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1. Altogether Autism

   Altogether Autism is a New Zealand organisation that provides information and advice about services for people with ASD and those who care for them. The 'topical information sheets' may be particularly valuable, as they are brief and practical. The site...

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   Altogether Autism

   Altogether Autism is a New Zealand organisation that provides information and advice about services for people with ASD and those who care for them. The 'topical information sheets' may be particularly valuable, as they are brief and practical. The site covers a wide range of topics, including:

   • ASD and adolescence (a set of eight articles)
   • classroom strategies for optimising learning and managing behaviour
   • the transition into adulthood
   • Asperger Syndrome and the new DSM-V.

   Resources for:

   Further learning

   Relevant to:

   Understanding autism spectrum disorder, Specific issues for secondary schools

2. Autism Speaks

   Autism Speaks is a large US website that was highly recommended by some of the advisers to this website project. It provides extensive information about ASD and its treatment, along with advice about resources, including an extensive section on digital...

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   Autism Speaks

   Autism Speaks is a large US website that was highly recommended by some of the advisers to this website project. It provides extensive information about ASD and its treatment, along with advice about resources, including an extensive section on digital apps.

   A series of toolkits address specific topics. If working with a student with ASD is a new experience for you, two of these toolkits may be particularly useful.

   The School Community Toolkit supports schools to build communities that interact with students with autism in inclusive ways. There are information sheets for people with different roles in the school community.

   The video clips in the toolkit would be an excellent starting point for building understanding and relationships in your school. These clips give practical advice, suggest strategies, and describe how they have been put into practice. There are more video clips in the resources section.

   Make sure you take a look at the appendix.

   This downloadable 140-page booklet has articles, guides, and examples on topics, including:

   • an article by Ellen Notbothm on 'Ten Things your Student with Autism Wishes you Knew'
   • an article by Paula Kluth on 'Supporting Students with Autism: 10 Ideas for Inclusive Classrooms'
   • organisation, sensory, and behavioural strategies
   • assessments
   • peer supports, including teacher and student manuals for a peer mentoring programme.

   The Transition Toolkit was created to assist families on the journey from adolescence to adulthood. However, others may also find it helpful in building their understandings of how they can support students, parents, and whānau through this critical time.

    The Transition Toolkit is organised around ten topics, which are also used to organise the information and resources in the appendices. The topics are:

   • general resources on transition
   • self-advocacy
   • transition and the IEP
   • community life
   • employment
   • post-secondary education
   • housing
   • legal matters
   • health
   • Internet and technology.

   Note: These resources do not reflect the change in the definition of ASD, separating out Asperger Syndrome from ASD. In addition, some reviewers felt that there is a negative slant to the website, as evidenced in discussion about a search for a cure and a desire to 'fight autism'.

   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, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Autism Speaks Inc. .

3. 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 .

4. You're Going to Love This Kid

   Kluth, P. (2010). You're Going To Love This Kid! Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes.Kluth, P. (2011). You're Going To Love This Kid! A Professional Development Package for Teaching Students with Autism in the Inclusive...

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   You're Going to Love This Kid

   Kluth, P. (2010). You're Going To Love This Kid! Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes.

   Kluth, P. (2011). You're Going To Love This Kid! A Professional Development Package for Teaching Students with Autism in the Inclusive Classroom. Baltimore, MA: Brookes/Landlocked Films. (DVD and facilitator guide)

   See also Paula Kluth's introductory video clip You're Going To Love This Kid!

   You can also find an article by Paula Kluth on “Supporting Students with Autism: 10 Ideas for Inclusive Classrooms” on the Autism Speaks website.

   The title of these resources by renowned educationalist Paula Kluth is indicative of the tone throughout all her work – Kluth loves students with ASD for who they are as unique individuals and for the way they enrich the lives of those around them.

    Reviews of Kluth’s work emphasise the practical nature of the strategies and resources she provides, her commitment to inclusion, and the strong foundation on research. The 2010 book and professional development package include observation forms and checklists that could be used to review your practice and make decisions about what to do. Examples, case studies, and the DVD show that the approaches she suggests do work. They include checklists for auditing aspects of school and classroom practice, including whether the school is inclusive and whether classrooms are comfortable for students with ASD. Advice is provided on how the materials can be used for professional learning, both in the book and in the manual accompanying the DVD.

   Before purchasing a copy of her resources, you may like to access a copy on loan from Autism New Zealand and/or view the video clips available on the Internet. The introductory video is available here, but you can also find other extracts by typing in the words “You're going to love this kid!” and “DVD”.

   One of the features of Paula’s website is a set of readings on ASD, inclusive schooling, differentiated instruction, and literacy.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

   Contributed by:

   Kluth, P. 2010 .

5. Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.This important journal article covers many of the topics addressed in this resource...

