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The Resource library includes descriptions and links to over 100 external publications (books, websites, DVDs etc). To search for a specific topic (for example “classroom strategies”), enter text in the keywords box and click Search. You can narrow your initial search using one of three filter drop-down menus:

  • “Sections” filters the resources in line with the major content sections of the website.
  • “Resources for” filters the resources according to whether they support you to further your learning, to take action, or to explore others’ stories.
  • “Relevant to” filters the resources in line with the topics covered by the subsections of the website.

Once you have searched, “Refine your results” appears on the right-hand side. This allows you to further narrow your search by adding in extra filters.

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There were 6 results.

  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. 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 .

  3. 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:

    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.

  4. 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.

  5. 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 .

  6. 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.

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