Present information in different ways
Support access and understanding by presenting information to tāngata whaitakiwātanga - autistic students in different ways.
On this page:
On this page:
Current page section: Present information in different ways
Go to top of current page: Present information in different ways
Go to top of current page: Present information in different ways
Go to top of current page: Present information in different ways
Use visuals
Use visuals
Build a shared understanding of the meaning of visuals.
Some students may focus on unexpected parts of the image that you have not noticed, for example, items in the background.
- Make visuals of daily tasks, processes and steps.
- Label resources with visuals, colours and text for easy identification.
- Make visuals and resources easy to find by using clearly divided zones, for example a maths resources zone.
- Use charts, visual calendars, colour-coded schedules, visible timers, and visual cues to increase the predictability of regular activities.
- Offer graphic organisers and flowcharts to break tasks into shorter chunks.
- Use visuals, social stories and video models to support learning of new skills or behaviours.
Support understanding with visuals
Support understanding with visuals
Offer information in more than one way.
Use symbols and graphics to illustrate key concepts.
Keep the layout clean and uncluttered.
Source: CORE Education
Take a multi-sensory approach
Take a multi-sensory approach
- Offer real experiences.
- Use images, audio and video to support text and spoken information.
- Use physical or online manipulatives and tools to support tasks. For example number lines, base ten blocks, counters and scales.
- Use closed captions on videos.
- Use online simulations when possible, for example, online experiments.
- Offer digital text alongside printed versions so students can personalise it by enlarging it, listening to it, or changing the font, colours and filters.
- Make instructions, demonstrations, or key content rewindable and accessible 24/7 using screencasts, recordings, images and videos.
- Put content in a variety of formats in one place, for example, a video, a graphic and text document, by using online tools and digital platforms.
Use video modelling
Use video modelling
- A video model shows the student, a peer or someone else doing the desired skill or behaviour.
- A video model could show a variety of skills, for example a hand washing routine, a social interaction such as turn taking or a model of a transition between the classes, to assembly or an emergency drill.
- A video model of the autistic student may be made using snippets from multiple occasions.
- The student watches the video to learn and copy the skill or behaviour.
- When making video models do not include “what not to do” as these may be learnt instead of the positive model.
Use emoticons
Use emoticons
No captions or transcript
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13 ”:
-
Current page Present information in different ways
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:
-
Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
-
Key areas to supportShow suggestions for Key areas to support
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
- Support participation and confidence
- Present information in different ways
- Support processing and organisation
- Provide options for students to create, learn and share
