Transition Resources: a collection of teaching resources to assist students with special needs

The resources listed have been identified by the Learning Exchange as valuable tools to assist teachers in facilitating activities for students with special needs and to achieve successful student participation in transition from school to work.

The following print or journal resources are available through the Learning Exchange. You can request access to these items by visiting the Learning Exchange or contacting us via email to lex@parra.catholic.edu.au. A pdf version of this resource booklet can be downloaded from the Learning Exchange website.

The Web based resources below are hyperlinked for instant access.

The resources listed have been split into sub-headings of Transition.

Life Skills

Life skills: 225 ready-to-use health activities for success and well-being (Grades 6-12).

Section 4 covers life skills whilst section 6 covers nutrition.

Life skills activities for secondary students with special needs.
This resource has 190 ready to use lessons with reproducible worksheets ranging from Interpersonal, communication, money management, timetables nutrition & problem solving skills.

Life skills activities for special children: including 145 ready to use lessons…
Includes nutrition, time-telling, hygiene, using public transport, telephone usage etc.

Life skills practice.
This manual has worksheets to help transition from school to the workplace with an understanding of common job skills, being part of a team, understanding money, using manners, making phone calls, etc.

Steps for the future.
This Macintosh software program conveys a positive message, as players follow the story of a young man overcoming a disability. It also addresses issues including bullying, peer pressure and binge drinking, as well as difficulties in finding a balance between work, study and life.

The straight talk manual : a self-esteem and life skills workbook for young people aged 9-14.
Some topics covered are friendships, healthy body, waste management.

You can do it! (Kit) VHS + Activity handouts
This kit provides activity worksheets on self assessment of life skills used.

You can do it too! (Kit) 2 x VHS + Activity handouts
This kit allows the student to be motivated through activities involving effort, goal setting, time management, persistence etc.

Social Skills

Social skills activities for special children: including 142 ready-to-use lessons with reproducible activity sheets.

Section 3 ‘Developing positive social skills’ will benefit the student in body language usage and voice tone amongst other important skills needed for effective communication.

Social skills lessons and activities for grades 7-12.
This workbook will aide the student into starting a conversation through role-play and assist in many other social aspects needed in their transition to the workplace.

The social skills handbook: practical activities for social communication.
Covers appearance, using the telephone, etc. This resource gives ideas for a teaching approach to life skills needed in the workplace using video, realia and ephemera materials as props.

Time/Time Management

Lets tell the time to the half and quarter hour.

This picture/text boardbook is in 3 parts; a clock, digital time and text time. The student has to match the correct 3 parts.

Lets tell the time to the hour.
This picture/text boardbook is in 3 parts; a clock, digital time and text time. The student has to match the correct 3 parts.

Maths activities using time clocks: for lower secondary students.
Usable worksheets for instruction on Train timetables, 24 hour clock, yearly calendar and digital and analogue clock exercises.

Tell the time: mathematics
This workbook has worksheets for telling the time in digital and analogue with action story problems, in telling the time using addition, subtraction, multiplication and division.

Tell the time: support materials.
There are team games, calendar Bingo, explanation of the seasons, days of the week and 5 x table to name a few examples.

Time.
This workbook has reprintable worksheets discussing digital and analogue clocks, bus timetables, counting time in 5’s, etc.

Money/Maney Handling

Life skills: picture maths.

These worksheets will benefit students with visual learning through clear illustrations for adding, subtracting, multiplying and dividing.

Money: level 3.
This workbook has illustrations of the Australian currency, shopping lists with illustrations including fresh fruit and vegetables.

Money and finance: mathematics activities on a financial theme for lower secondary students.
This workbook has examples of the Australian currency. There is an explanation of how to use EFTPOS and ATM machines.

Survival maths: food shopping.
This workbook has mathematical money problems with illustrations of food items and text.

Survival maths: money.
This workbook will assist the student to identify change to be given, adding money and rounding off.

Money skills: for Macintosh and Windows. Ages 4 –7.
Can be used with an interactive whiteboard with five activities teaching counting, adding money and making change with over 50 difficulty levels in Australian currency.

Health and Nutrition

Health: developing awareness of health and personal development (Level 7).

This workbook includes time management, communication, advertising and healthy eating.

Personal awareness: years 7-10 teaching kit.
This workbook has activity sheets and ideas for discussion on topics of self-esteem, effective communication, individual differences, managing stress and goal setting.

