Build whanaungatanga
Partner with tāngata whaitakiwātanga, autistic students 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
- sensory challenges
- medications and allergies.
Taha Hinengaro - mental and emotional wellbeing
- strengths and talents
- dislikes, what can upset them
- signs that the student is beginning to feel upset or anxious
- strategies used to calm students.
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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Build the learner profile over time
Build the learner profile over time
Considerations for learner profiles.
- Provide multiple opportunities and methods to develop the profile.
- Prioritise information from students by using effective communication techniques, for example, point to select, or communication boards.
- Revisit the profile on a regular basis to add depth and new insights.
- Use a range of input methods such as conversations, observations, formal reviews and regular surveys.
- Encourage students to understand their needs and preferences as a learner.
- Act on information that is shared so students can see how their voice helps you design learning experiences that work for them.
For more information download the Ministry of Education Developing Learner Profiles pdf.
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 the student
- 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 for their children
- 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
Developing learner profiles
Read time: 3 min
This document provides general support and guidance when developing a learner profile. It includes prompts and questions, alongside purpose and benefits for students.
Publisher:
Download PDF (211 KB)
About me
This learner profile template is a companion to "Developing learner profiles". It is an interactive PDF with questions for students to answer.
Download PDF (596 KB)
Stephen’s letter
Stephen introduces himself to his teachers before starting at Garin College in Nelson.
Download PDF (69 KB)
Family/whānau file
A booklet to help parents of students with additional needs to brief their child’s school.
Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga
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
