Absolum, M. (2006). Clarity in the Classroom: Using Formative Assessment. Auckland: Hachette Livre NZ.
Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Report from the Medium Term Strategy Policy Division. Wellington: Ministry of Education.
Ballard, K. (2013). Thinking in another way: Ideas for sustainable inclusion. International Journal of Inclusive Education, 17(8), 762-775.
Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-148.
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting Future-oriented Learning and Teaching: A New Zealand Perspective. Wellington, New Zealand Council for Educational Research.
Bourke, R. & Mentis, M. (2010). Research and Evaluation of Narrative Assessment and Curriculum Exemplars for Students with Special Education Needs: Final Report. Palmerston North: Massey University.
Bourke, R. & Mentis, M. (2013). Self-assessment as a process for inclusion. International Journal of Inclusive Education, 17(8), 854-867.
Butler, C. (2013). Universal Design for Learning (video clip). Available at http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Effective-pedagogy/Universal-design-for-learning.
Causton-Theoharis, J. N. (2009). The Paraprofessional’s Handbook for Professional Support in Inclusive Schools. Baltimore: Paul Brooks Publishing.
Center for Applied Special Technology (CAST) (2011). Universal Design for Learning (UDL) Guidelines: Full-Text Representation, version 2.0. Wakefield, MA: CAST.
Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children, 33(2), 56-66.
Clay, M. M. (2005). Literacy Lessons Designed for Individuals. Heinemann: New Hampshire.
Cowie, Bronwen (2000). Formative Assessment in Science Classrooms. PhD thesis, The University of Waikato.
Dixon, H. (2011). Infusing peer assessment into classroom programmes: Descriptions of practice. Set: Research Information for Teachers, no. 2, pp 3–10.
Dumont, H., Istance, D., & Benavides, F. (eds.) (2012). The Nature of Learning: Using Research to Inspire Practice – Practitioner Guide. Centre for Educational Research and Innovation, OECD. Retrieved on 25 August 2015 from http://www.oecd.org/edu/ceri/50300814.pdf.
Educable Project (2000). No Choice: No Chance. The Educational Experiences of Young People with Disabilities. Belfast, Northern Ireland: Save the Children and Disability Action.
ERO (Education Review Office) (September 2008). Partners in Learning: Parents’ Voices. Retrieved on 1 September 2013 from http://www.ero.govt.nz/publications/partners-in-learning-parents-voices.
ERO (Education Review Office) (April 2012). Including Students with Special Needs: School Questionnaire Responses. Retrieved on 17 February 2014 from http://www.ero.govt.nz/publications/including-students-with-special-needs-school-questionnaire-responses.
ERO (Education Review Office) (March 2015). Inclusive practices for students with special needs in schools. Retrieved on 26 March 2015 from http://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-education-needs-in-schools.
Florian, L. and Linklater, H. (2010, December). Preparing teachers for inclusive education:using inclusive pedagogy to enhance teaching and learning for all.Cambridge Journal of Education. 40 (4), 369–386.
Ford, J. (2009). Not too Disabled for the Local School: A Single Site Case Study to Explore Successful Local Schooling for a Student with Very High Needs. Unpublished masters thesis.
Giangreco, M. F. (2005, 2013). Multilevel Curriculum and Curriculum Overlapping (unpublished diagram). Burlington, Vermont: University of Vermont, Center on Disability & Community Inclusion.
Giangreco, M. F. (2007). Extending inclusive opportunities. Educational Leadership. 64 (5), 34-37.
Giangreco, M. F. (2010). Supporting students with disabilities in inclusive classrooms; Personnel and peers. In R. Rose (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Schools. London: Routledge.
Giangreco, M. F., Cloninger, C. J., and Iverson, V. S. (2011). Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities (3rd edition). Baltimore: Paul H. Brookes.
MacArthur, J. (2009). Learning Better Together: Working towards Inclusive Education in New Zealand Schools. New Zealand: IHC.
Macfarlane, A. (2004). Kia Hiwa Rā! Listen to Culture: Māori Students’ Plea to Educators. Wellington: NZCER.
Margrain, V. (2012). Noticing, recognising and responding to exceptional learners: Narrative assessment for inclusive learning and teaching. In Centre of Excellence for Research in Inclusive Education. (2012). Inclusive Education: Perspectives on Professional Practice. Auckland. Dunmore Publishing.
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
Ministry of Education (2008). Te Marautanga o Aotearoa. Wellington: Learning Media.
Ministry of Education (2009). Narrative Assessment: A Guide for Teachers. Wellington: Learning Media.
Ministry of Education (2013). Project interviews (unpublished) during the development of Inclusive Practice and the School Curriculum.
Ministry of Education (2013). Charters and Analysis of Variance: Guidance for Supporting Students
with Special Education Needs. Wellington: Ministry of Education.
Mitchell, D., Morton, M., & Hornby, G. (2010). Review of the Literature on Individual Education Plans Report to the Ministry of Education. Christchurch: College of Education, University of Canterbury.
Robinson, V. M. & Lai, M. (2006). Practitioner Research for Educators. Thousand Oaks, California: Corwin Press.
Te Kete Ipurangi (n.d.). Universal Design for Learning. Retrieved on 17 November 2014 from http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Effective-pedagogy/Universal-design-for-learning.
Timperley, H. (2011). Realizing the Power of Professional Learning. Berkshire: Open University Press.
Published on: 20 May 2015
Return to top