Identify learner needs
Suggestion for implementing the strategy ‘Reduce barriers to learning’
On this page:
Go to top of current page: Identify needs
Go to top of current page: Identify needs
Ask what helps
Ask what helps
Learners may not know what helps them. Meet with them. Discuss possible barriers to learning and options for support.
![11751 [DSC-0200.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-0200__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Checklist for knowing learners
Checklist for knowing learners
Look for anything that is going to help you as you consider a range of potential tools and supports.
Consider these factors:
- culture, language, and identity
- environments and spaces where the learning will happen (classroom, home)
- demographics (age group, local connections, and affiliations)
- learning-related data
- medical or health conditions
- knowledge of learner preferences, abilities, and interests
- personal connections and relationships
- wairua, wellbeing, and moral and physical health
- individual learner goals and aspirations.
Partner with whānau
Partner with whānau
Connect with parents, whānau, and caregivers to understand the strengths and needs of learners.
Make connections wherever you can.
- Invite families to share approaches that are successful at home.
- Identify potential barriers and ask families for solutions based on their personal experiences and expertise.
- Encourage whānau to share successful tools and equipment they use at home.
- Ask families to share a learner’s likes and interests, what they’re good at, what they need help with, and what they can do independently.
Make informed decisions
Make informed decisions
Use a process that is centred on the learner and allows for shared knowledge and collaboration.
![11752 [Make-informed-decisions-2-just-circles.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Make-informed-decisions-2-just-circles__ScaleMaxWidthWzEwODZd.png)
Support self-reflection
Support self-reflection
Provide learners with useful thinking opportunities to identify what is working well and where they require more support.
![11753 [IMG-6182.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6182__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Understand your students’ needs
Understand your students’ needs
Felix, a Year 5 student, explains how accessing information through video and using text-to-speech helps to make his learning easier.
Next steps
More suggestions for implementing the strategy “Reduce barriers to learning”:
-
Current page Identify needs
Return to the guide “Technology tools for learning”
![11746 [DSC-0580.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/DSC-0580__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Autism and learning
Understand:
Strategies for action:
-
Identify needs and ways to provide supportShow suggestions for Identify needs and ways to provide support
-
Key areas of supportShow suggestions for Key areas of support
- Support communication
- Foster social interaction
- Minimise sensory challenges
- Support positive behaviour
- Support self-management
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
