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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. 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 .

5. 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 .

6. 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 .

7. New Zealand Autism Spectrum Disorder Guideline

   Ministries of Health and Education (2008). New Zealand Autism Spectrum Guideline. Wellington: Ministry of Health.The New Zealand Autism Spectrum Guideline is a set of nationally consistent standards of practice for the assessment, diagnosis, and support of people with ASD. It...

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   New Zealand Autism Spectrum Disorder Guideline

   Ministries of Health and Education (2008). New Zealand Autism Spectrum Guideline. Wellington: Ministry of Health.

   The New Zealand Autism Spectrum Guideline is a set of nationally consistent standards of practice for the assessment, diagnosis, and support of people with ASD. It includes specific recommendations on:

   • education
   • living in the community
   • support for individuals, families and carers
   • professional development
   • Māori and Pasifika issues.

   Other helpful features include an extensive glossary, an appendix on core elements of effective teaching of individuals with ASD, and an appendix on educational interventions that are currently being used in New Zealand.

   The Guideline is a world first in addressing ASD and its impact over an individual’s lifetime. Both its attention to the evidence and the way it has been developed (in consultation and collaboration with a wide range of experts and stakeholder groups) make it a reliable source of guidance for practice. The website includes a range of more accessible supporting material, including a summary, a video and tutorial entitled “What Does ASD Look Like?”, and an FAQ section. This is a core resource for schools wishing to improve their provision for students with ASD.

   Resources for:

   Further learning

   Relevant to:

   Understanding autism spectrum disorder, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools

   Contributed by:

   Ministries of Health and Education 2008 Wellington: Ministry of Education.

8. Preparing to Leave School: Information for Parents and Caregivers of Young People with Special Education Needs

   Ministry of Education (2008). Preparing to Leave School: Information for Parents and Caregivers of Young People with Special Education Needs. Wellington: Ministry of Education. This booklet offers advice to help parents and caregivers support their child through the transition from...

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   Preparing to Leave School: Information for Parents and Caregivers of Young People with Special Education Needs

   Ministry of Education (2008). Preparing to Leave School: Information for Parents and Caregivers of Young People with Special Education Needs. Wellington: Ministry of Education.

   This booklet offers advice to help parents and caregivers support their child through the transition from school into work and/or tertiary education. Others may also find it helpful to read both the general advice and the descriptions of the support these students will require. The booklet also describes resources and support that are available in schools and from the community and government agencies.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Managing transitions, Specific issues for secondary schools

   Contributed by:

   Ministry of Education 2008 Wellington: Ministry of Education.

9. Curriculum Stories

   In this video clip Mark Whitford describes the processes his school has in place for smoothing students’ transitions from year 6 to intermediate school and on to secondary school. Recognising the special needs of students with disabilities such as ASD,...

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   Curriculum Stories

   In this video clip Mark Whitford describes the processes his school has in place for smoothing students’ transitions from year 6 to intermediate school and on to secondary school. Recognising the special needs of students with disabilities such as ASD, the school’s approach includes the extra time and opportunities needed for these students to build the relationships necessary for successful transitions.

   Resources for:

   Others' stories

   Relevant to:

   Managing transitions, Specific issues for secondary schools

   Contributed by:

   Ministry of Education .

10. Going to Secondary School: Information for Parents and Caregivers of Young People with Special Education Needs

    Ministry of Education (2010a). Going to Secondary School: Information for Parents and Caregivers of Young People with Special Education Needs. Wellington: Ministry of Education. This booklet helps parents and caregivers prepare their child for secondary school. It includes advice and...

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    Going to Secondary School: Information for Parents and Caregivers of Young People with Special Education Needs

    Ministry of Education (2010a). Going to Secondary School: Information for Parents and Caregivers of Young People with Special Education Needs. Wellington: Ministry of Education.

    This booklet helps parents and caregivers prepare their child for secondary school. It includes advice and information on:

    • what happens to the services and support your child currently receives
    • what to expect at secondary school
    • how and when to start planning
    • how to choose a school and what to look for
    • how to prepare your child and the school
    • preparing to leave school
    • how to contact the Ministry.

    Resources for:

    Taking action

    Relevant to:

    Managing transitions, Specific issues for secondary schools

    Contributed by:

    Ministry of Education July 2010 Wellington: Ministry of Education.