans (IEPs) to support students with special education needs. It is built around a core resource: Collaboration for Success: Individual Education Plans. The site also offers a rollout kit and other resources to support schools to improve their practices around the IEP process. More will be added over time.

    While Collaboration for Success 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. The resource would be a useful tool for inquiring into and improving your IEP process, especially as a catalyst for culture change.

    The development of Collaboration for Success was informed by Mitchell, Morton, and Hornby’s (2010)  literature review, included here for those who are interested in further reading.

    Ministry of Education (2011). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.

   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:

   Taking action

   Relevant to:

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

   Contributed by:

   Ministry of Education .

10. IHC New Zealand

    IHC New Zealand provides support for people with disabilities so that they can be included in the community. Two services are particularly helpful in supporting the inclusion of students with ASD in their local school.The IHC library provides free access...

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    IHC New Zealand

    IHC New Zealand provides support for people with disabilities so that they can be included in the community. Two services are particularly helpful in supporting the inclusion of students with ASD in their local school.

    The IHC library provides free access to a vast array of resources on all aspects of ASD and inclusion, including many of the resources mentioned on this website. There are resources for students as well as for those in their care community. A particularly valuable resource is the Learning Better Together DVD and accompanying booklet that bring together research on inclusion and place it in the context of New Zealand schools. The site also has an Advocacy Toolkit with information sheets and pocket-sized guides for parents and families.

    Many of the resources address aspects of schooling and may be equally useful for educators, as they provide simple explanations of what parents should expect and effective processes for meeting those expectations. Secondary teachers may find the guides on leaving school particularly helpful.

    You can search the library’s catalogue online or request one of the catalogues that have been developed for specific levels of schools. Contact details are:

    • Freephone 0800 442 442
    • Email: librarian@ihc.org.nz

    Issues associated with the education of students with special education needs are are frequently featured in the media. Quite often, these discussions focus on people with ASD. The IHC’s newsletter Hot Issues presents a monthly summary of these topics and provides links to relevant material.

    Resources for:

    Further learning , Taking action , Others' stories

    Relevant to:

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

    Contributed by:

    IHC New Zealand .