Teacher Resources

Connecting with others; lessons for teaching social and emotional competence, Grades 9-12.

Some areas covered in this manual are communication, cooperation, personal growth and preparing for adulthood, through games, quizzes and worksheets.

Images: a you can do it! Education resource
Reproducible illustrations for communicating a culture of achievement and social well being (Year 7-12).

You can do it! : program achieves grades 9-10.
This workbook is divided up into lesson plans for the following units; getting started, confidence, persistence, organisation & getting along.

You can do it! : program achieves grades 11-12.
This workbook is divided up into lesson plans for the following units; getting started, confidence, persistence, organisation & getting along.

Web-based Resources - Retail

Junk food ads aimed at children (Author unknown)

Shows the student how powerful the psychological persuasion is of advertising towards children, using graphics that aren’t reality.
4:05 mins.

What’s in the shopping bag? PBS kids Go!
A colourful webpage with illustrations of a retail product where the student has to answer interactively what is in the advertised box. The answers are revealed by hitting the ‘send’ button.

Psychology of supermarkets. (student – Author unknown)
Shows an adolescent walking into the supermarket with a list of 6 items and his food choices walking the aisles.
4:17 mins.

Supermarket psychology: entrances, layout & shelving. Food Investigators Series, SBS.
Takes a tour around our Australian supermarket layout giving explanation why products are placed at a certain place on the shelves.
3:05 mins.

Web-based Resources - Customer Service

Customer service video. (Students-Author unknown)

This video is an ideal communication tool to show students how to approach the customer and what NOT to do.
6:40 mins.

Mr. Bean – Bad customer service. Official Mr. Bean.
Shows a cartoon caricature of Mr. Bean in a china shop whilst assistant is on the phone….a NOT what to do video.
2:48 mins.

Web-based Resources - Telephone skills/Communication

Telephone etiquettes and manners. Let’s talk.

This video instructs the student how to answer and make a personal call, or business call.
Slideshow/voice presentation with adolescent images.
4:49 mins.

Web-based Resources - Safety in the Workplace

Captain Safety—Episode 4, Avoid workplace hazards. (Author unknown)
This cartooned clip is lighthearted but straight to the point on eliminating workplace injuries due to day to day hazards.
2:56 mins.

Captain Safety—Episode 7, Preventing back injury. (Author unknown)
This cartooned clip is lighthearted but straight to the point on eliminating injuries to the back in the workplace and at home.
4:50 mins.

Manual Handling back to basics. Safety media.

This instructional video highlights lifting procedures in a PowerPoint sequence using line drawings.
3:12 mins.

Web-based Resources - Personal Hygiene

Smell check (Author unknown)

This video has a cartoon character showing how to groom himself before he enters the public. Very comical and adolescent jargon. Aimed at male hygiene.
4:36 mins.

Food Safety Music– you’d better wash your hands—Animation (Author unknown)
A parody of The Beatles ‘I wanna hold your hand’. Gets the point across through song and animation.
2:19 mins.

Web-based Resources - eBooks and Journals

eBook Titles

Food choices: the ultimate teen guide. 2010
This guide provides teens with a new look at food and eating, guiding teens into a greater knowledge of food and healthy eating discussing numerous topics related to food and eating.

Helping kids and teen with ADHD in school: a workbook for classroom support and managing transitions. 2009
This fully photocopiable workbook will help you to work collaboratively with young people to learn, test strategies, set goals and develop comprehensive support plans around individual needs.

Life skills activities for secondary students with special needs. 2nd ed. 2010.
Ready-to-use lessons for teaching basic life skills to adolescents with special need. This book offers teachers a unique collection of more than 200 worksheets to help adolescents build the life skills they need to achieve independence and succeed in every day life.

Journal Titles

Teaching exceptional children. 2001 to current.
Feature full-text articles dealing with practical methods and materials for classroom use aimed at teachers of children with disabilities and children who are gifted; an official journal of the Council for Exceptional Children, Arlington, U.K.

Collaborative teaching

The following articles are available fulltext via our Ebscohost database. You can request access to these articles by contacting Learning Exchange or you can access the Ebscohost databases via Staffnet-Resources-Library-eResources.

