Skip to main content

Inclusive Education

From
Date
19 June 2025
Link
inclusive.tki.org.nz/guides/down-syndrome-and-learning/ask-the-student-what-will-help-and-consider-a-learner-profile

Ask the student what will help and consider a learner profile

Suggestion for implementing the strategy ‘Identify needs and how to provide support’

On this page:

On this page:

Current page section: Ask the student what will help

Go to top of current page: Ask the student what will help

Show list of page sections

Go to top of current page: Ask the student what will help

Go to top of current page: Ask the student what will help

Ask what helps

Ask what helps

Katrina, a high school student from Onslow College makes recommendations about ways teachers can support her learning.

Video hosted on Vimeo http://vimeo.com/100662365

Source: Ministry of Education, inclusive education videos (NZ) (opens in a new tab/window)

Closed Captions

Source:
Ministry of Education, inclusive education videos (NZ)
http://vimeo.com/album/2950799

Build the learner profile over time

Build the learner profile over time

Learner profiles can help school staff build relationships with ākonga and their whānau, understand their perspectives and design learning to meet student needs.

Considerations for learner profiles.

  • Provide multiple opportunities and methods to develop the profile.
  • Prioritise information from students by using effective communication techniques, for example, point to select, or communication boards.
  • Revisit the profile on a regular basis to add depth and new insights.
  • Use a range of input methods such as conversations, observations, formal reviews and regular surveys.
  • Encourage students to understand their needs and preferences as a learner.
  • Act on information that is shared so students can see how their voice helps you design learning experiences that work for them.

What to include in a learner profile

What to include in a learner profile

Discuss with the student and their whānau what to include in a learner profile.

  • Important people
  • Cultural connections and experiences
  • Languages spoken
  • Things the student is good at
  • Memorable life experiences
  • How they like to unwind and relax
  • Likes and interests
  • Dislikes and things they avoid
  • How they like to learn and what helps
  • Things that make it hard for them to learn
  • What they do when they need help

Useful resources

Useful resources

Developing learner profiles

Developing learner profiles

Read time: 3 min

This document provides general support and guidance when developing a learner profile. It includes prompts and questions, alongside purpose and benefits for students.

Download PDF (211 KB)

About me

About me

This learner profile template is a companion to "Developing learner profiles". It is an interactive PDF with questions for students to answer.

Download PDF (596 KB)

Examples of learner profiles

Examples of learner profiles

File

Primary school learner profile

An example of a NZ primary school student’s learner profile, developed by the adults around her.

Download DOC (613 KB)

Rachels learner profile NZ high school

Secondary school learner profile

An example of a NZ secondary student’s learner profile.

Download PDF (331 KB)

Next steps

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

Return to the guide “Down syndrome and learning”

11436 [Down-Syndrome.jpg]

Down syndrome and learning

How to use this site

Guide to Index of the guide: Down syndrome and learning

Understand:

Strategies for action:

Key resources:

Top

This is a Ministry of Education initiative​​​​​​​. We shape an education system that delivers equitable and excellent outcomes.

This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.

Information on the Inclusive Education website is regularly updated so we recommend you check the website version of this information to ensure it remains current.