Build whanaungatanga
Partner with the students and their whānau so you can understand and respond to their learning needs.
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Ask what helps
Ask what helps
Connect with culturally sustaining frameworks
Connect with culturally sustaining frameworks
For example, use dimensions from the Māori health model, Te Whare Tapa Whā
Taha Whānau – family, people and relationships
- whānau, friends, iwi and hapū
- cultural, religious, social and recreational connections
- professionals working with the family.
Taha Wairua – spiritual wellbeing or life force
- spiritually strengthening aspects, for example faith, being in nature, creative activities and meditation
- interests
- hopes and priorities for ākonga and whānau.
Taha Tinana – physical wellbeing
- physical activity and recreation preferences
- fine and gross motor challenges
- medications and allergies.
Taha Hinengaro – mental and emotional wellbeing
- strengths and talents
- dislikes and things they find difficult
- signs that the student is beginning to feel upset or anxious
- strategies used to calm students.
Whenua – connection to the land and environment
- important places
- iwi and hapū maunga awa - mountains and rivers
- interests in the environment, plants and animals
- connections to people and ancestors.
Support self-advocacy with learner profiles
Support self-advocacy with learner profiles
Having students create a learner profile for themselves is a great way to have them develop a better and fuller understanding of who they are as learners ...
This develops their independence and places them in a better position to self-advocate for the tools, learning materials, and presentation options that can optimise their learning experiences.
Naryn Searcy
Source: UDL Resource (opens in a new tab/window)
Get to know your learner over time
Get to know your learner over time
Creative alternatives to learner profiles:
1. All About Me Interviews
- One-on-one chats with a teacher or peer using simple, structured questions.
- Use visuals or yes/no prompts.
- Record answers through voice, video, or drawing:
- "What do you like at school?"
- "What helps you learn?"
2. Video Introductions / Self-Presentations
- Students record short videos introducing themselves.
- They can show their strengths, interests, and needs.
- Great for visual and verbal expression — use prompts or interview formats.
3. Photo Collages or Vision Boards
- Students select photos of people, places, things, or activities they like.
- Use magazines, printed photos, or digital tools (like Canva or Book Creator).
- Add labels or short captions if appropriate.
4. Learning Choice Baskets
- Use a basket or box filled with objects that represent learning preferences (e.g., headphones, timer, picture of a friend, fidget, iPad).
- The student selects what helps them learn best.
- You can record their choices as a profile.
5. Interactive Poster or Wall Display
Create a classroom wall or board where students can add post-its or pictures under categories:
“I feel calm when…”
“I like learning with…”
“I want to get better at…”
Find approaches that work at school and at home
Find approaches that work at school and at home
Approaches or items that could be shared or aligned across home and school include:
- student interests, such as favourite topics, colours, sports and music.
- visuals that support tasks and multi-step processes.
- phrases, visual cues, signs and other communication and reminder techniques.
- furniture options and physical supports, for example, chairs and table heights that support balance
- approaches and activities to build skills such as balance.
- calming or energising strategies, for example, objects, cushions, swing seats and break out spaces.
- objects and items that are meaningful and offer support for their children.
- strategies and solutions to address specific needs.
Useful resources
Useful resources
Learning Maps
Learning maps are another practical approach for Kaiako and parents to support learners in fun and energising ways that will help to improve their learning.
PATH Planning Process
This site provides in-depth information about the process of PATH planning from a person-centred, kotahitanga approach.
ThingLink
Allows learners to embed hotspots with text, audio, quizzes, and links onto images or videos—great for presenting their learning visually and interactively.
Publisher: American College of Allergy, Asthma & Immunology
Avatoon – Cartoon avatar maker
Students can create personalised avatars that reflect their identity, style, and expressions—perfect for easy self-representation in digital profiles or presentations.
Publisher: American College of Allergy, Asthma & Immunology
Next steps
More suggestions for implementing the strategy “Identify needs and how to provide support”:
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How to use this site
Guide to Index of the guide: Dyspraxia 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
- Build whanaungatanga
- Gather information to inform practice
- Organisations, programmes and resources
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Key areas to supportShow suggestions for Key areas to support
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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 year 9-13Show suggestions for Helpful classroom strategies year 9-13
