Date
13 April 2024

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

Introduce tools such as visual timers to reduce surprise that an activity is over or to signal that a transition is coming.

Use social stories

Use social stories

Social stories explain a particular situation, event or activity, which can act as a social learning tool.
  • 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

Build a shared understanding of the meaning of the visuals you use as some ākonga may focus on unexpected parts of the image.
  • 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

Website

Popplet

Popplet is a tool for the iPad and web to capture and organise ideas.

Publisher: Notion

Visit website

Website

Classroomscreen

Classroomscreen is a simple online tool that can be displayed onscreen as students complete tasks. The free version includes 19 widgets.

Publisher: Classroomscreen

Visit website

Next steps

More suggestions for implementing the strategy “Key areas of support”:

Return to the guide “Autism and learning”

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