Support self-management
Support ākonga to organise and manage themselves using a range of strategies and personalised teaching and learning approaches.
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Create a predictable environment
Create a predictable environment
Use predictable routines and systems
- Use class and personalised timetables so that students can anticipate transitions and manage themselves independently.
- Support routines and comprehension with visuals.
- Keep visuals and supports consistent over time.
- Use the same visuals, signals, language and cues across the school.
- Teach and model how to use planning and scheduling tools.
- Make visuals and resources easy to find by using clearly divided zones, for example a maths resources zone.
Signal and manage transitions and changes
- Use timers, timetables and visuals or task boards to clarify tasks and transitions.
- Talk through last minute changes that may be startling to students.
Use visual timetables
Use visual timetables
Visual timetables support spoken instructions, provide a reference point for "what next" and show changes in routine.
Support time management
Support time management
Use social stories
Use social stories
- Gather information to understand the context, skill, achievement or concept that will be the focus of the story.
- Clarify the positive model, steps or scenarios that you, the ākonga, whānau and team want to develop.
- Develop a social story, preferably with personalised text and images.
- Share the story with the student. Give plenty of time and repetition for understanding to develop.
- Practise skills in a structured teaching situation and then in everyday situations.
- Check for and support generalisation, where the new skills are used in different situations.
- Social Stories by Carol Gray are a type of social story that meets 10 quality criteria. See some examples at Social Story Sampler - Carol Gray.
Use visuals for self management
Use visuals for self management
- Make visuals of daily tasks, processes and steps.
- Label resources with visuals, colours and text for easy identification.
- 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 and video models to support learning of new skills or behaviours.
Useful resources
Useful resources
Popplet
Popplet is a tool for the iPad and web to capture and organise ideas.
Publisher: Notion
Classroomscreen
Classroomscreen is a simple online tool that can be displayed onscreen as students complete tasks. The free version includes 19 widgets.
Publisher: Classroomscreen
Next steps
More suggestions for implementing the strategy “Key areas of support”:
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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
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Key areas to supportShow suggestions for Key areas to support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
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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