A Collaborative Conversation.
By: Staenberg, Linda; Vanneman, Susan. School Library Monthly, Dec2009, Vol. 26 Issue 4, p15-17, 3p, 1 Black and White Photograph
Abstract: An interview with school librarian Susan Vanneman and classroom teacher Linda Staenberg is presented. When asked about their perceptions of collaborative teaching, they refer to the limited cooperation and coordination among librarians and educators. Vanneman reveals that the team became a Professional Learning Community that focuses on lesson design, strategies, and extension activities. Staenberg suggests to share a vision through open communication to effectively collaborate on projects.


Building Guided Inquiry Teams for 21st-Century Learners.
By: Kuhlthau, Carol C.; Maniotes, Leslie K.. School Library Monthly, Jan2010, Vol. 26 Issue 5, p18-21, 4p, 5 Charts
Abstract: The article tackles on how to design a teaching team that uses a guide inquiry approach in meeting the needs of 21st-century learners. It outlines the five kinds of learning in the inquiry process which are curriculum content, information literacy, learning how to learn, literacy competence and social skills. It discusses the use of core and extended teams in implementing the guided-inquiry learning, and illustrates its application in primary, middle and high school levels.


Co-Instructing at the Secondary Level.
By: Rice, Nancy; Drame, Elizabeth; Owen, Laura; Frattura, Elise M.. Teaching Exceptional Children, Jul/Aug2007, Vol. 39 Issue 6, p12-18, 7p
Abstract: The authors discuss strategies for successful collaborative teaching at the secondary level. Some tips for success include understanding your partner's teaching style, determining that all involved parties have a willingness to co-teach, and scheduling shared planning time. The United States Individuals With Disabilities Education Improvement Act of 2004 (IDEA 2004) along with the United States No Child Left Behind Act (NCLB) mandate that special education instruction must be closely tied to the general education curriculum, making successful collaborative teaching all the more important. It is noted that a study conducted with general educators revealed that some of the most relevant qualities for a special education instructor include professionalism and content knowledge.

Collaborative School Communities that Support Teaching and Learning.
By: Irwin, Judith W.; Farr, William. Reading & Writing Quarterly, Oct-Dec2004, Vol. 20 Issue 4, p343-363, 21p
Abstract: After reviewing the literature on the power of collaborative community in schools, the authors describe interview data collected from educators involved in collaborative change projects related to literacy. First, the authors interviewed a teacher from a middle school team that had changed their literacy instruction toward a more inclusive and authentic pedagogy. Second, the authors interviewed participants from a similar one-year collaborative change program in one elementary school. The data describe experiences of teacher decision-making within communities that are characterized by respect for differences, mutual caring and support, and inclusive decision-making processes. The subsequent loss of a sense of collaborative community in the school study is partially explained by factors that intervened in the ensuing years and was accompanied by a shift away from authentic literacy experiences and back to the use of worksheets and standardized programs.

Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study.
By: York-Barr, Jennifer; Ghere, Gail; Sommerness, Jennifer. Journal of Education for Students Placed at Risk, Jul2007, Vol. 12 Issue 3, p301-335, 35p, 2 Diagrams, 2 Charts Abstract: Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this article, we describe coteaching instructional models to support ELL students in elementary general education classrooms. ELL and general education teachers collaborated in planning, teaching, and reflecting on their instruction. Despite an expedited timeline for implementation and decreased personnel resources in the 2nd year of the study, collaborative teaching relationships were productive and rewarding. Of greatest importance, ELL student achievement increased substantially. Implications for practice include building the knowledge that supports collaboration, strategically allocating instructional personnel, and providing ongoing opportunities for collaborative learning and development.

Coteaching Revisited: Redrawing the Blueprint. By: Kloo, Amanda; Zigmond, Naomi. Preventing School Failure, Winter2008, Vol. 52 Issue 2, p12-20, 9p, 3 Charts Abstract: Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe coteaching as it is currently practiced. After arguing that educators have not yet realized the potential of coteaching, the authors propose a new framework for looking at coteaching and a blueprint to guide its implementation differently in different instructional environments.

Learning About Mason: A Collaborative Lesson With a Struggling Reader.
By: Compton-Lilly, Catherine. Reading Teacher, May2010, Vol. 63 Issue 8, p698-700, 3p, 1 Black and White Photograph
Abstract: This article describes a collaborative lesson that a first-grade teacher created with her teaching colleagues to help her identify and address the reading challenges that one of her students experienced. She had been working with the student for several months, but had made little progress. The collaboration involved a small group of educators who worked with the student using the Reading Recovery program. Reading Recovery can be used with groups of students or individuals. The article explains how a collaborative lesson works and provides details of the particular plan for the student in question.


