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1. 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 .

2. 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 .

3. 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 .

4. 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 .

5. School for All: Children’s Right to an Inclusive Education in New Zealand

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.In this presentation, Children’s Commissioner Dr. Janis Carroll-Lind...

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   School for All: Children’s Right to an Inclusive Education in New Zealand

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

   In this presentation, Children’s Commissioner Dr. Janis Carroll-Lind discusses the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau. Disability advocate and co-author Katherine Rees talks about her experiences as a student with a disability.

   In Whakarongo Mai Katherine describes further her experiences as a disabled student at school, and especially at secondary school. She calls for greater collaboration that includes the voice of the student in decisions affecting their schooling experience.

   Both items can be used to prompt thinking on what is happening in your school – for example, how you engage with students, use teacher aides, construct IEPs, and manage students in large groups such as at assembly.

   These  video clips in which Katherine talks about disability, inclusion, and her role as a member of the Children’s Commission’s Young People’s Reference Group are several years old now but still provide excellent insight.

   Rees, K. (2010). “Beyond inclusive education: How to get there and why it matters”. In Whakarongo Mai, Listening – Stories from the Inside. Wellington: NZCER/Cognition Institute/Office of the Children’s Commissioner.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools

   Contributed by:

   Carroll-Lind, J., and Rees, K. 2009 Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

6. 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.

7. 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

8. Katherine Rees, Disability Advocate

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.Katherine Rees does not have ASD but is...

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   Katherine Rees, Disability Advocate

   Carroll-Lind, J., and Rees, K. (2009). “School for All: Children’s Right to an Inclusive Education in New Zealand”. Proceedings of the Making Inclusive Education Happen: Ideas for Sustainable Change Conference. Wellington: Te Papa.

   Katherine Rees does not have ASD but is a strong advocate for students with disabilities. While still in school she was a member of the Young People’s Reference Group to the Office of the Children's Commissioner. She continues this advocacy work today in groups such as  Action for Children and Youth Aotearoa and  Be.Accessible.

   Katherine contributes her voice to “ School for All: Children’s Right to an Inclusive Education in New Zealand”, which discusses the concept of inclusive education, the commitments New Zealand has made to this goal, and the reality for students and their families and whānau.

   In  Whakarongo Mai Katherine describes further her experiences as a disabled student at school, and especially at secondary school. She calls for greater collaboration that includes the voice of the student in decisions affecting their schooling experience.

   Both items can be used to prompt thinking on what is happening in your school – for example, how you engage with students, use teacher aides, construct IEPs, and manage students in large groups such as at assembly.

   These  video clips in which Katherine talks about disability, inclusion, and her role as a member of the Children’s Commission’s Young People’s Reference Group are several years old now but still provide excellent insight.

    Rees, K. (2010). “Beyond inclusive education: How to get there and why it matters”. In Whakarongo Mai, Listening – Stories from the Inside. Wellington: NZCER/Cognition Institute/Office of the Children’s Commissioner.

   Resources for:

   Further learning

   Relevant to:

   Understanding inclusion, Special education and ASD in NZ school settings, Building inclusive school cultures, Evolving inclusive practices, Specific issues for secondary schools

   Contributed by:

   Carroll-Lind, J., and Rees, K. 2009 Wellington: Te Papa.