Gather information to inform practice
Use a team approach to gather information, understand and respond to student needs, and plan and monitor the effectiveness of learning approaches.
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Get the right people around the table
Get the right people around the table
- Discuss with the student and their whānau who could be part of a supportive team, for example the learning support coordinator, RTLB, support worker, dean.
- Consider asking colleagues who have experience of autism and teaching autistic students if they would like to contribute.
- Consider connecting to external expertise or agencies with specialist knowledge in autism, for example Autism NZ, Altogether Autism.
- Build regular times for communication.
Make regular times to communicate
Make regular times to communicate
- Encourage parents and caregivers to share what they have noticed or assessments they have had done outside school.
- Build on any programmes or materials used at home to maximise consistency and support for the student.
- Develop systems for passing on information about a student’s needs, progress and next steps.
- Share information about out-of-school programmes that may help to boost the student’s self-esteem, for example, classes or groups for music, art, dance or sports.
Take an inquiry approach
Take an inquiry approach
Develop a responsive evidenced-based process of working together that supports students' self advocacy.
- Support the ākonga and whānau to lead and guide the conversation.
- Work collaboratively to identify key learning goals, responsibilities and what success would look like.
- Share concerns, questions, and ideas.
- Consider ākonga strengths as well as barriers to learning.
- Identify how solutions or strategies will be implemented, refined and reviewed.
- Discuss how to assess learning in ways that work for the student.
- Agree on how to stay in touch and share information.
Gather useful data
Gather useful data
Gather qualitative and quantitative data to build a full picture of the student's strengths, needs and preferences.
Qualitative data examples:
- student and whānau voice, feedback, surveys and discussions
- ākonga, kaiako and peers share experiences and impacts
- reflections on learning and real time reporting techniques.
Quantitative data examples:
- language and communication skills assessments and observations
- social interaction observations
- learning behaviour observations.
Share information using digital tools
Share information using digital tools
John Robinson reflects on the value of sharing information using the school SMS and student e-portfolios.
Useful resources
Useful resources
Assessment for learning
Leading local curriculum guide series on using the right tools and resources to notice and respond to progress across the curriculum
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 Gather information to inform practice
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