'Working Smarter By Working Together'.
By: Honawar, Vaishali. Education Digest, Oct2008, Vol. 74 Issue 2, p17-21, 5p Abstract: The article presents an exploration into the use of collaborative teaching methods as a mean to improve the impact of education in the United States. An overview of the philosophy and practicality of the teacher-collaboration model is given, highlighting its distinction from traditional ideas of the individual-teacher to individual-student paradigm. Comments are offered warning against the challenges of the method, citing the need to avoid intra-teacher conflict. The importance of applying collaborative teaching as a paradigm for specific needs rather than a formulaic method is also asserted.

Books and multimedia resources available from Learning Exchange

Collaborative teaching in elementary schools: making the co-teaching marriage work! Murawski, Wendy W. 2010
Collaborative teaching in secondary schools : making the co-teaching marriage work! Murawski, Wendy W. 2009
Purposeful co-teaching: real cases and effective strategies,Conderman, Greg, 2009
A guide to co-teaching: practical tips for facilitating student learning, Villa, Richard A.,2008

Integration of technology to support learning

Tech Tales: Marco Torres on Empowering Students Through Multimedia
Marco Torres, a social studies teacher and technology director at San Fernando High School, explores how the creation of multimedia projects empowers his students, as well as those who participate in the San Fernando Education Technology Team (SFETT).

Marco Torres: Challenge based learning in action (video)
St Agnes Catholic High School, 2009

Hawaiian students use sophisticated tools to learn and to learn to solve problems
Before Tamlyn and Quinn did their descriptive writing, they created storyboards about the action they wanted to represent in an assignment on "expanding the moment" -- making the story more intense by describing a fleeting instant in great detail. From their storyboards, they each created a computer animation of the action. Frame by frame, the animation in turn sparked their imaginations and helped them create word pictures. "It gives you ideas about what you see," says Quinn. HyperStudio and Kid Pix were among the computer programs they used.

Technology and Academic Achievement
Les Foltos, New Horizons for Learning
Recently, a growing number of researchers have published studies that provide substantial evidence that technology can play a positive role in academic achievement. Several organizations like Edutopia, the North Central Educational Lab (NCREL) and the Center for Applied Research in Educational Technology (CARET) are documenting research studies that link technology to increases in academic achievement. Two studies are reflective of the growing body of research on technology's role in academic achievement.
Two research studies offer clear direction for educators who are trying to answer the questions raised by Secretary Paige. Both studies argue that improvements in student learning occur when technology is paired with instructional strategies like project-based instruction, which actively involves students in intellectually complex work that demands higher-order thinking and problem-solving skills. Henry Becker's research adds further weight to the argument that technology is a particularly strong tool for supporting active, inquiry-based learning. Becker argues that the kind of active learning necessary to master principles and concepts and explain student work is easier to implement in a technology-rich environment where "students have a rich array of information to work with (rather than only preselected, quality filtered textbook content), when communications structures enable students to pose relevant questions to appropriate individuals…and when technology-based tools such as databases, analytic software, and composition software help them to extract understanding from information" (Becker, 2000).

Critical Issue: Using Technology to Enhance Engaged Learning for At-Risk Students
North Central Regional Educational Laboratory
An increasing number of educators are calling for high standards and challenging learning activities for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students.

Mixed Ability and/or Streaming

Between-class achievement grouping for literacy and
numeracy: academic outcomes for primary students
AARE 2008 Conference in Brisbane QLD
Suzanne Macqueen, University of Newcastle, Australia

Achievement grouping has been practised in a number of forms and contexts for over a century, and has been the subject of copious amounts of research. Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students, the practice has persisted in various guises. Recent research in this field involving primary school students and teachers has investigated the affective outcomes of such practices, but academic outcomes at the primary level have not been studied in recent decades. This paper examines the academic outcomes of between-class achievement grouping in primary literacy and numeracy classes. The conclusion reached is that the current regrouping practice provides no academic advantage for students.

What lessons can schools learn from streaming by ability?
Tim Harford , 3rd January, 2009.
Published on Undercover Economist.
I have written before about “peer effects” in education, which are the influences, positive and negative, that classmates and school friends have on each other. They are hard to identify with much certainty. Bright children might make friends with each other without actually improving each other’s test scores. Or pushy middle-class parents might all flock to the same popular school. Or a class of smart kids might attract a good teacher. All these situations would produce clusters of high and low achievement, yet no true peer effects need be at play.

