Date
23 March 2024

Assessment and monitoring using a team approach

Suggestion for implementing the strategy ‘Identifying needs and strengths, and accessing support’.

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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.

Establish a team

Establish a team

Take a team approach to providing responsive support.
  • Be guided by the student and their whānau.
  • Involve your learning support coordinator and Teacher of the Deaf.
  • Identify and connect with colleagues who have experience teaching students who are Deaf or hard of hearing.
  • Consider connecting to external expertise or agencies. 

Gather useful data

Gather useful data

Build a full picture of your student's strengths, needs and preferences, such as:

  • sensitivities and preferences
  • ways they learn successfully
  • language and communication skills
  • gross and fine motor skills
  • literacy skills
  • numeracy skills
  • ability to act independently
  • social skills and ability to form relationships.

Teaching as inquiry

Teaching as inquiry

Be a learner as well as a teacher.

  • What is important (and therefore worth spending time on), given where my student is at?

  • What strategies (evidence-based) are most likely to help my student to learn this?

  • What has happened as a result of my teaching and what will I need to do next?

Useful resources

Useful resources

Website

Supporting children who are deaf and hard of hearing

Information on the support available from the Advisers on Deaf Children (AoDCs) and Resource Teachers of the Deaf (RTDs). Links to their websites and phone numbers are included.

Visit website

Next steps

More suggestions for implementing the strategy “Identify needs and how to provide support”:

Return to the guide “Deaf or hard of hearing students and learning”

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