Resource library

Search results

There were 78 results.

1. Education in Motion

   Michael Fullan is one of the world’s leading experts on educational change for improvement. He has had a profound influence on many New Zealand efforts for change. You can learn about his ideas by exploring his website, which lists the...

   View full metadata record

   Education in Motion

   Michael Fullan is one of the world’s leading experts on educational change for improvement. He has had a profound influence on many New Zealand efforts for change. You can learn about his ideas by exploring his website, which lists the books, articles, and other resources he has authored. Some of them are available for download.

   In his article “ The Awesome Power of the Principal” Fullan summarises how powerful principals get results for each and every student through leading change at the instructional core of teaching and learning.

    Fullan, M. (March 2010). “The Awesome Power of the Principal”. Principal, 89(4), pp. 10–15.

   Resources for:

   Further learning

   Relevant to:

   Leading change, Building inclusive school cultures, Producing inclusive school policies

   Contributed by:

   Michael Fullan .

2. Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

   Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. (1997). “Helping or hovering? Effects of Instructional Assistant Proximity on Students with Disabilities”. Exceptional Children, 64(1), pp. 7–18.Although fairly dated, the research presented in this article on how instructional assistants (teacher...

   View full metadata record

   Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

   Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. (1997). “Helping or hovering? Effects of Instructional Assistant Proximity on Students with Disabilities”. Exceptional Children, 64(1), pp. 7–18.

   Although fairly dated, the research presented in this article on how instructional assistants (teacher aides) impact on the social inclusion of students with disabilities is an engaging and provocative read, with implications that are well worth considering.

    While the article is not long, you may like to pull out two sections for close consideration:

   • figure 1 uses illustrative examples to highlight the problems associated with teacher aides who 'hover' over students with disabilities
   • page 16 has a bulleted list of the considerations, arising from the research, for thinking about how teacher aides are hired, used, trained, and supervised.

   Resources for:

   Further learning

   Relevant to:

   Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Giangreco, M., Edelman, S., Luisella, T., and McFarland, S. 1997 64(1), pp. 7–18.

3. Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

   Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.New Zealand...

   View full metadata record

   Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour

   Hancox, M., and Macdonald, A. (2011). “ Case Study: Year 6 Student with an Autistic Spectrum Disorder”. In Effective RTLB Practice: Annotated Case Studies from Resource Teachers Learning and Behaviour. Christchurch/Wellington: New Zealand Resource Teachers: Learning and Behaviour Association.

   New Zealand RTLBs Mary Hancox and Annette MacDonald present a case study of an ecological assessment used to foster inclusion for a year 6 student with ASD. The assessment surfaced the issues for the boy, his parents, the teacher, and the peer group. It allowed the co-construction of an intervention that led to whole-school improvement. The outcomes included increased understanding and empathy for the student from staff and peers, and a happier boy whose participation in playground activities increased from 5 percent to 60–70 percent.

   Resources for:

   Taking action

   Relevant to:

   Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Hancox, M., and Macdonald, A. 2011 .

4. Bully

   "Bully" (2011). Weinstein Company. (documentary film)Lee Hirsch is director of a powerful new film about school bullying, presented from the perspective of the bullied. Two of the students he followed in the course of a school year had ASD. Several committed...

   View full metadata record

   Bully

   "Bully" (2011). Weinstein Company. (documentary film)

   Lee Hirsch is director of a powerful new film about school bullying, presented from the perspective of the bullied. Two of the students he followed in the course of a school year had ASD. Several committed suicide. Disturbingly, the school that was brave enough to allow filming believed they offered a safe, inclusive environment for its students.

   Release of the documentary has been accompanied by the launch of a project aimed at fostering a bully-free world. Special Needs: The Bully Project: Bully Free World is part of that project. It focuses particularly on creating a safer world for students with special education needs. It provides a special needs toolkit with sections for students, parents, and educators.

   Facing History: Creating Safe and Engaging Schools is a related set of resources on the Facing History website. You can get a free copy of a guide to the film by registering on the site.

   Kathryn Ryan interviewed Lee Hirsch on Radio New Zealand’s National Programme on 2 August 2012.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Hirsch, L. 2011 Weinstein Company.

5. icommunicate: Speech and Communication Therapy

   icommunicate is an Australian-based website dedicated to sharing resources and information to support people with communication difficulties, including those with ASD. The information is reliable, as it is written by qualified speech therapists. There are (or will be) sections on:...

   View full metadata record

   icommunicate: Speech and Communication Therapy

   icommunicate is an Australian-based website dedicated to sharing resources and information to support people with communication difficulties, including those with ASD. The information is reliable, as it is written by qualified speech therapists. There are (or will be) sections on:

   • ASD in children: prevalence, causes, and treatment
   • strategies for communication
   • strategies for social skills (see especially the section on social stories)
   • visual strategies
   • strategies for behaviour
   • strategies in the classroom
   • language and cognitive development
   • assistive communication and technology.

    There is also a resource centre with speech and communication downloads and videos. A discussion forum is in development.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Understanding autism spectrum disorder, Evolving inclusive practices, Managing transitions

   Contributed by:

   icommunicate Therapy Limited .

6. 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...

   View full metadata record

   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 .

7. 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...

   View full metadata record

   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 .

8. 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...

   View full metadata record

   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 .

9. Educating Children with Autism

   Lord, C., and McGee, J. (eds.) (2001). Educating Children with Autism. Washington, DC: National Academy Press.The age, size, and place of development of this extensive literature review limit its value, especially in light of the subsequent publications of the New...

   View full metadata record

   Educating Children with Autism

   Lord, C., and McGee, J. (eds.) (2001). Educating Children with Autism. Washington, DC: National Academy Press.

   The age, size, and place of development of this extensive literature review limit its value, especially in light of the subsequent publications of the New Zealand Autism Spectrum Guideline (Ministries of Health and Education, 2008). Nevertheless, it covers a wide range of topics in great detail and with considerable authority.

   Resources for:

   Further learning

   Relevant to:

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

   Contributed by:

   Lord, C., and McGee, J. 2001 Washington, DC: National Academy Press..

10. 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...

    View full metadata record

    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 .