School streaming 'hurts' less-academic students'
New Zealand Herald, Tuesday May 20, 2008
By Vaimoana Tapaleao
Children at the lower end of a streaming system at school do worse, but it has no affect on brighter students, a British study has found. Less-able children achieve poorly when they are placed with children of the same ability but achieve better if they study with the rest of the class. More-capable students perform well regardless of whether they are in an exclusive class of high achievers or taught in a mixed-ability class, according to the latest reports of the Primary Review - led by Cambridge University.

Streaming and setting do not affect results.
Times Educational Supplement, 5/16/2008, Issue 4788
The article discusses research by the Primary Review, located at Cambridge University, and its investigation into how streaming and setting impact the educational outcomes of primary school children. It is noted that in Great Britain ability grouping in education has been politicized in that Conservatives preferred setting. The report did find that grouping in this way did impact the children socially and that the basis of the groupings was sometimes "arbitrary."

THE CAMBRIDGE PRIMARY REVIEW
Children, their World, their Education: final report and recommendations of the
Cambridge Primary Review, 608 pp, Routledge, October 2009. ISBN 978-0-415-54871-7 (pb), 978-0- 415-54870-0 (hb).
This 608-page report draws on over 4,000 published sources as well as the Review’s extensive evidence from written submissions, face-to- face soundings and searches of official data. Part 1 sets the scene and tracks primary education policy since the 1960s. Part 2 examines children’s development and learning, their lives outside school and their needs, aspirations and prospects in a changing world. Part 3 explores what goes on in primary schools, from the formative early years to aims, curriculum, pedagogy, assessment, standards and school organisation. Part 4 deals with the system as a whole: ages and stages; schools and other agencies; teacher training, leadership and workforce reform; governance, funding and policy. Part 5 draws everything together with 78 formal conclusions and 75 recommendations for future policy and practice. A report of this length and complexity is not readily compressed into a four-page briefing: here, by way of taster rather than summary, are some key points from the report’s concluding chapter.


GROUPING STUDENTS FOR SUCCESS: ACHIEVING EXCELLENCE WITH EQUITY
Independent schools Queensland, 2007
Is there any benefit to grouping students depending on ability? If so, what type of grouping provides conditions for optimal performance?

The research on grouping students by ability is a difficult area because student performance is affected by many variables, including class size, ability range, teaching methods, resources, the degree of differentiation, the attitudes of the teacher and the curriculum content. However, there is some agreement worthy of note with regard to how to best group students.

Primary pupils' experiences of different types of grouping in school
The benefits and disadvantages of grouping by ability, 2004
The practice of grouping by ability in school was popular after the Second World War. It subsequently fell into disfavour, according to the authors, for a combination of reasons. These included:
• evidence of low self-esteem and social alienation of lower stream pupils;
• inconclusive evidence for positive effects on attainment;
• a shift of educational focus towards equality of educational opportunity.
Over the last decade ability grouping in at least one subject has again become common in primary schools because it is perceived as a means of raising standards.

Grouping pupils and students – what difference does the type of grouping make to teaching and learning in schools?, 2004
Selection and ability grouping are issues that can cause heated debate amongst teachers, leaders and parents, as they can hold very different opinions about which of the alternative approaches to grouping they prefer. Those who favour streaming and setting make claims for its effectiveness in terms of pupil or student achievement; those against point to the 'unfairness' of the system and its potentially negative effects on pupils' and students' self esteem. This month, we look at a detailed study of ability grouping to help practitioners consider the various effects different grouping practices have upon learners.

Learning spaces

Understanding and managing classroom space
(pdf)
Classroom environment interacts powerfully with teaching and learning, so how can you ensure teachers throughout your school are making the best use of the space to maximise the learning that goes on? Jane McGregor explains how, even when changing the size of the space is not possible, there is much that can be done to change how the space within classrooms is used.


Optimal Learning Spaces Design Implications for Primary Schools
(pdf)
To achieve optimal design solutions is a complex and challenging goal. This report seeks to frame the multitude of opportunities within just a few major design principles derived from the basics of how people experience spaces in response to the environmental data they gain through their senses and synthesise in their brains. This leads to a focus on naturalness, individualisation and level of stimulation. The resulting practical opportunities have been illustrated / evidenced with case studies and we hope that this material will stimulate significant thought and experimentation about school design amongst clients and designers alike.

