Gather information to inform practice
Use a team approach to gather information, understand and respond to student strengths and needs, and plan and monitor the effectiveness of learning approaches.
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Take an inquiry approach
Take an inquiry approach
Develop a responsive evidenced-based process of working together that supports students' self advocacy.
- Support the ākonga and whānau to lead and guide the conversation.
- Work collaboratively to identify key learning goals, responsibilities and what success would look like.
- Share concerns, questions, and ideas.
- Consider ākonga strengths as well as barriers to learning.
- Identify how solutions or strategies will be implemented, refined and reviewed.
- Discuss how to assess learning in ways that work for the student.
- Agree on how to stay in touch and share information.
Use circles of evidence
Use circles of evidence
Connect with culturally sustaining frameworks
Connect with culturally sustaining frameworks
Learn from whānau using culturally sustaining frameworks. Understand how to meet hauora or wellbeing and learning needs.
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 well being or life force
- spiritually strengthening aspects for example faith, being in nature, creative activities and meditation
- special interests
- hopes and priorities for ākonga and whānau
Taha Tinana - physical wellbeing
- physical activity and recreation preferences
- sensory challenges
- medications and allergies
Taha Hinengaro - mental and emotional wellbeing
- strengths and talents
- dislikes, what can upset them
- 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 - mountains and awa - rivers
- interests in the environment, plants and animals
- connections to people and ancestors.
Use a range of tools
Use a range of tools
Use a range of informal and formal tools to track how ākonga are going with their learning and to identify any signs that they may need support.
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Check your thinking with your peers
Check your thinking with your peers
Take every opportunity to check your thinking and observations with your teaching peers.
Closed Captions
Next steps
More suggestions for implementing the strategy “Identify needs and ways to provide support”:
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Current page Gather information to inform practice
Return to the guide “Fetal alcohol spectrum disorder and learning”
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
- Understanding FASD
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Teach students about alcohol harm during pregnancyShow suggestions for Teach students about alcohol harm during pregnancy
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
- Work as a team
- Gather information to inform practice
- Access support
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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 years 9-13Show suggestions for Helpful classroom strategies years 9-13