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   Disabled Children Negotiating School Life: Agency, Difference and Teaching

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. (2007). "Disabled Children Negotiating School Life: Agency, Difference And Teaching Practice". International Journal of Children's Rights, 15, pp. 99–120.

   This important journal article covers many of the topics addressed in this resource but from the perspective of students themselves. It highlights the barriers to inclusion, but also describes policies and practices that make students feel included. The abstract reads:

   This paper reports on data from a three-year ethnographic study that highlights 11–14-year-old disabled children’s experiences of primary and secondary school. Observations at the micro level of the classroom and school grounds, and disabled children’s accounts of their life at school, combine to illustrate children’s agency as they negotiate a complex, changing, and often challenging social world. Children’s desires and rights to be valued and included as active participants in the group of “all children” are at risk, with some disabled children feeling and being made to feel different, and that difference being experienced in negative ways. Adults and peers at school can support disabled children’s agency, enhance their learning, and uphold their rights, but it is argued that systemic change is vital. The paper supports a focus on those aspects of school culture and pedagogy that are responsive to diversity, and on consistent and explicitly inclusive policy frameworks centred on children’s experiences and rights.

   Resources for:

   Further learning , Others' stories

   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, Specific issues for secondary schools

   Contributed by:

   MacArthur, J., Sharp, S., Kelly, B., and Gaffney, M. 2007 .

6. Special Education

   This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.Some of the information is for educators...

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   Special Education

   This section of the Ministry of Education website describes how the Ministry works with schools to support the vision of a more inclusive education system. It is a substantial site that is worth revisiting.

   Some of the information is for educators and boards of trustees, some for parents. It is organised under the following headings:

   • About Us: The Ministry’s purpose, the way it works, the legislative and policy context, contact information, and how to make a complaint
   • Careers and professional development: Information about study awards, study leave positions, fellowships, and scholarships
   • Services and support: Information on all services including assistive technology, ASD, Behaviour, Early Intervention, Ongoing Resourcing Scheme (ORS), and Resource Teacher: Learning and Behaviour (RTLB).
   • Our work programme: Projects, programmes, and initiatives including a link to the section on Supporting Children with Autism Spectrum Disorder
   • Publications and resources: Corporate publications, a parent information kit, tools for boards and educators (such as teacher booklets), and forms and guidelines.

   The publications and resources are well worth exploring. Parents, for example, will be interested in the booklets on services, starting at primary and at secondary school, and on leaving school; the National Transition Guidelines; and the Family/Whānau File, which can be used for sharing information about their child as they grow up.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding autism spectrum disorder, Effective schools, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Ministry of Education.

7. In My Shoes

   In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD) This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to...

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   In My Shoes

   In My Shoes. (2009). Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ. (DVD)

   This DVD was developed by a group of parents of children with ASD, aided and supported by Dr Jill Bevan-Brown of Massey University. Its purpose was to help teachers, students, and others in the community to understand ASD. It was so successful that the Ministry of Education purchased a copy for every school.

   The DVD has four segments, each targeting a different audience:

   • Māori: This segment explains what ASD is and why sometimes children with ASD may seem unaware or insensitive to tikanga and kawa. It explains how someone with ASD processes information and that they do not mean to be disrespectful by their actions.
   • Community: This segment provides an overview of some of the things that affect the way people with ASD interact with others in the community.
   • Primary and Secondary: These segments provide insight into what it feels like to be a primary school student or teenager with ASD.

   The booklet that accompanies the DVD has suggestions on how the segments could be used.

   The  In My Shoes website also has a resources section with a small set of worksheets and advice sheets for parents, families, and whānau.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

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

   Contributed by:

   PAI 4 ASD Trust 2009 Wellington: PAI 4 ASD Trust/Ministry of Education/Autism NZ.

8. Autism at School: A Video Resource for Teachers and Parents in New Zealand

   Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD) This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn...

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   Autism at School: A Video Resource for Teachers and Parents in New Zealand

   Smith, J. (2009). Autism at School: A Video Resource for Teachers and Parents in New Zealand. Auckland: Southern Moon Productions. (DVD)

   This DVD shows how New Zealand teachers are creating environments in which students with ASD are able to learn and thrive. It features parents and students talking about their experiences with school and includes practical advice from specialists. The DVD is split into three sections:

   • 'The School Experience' features classroom action in mainstream primary and secondary schools, satellite classes and a special school (80 minutes)
   • 'Advice and Tips' includes the impact of autism on learning, strategies for managing behaviour, creating a suitable classroom environment and tips for teachers and parents (50 minutes)
   • 'Talking About School' includes the blame-free bullying approach being put in action to support a student with ASD (20 minutes).

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Understanding autism spectrum disorder, Special education and ASD in NZ school settings, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Smith, A. 2009 .

9. 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.

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