Redesigning the classroom environment
The layout of the classroom affects the behaviour of all those in it.
In my work as an educational psychologist I often encounter the difficulties that the physical environment poses to class teachers and children and I have been very struck by the way in which the layout of a classroom affects the behaviour of all those in it.

Educause has a variety of useful articles on Learning Space Design

View photos of school furniture for todays learning spaces:
Silverton Public School
Ordrup School Denmark
St Margaret Mary's Merrylands
and many more via
The Learning Exchange gallery


Previous references to Learning Space Design on this blog can be found by clicking on the "Learning Spaces" tag found on the right hand side column of the blog (may need to scroll down the web page to find the tag)

Readers Theatre resources

Web based resources for Readers Theatre

Teaching strategies for Readers Theatre
can be found at:
MyRead: strategies for teaching reading in the middle years

Readers theatre scripts can be found at:
Aaron Shepherds Readers Theatre Editions
Reader’s Theater Editions are free scripts for reader’s theater (or readers theatre) adapted from stories written by Aaron Shepard and others—mostly humor, fantasy, and world tales from a variety of cultures. A full range of reading levels is included, with scripts aimed mostly at ages 8–15. The scripts may be freely copied, shared, and performed for any noncommercial purpose, except they may not be posted online without permission.

For those who are also members of the Mindful Learning Mindful Teaching Ning there are further resources available on the Readers Theatre page.

Griffiths Primary Readers Theatre (video)

Blessed Mary MacKillop on her way to Sainthood

Blessed Mary MacKillop moves closer to canonisation as a second miracle attributed to her has been accepted by the Vatican's congregation for the causes of saints.

There are a range of educational resources and programs available for schools to learn about Mary MacKillop and her place in Australian Catholic history.

Mary MacKillop place in North Sydney has a museum and runs educational programs, guided tours and retreats for school groups.

The Mary MacKillop website also provides a range of online educational and prayer resources for all schooling levels. They also provides links to a range of Religious Education syllabuses which provide learning about Mary MacKillop and the Sisters of St Joseph. When students are studying themes in these syllabi, they can be integrated with the story of Mary MacKillop and the Sisters of St Joseph.

CEO Sydney provides a webpage of Mary MacKillop resources including Support Material for Schools In the centenary year of the death of Blessed Mary MacKillop 2009 and liturgy resources.

The Sisters of St Joseph provide a brief history of Mary's life and work at their website page - Mary MacKillop's story as well as more resources including Pope Benedict's words about Mary MacKillop in July 2008.

Resources available for borrowing from TLRU.
*Sainthood in Australia : Mary MacKillop and the print media, McCreanor, Sheila J. 2001
*Mary MacKillop [videorecording] ; Caroline Chisholm, Powell, Madeline. 2000
*Mary MacKillop's sisters : a life unveiled Henderson, Anne. 1997
*Igniting sparks of reconciliation and compassion : prayer and ritual for staff gatherings in Catholic schools today Abbott, Margaret. 1996
*The official MacKillop papal.visit 1995. the beatification of venerable Mary Mackillop and the visit by his holiness Pope.John.Paul II to Sydney, Australia 1995
*Mary MacKillop resource kit, 1995
*The story of Mary MacKillop. [Teacher text] Doyle, Bernadette. 1995
*The story of Mary MacKillop. [Student text] Doyle, Bernadette. 1995
*Mary MacKillop : a tribute, Wilson, Andrew. 1995
*Wallaby track woman: Sisters of St. Joseph of the Sacred Heart. Mary MacKillop Secretariat.1995
*Mary MacKillop women : what are they doing now? Kenny, Margaret P. 1995
*Mary [videorecording],Pavlou, Kay. 1994
*Mary MacKillop unveiled O'Brien, Lesley. 1994
*Long have I loved you [videorecording]:Mary MacKillop-a woman of vision Dynan, Bruce. 1992
*Advent, Christmas, saints Lovell, Philippa. 1990
*The Josephite story : the sisters of St Joseph: their foundation and early history 1866-1893, Foale, Marie Therese. 1989
*Mary and Frances : a story about Mary MacKillop and the Sisters of St Joseph,Spence, Eleanor. 1986
*Mary Mackillop : a great Australian, Goodwin, Joan. 1985
Mary MacKillop, a woman before her time, Modystack, William, 1936- 1982