Build whanaungatanga
Partner with tāngata whaitakiwātanga, autistic ākonga and their whānau so you can understand and respond to their learning needs.
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Act on whānau expertise
Act on whānau expertise
Parents, Dayna and Phil, and class teacher Linda Ojala demonstrate the impact of working in close and responsive partnership.
Connect with culturally sustaining frameworks
Connect with culturally sustaining frameworks
For example, use dimensions from the Māori health model, Te Whare Tapa Whā
Taha Whānau - family, people and relationships
- whānau, friends, iwi and hapū
- cultural, religious, social and recreational connections
- professionals working with the family.
Taha Wairua - spiritual wellbeing or life force
- spiritually strengthening aspects, for example, faith, being in nature, creative activities and meditation
- special interests, hopes and priorities for ākonga and whānau.
Taha Tinana - physical wellbeing
- physical activity and recreation preferences
- physical abilities and challenges
- medications and allergies.
Taha Hinengaro - mental and emotional wellbeing
- strengths and talents
- dislikes, what can upset them
- signs that the learner is beginning to feel upset or anxious
- strategies used to calm ākonga.
Whenua - connection to the land and environment
- important places
- iwi and hapū, maunga and awa - mountains and rivers
- interests in the environment, plants and animals
- connections to people and ancestors.
Find out what's important
Find out what's important
Ask students and parents to tell you about what's important so you can connect it to learning.
Read Freya's story A girl and her indispensable cat - Stuff.
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Innovate with getting to know your learner
Innovate with getting to know your learner
Creative alternatives to learner profiles:
1. All About Me Interviews
- One-on-one chats with a teacher or peer using simple, structured questions.
- Use visuals or yes/no prompts.
- Record answers through voice, video, or drawing:
- "What do you like at school?"
- "What helps you learn?"
2. Video Introductions / Self-Presentations
- Learners record short videos introducing themselves.
- They can show their strengths, interests, and needs.
- Great for visual and verbal expression — use prompts or interview formats.
3. Photo Collages or Vision Boards
- Learners select photos of people, places, things, or activities they like.
- Use magazines, printed photos, or digital tools (like Canva or Book Creator).
- Add labels or short captions if appropriate.
4. Learning Choice Baskets
- Use a basket or box filled with objects that represent learning preferences (e.g., headphones, timer, picture of a friend, fidget, iPad).
- The learner selects what helps them learn best.
- You can record their choices as a profile.
5. Interactive Poster or Wall Display
Create a classroom wall or board where learners can add post-its or pictures under categories:
“I feel calm when…”
“I like learning with…”
“I want to get better at…”
Find approaches that work at school and at home
Find approaches that work at school and at home
Approaches or items that could be shared or aligned across home and school include:
- home routines that support ākonga.
- home supports for day-to-day life
- student interests, such as favourite topics, colours, sports and music
- phrases, visual cues, signs and other communication techniques
- visuals that support understanding
- strategies and solutions for specific issues
- objects and items that are meaningful and offer support
- calming strategies, for example, objects, cushions, dark spaces and headphones
- eating and personal routines
- furniture and physical supports, for example, chairs and table heights.
Useful resources
Useful resources
Stephen’s letter
Stephen introduces himself to his teachers before starting at Garin College in Nelson.
Download PDF (69 KB)
Get to know students activities
A range of activities that can be used throughout the school year.
Parent to Parent: Altogether Autism
A nationwide information and advisory service for people living on the autism spectrum, their families, whānau and learning support teams.
Publisher: Parent to Parent
Next steps
More suggestions for implementing the strategy “Identify needs and ways to provide support”:
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Current page Build whanaungatanga
Return to the guide “Autism and learning”
How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
- Build whanaungatanga
- Gather information to inform practice
- Organisations, programmes, and resources
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
