Cultural groups may vary considerably in their understandings of autism spectrum disorder and approaches to supporting autistic individuals. However, approaches to researching, identifying and managing autism are largely dominated by Western perspectives. This review provides an overview of the literature related to autism and Māori, the indigenous people of Aotearoa/New Zealand. A search of the peer-reviewed and grey literature identified 273 potentially relevant publications, and 13 of these met inclusion criteria. The included publications addressed questions related to Māori understandings of autism, Māori prevalence rates and diagnostic and support services for Māori. Findings suggest broad differences in Māori and Western understandings of autism and slightly higher autism prevalence rates for Māori than for non-Māori New Zealanders. The need for diagnostic and support services that are both effective and culturally appropriate for Māori was also highlighted. These findings are discussed in relation to implications for future research and the provision of services for autistic Māori. Lay abstract Most current approaches to identifying, researching and managing autism are based on Western views and understandings. However, different cultural groups may understand and approach autism differently. We searched a wide range of websites, academic journals and other sources for published information related to autism and Māori, the indigenous people of Aotearoa/New Zealand. Our search identified 13 publications that addressed questions related to Māori understandings of autism, Māori prevalence rates and diagnostic and support services for Māori. Overall, we found broad differences in Māori and Western understandings of autism and slightly higher autism prevalence rates for Māori than for non-Māori New Zealanders. Findings also highlighted a need for diagnostic and support services that are both effective and culturally appropriate for Māori. We discuss what these findings might mean for future research and the provision of services for Māori with autism.

Will the Mäori language of the Cook Islands die?" (Tongia, in Crocombe & Crocombe, 2003, p. 105). Statistics show that the Cook Islands Mäori language and its dialects are in decline and are considered endangered (Cook Island Statistics Offi ce, 2006). This is not an issue that the Cook Islands face alone. Many indigenous nations worldwide are dealing with increasing use of the English language. Innovative ways to protect their languages and cultures from encroaching globalization are b eing explored. It is timely to move from the language of critique to that of transformation and hope (Hau'ofa, cited in Robie, 1992). To this end, this paper explores earlychildhood educational initiatives which have been implemented, and examines the constraints to development of authentic educational practices and initiatives implemented in the last decade by the Cook Islands, particularly in early-childhood education programmes aiming to regain culture and language. Further initiatives are considered to strengthen authentic and traditional practices. The term "maroro Mäori" (fl ying fi sh) has been coined to describe the interspersing of English and Mäori in sentence structures (Crocombe & Crocombe, 2003). This phenomenon, known as code-mixing, is explored as an innovative practice in the process of language evolution.

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Service is a fundamental value for the teaching of Pacific-heritage learners. This article describes educators’ perspectives of the value of service, one of the values foundational to Tapasā. Findings from interviews, talanoa, and teaching observations show that service is demonstrated and nurtured differently by Pacific and non-Pacific educators, and therefore is experienced differently by Pacific-heritage learners, depending on who is teaching them. Ensuring service is strongly embedded in teaching involves demonstrating deep care for learners and holding high expectations while providing strong support.

Case studies exploring how educational policies can help teachers serve learners disadvantaged through cultural marginalization are urgently needed to inform education systems internationally. The study reported here explored perceptions of Pacific cultural values at the heart of education policy in New Zealand that were intended to improve opportunities of learners with Pacific heritage. Participants included early childhood, primary, secondary, and tertiary teachers of Pacific and non-Pacific heritage. Data included interviews and teaching observations. Results indicate that the Pacific values can be more deeply felt, understood, and enacted by Pacific teachers than their non-Pacific counterparts. Results are discussed in relation to tenets of culturally sustaining pedagogy and aspects of the Pacific-based Fonofale model. Implications of this work include that initial and in-service teacher education must assist teachers to develop working understandings of values as they are felt and experienced by policy target groups. This study contributes to the literature by discussing how a culturally-embedded model can be a useful tool towards ensuring teachers can understand cultural nuances inherent within educational policy and align their practice with these. Keywords: policy; cultural values; Pacific nations; teacher perspectives; initial teacher education; teacher professional development