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ENABLERS AND BARRIERS TO THE TRANSITION INFORMATION FOR SCHOOLS

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Information on effective transitions into, between and beyond early learning services.

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Transitions in early learning - into, within and beyond

Moving into a new environment is a time of change and adaptation for children, their families/whānau and teachers. This time of change, commonly referred to as a transition, involves forming new relationships, roles, and responsibilities, and spans the time between preparing for the move to a new environment, to when the child and family/whanau are more fully established members of the new community.

Transitions in the early years include:

Enrolling and participating at an early childhood education setting for the first time.

Moving from one age-specific area to another. For example, moving from under-twos to over-twos and afternoon kindergarten to morning.

Changing from one setting to another. For example, leaving kindergarten to start playcentre.

Entering a new group. For example, moving from the 'toddler group' to 'big kids'.

Starting school. For example, starting home-schooling or attending a local school.

How do you pay attention and respond to the transitions that children make during their time in your setting?

Individuals respond to change differently. Some may be excited, some take it in their stride, while others experience anxiety. During early childhood transitions parents/whānau and even teachers can experience these emotions, as do transitioning children. Transition is an issue for every child, and their family/whanau, participating in an early childhood education setting, regardless of the type of early childhood education community they are a part of.

How does your setting support families and whanau at transitioning times?

A child does not adapt to, and cope with, change in isolation. Parents, whānau, families, siblings, peers, and teachers in the child's world all play an important part in facilitating the process of change with children. Teachers have a crucial role to play in supporting and scaffolding both the child and family/whānau as they navigate their way into unfamiliar environments.

How are you ready to scaffold each child's transition?

What processes are in place for supporting children during these transition times?

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Level of complianceMain audienceOther Recommended All Early Learning Services Service Managers Educators, Teachers and Kaiako Parents, Caregivers and Whānau Transitions in early learning - into, within and beyond Tūngia te ururua, kia tupu whakaritorito te tupu o te harakeke! Clear the under...

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The key features of a successful transition to school that relate to children's achievement and sense of belonging in school appears to be fostered when teachers are able to reduce the mismatch between what is valued in school and the child's funds of knowledge from home and early childhood.

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Transitions &ndash; managing times of change

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Successful transitions are planned and implemented by a collaborative team that includes the student, parents, family members and all those involved in the support and education of a student with additional needs. This guide helps you plan a collaborative and more personalised transition for stu...

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Communities of Learning | Kāhui Ako can use these resources to develop seamless pathways for learners between early childhood, schooling and beyond.

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This page provides Communities of Learning | Kāhui Ako with information that will help their students to transition between education settings and beyond.

Early learning services me ngā kōhanga reo

Communities of Learning are an opportunity for early learning services and schools to work collaboratively to improve education outcomes for all learners. Early learning services are encouraged to join to support the achievement challenges of the Community of Learning.

Youth Guarantee

Youth Guarantee initiatives are about improving the transition from school to further study, work or training. They provide a wider range of learning opportunities, make better use of the education network and clarify pathways from school.

Vocational Pathways arrange jobs into six sectors and recommend appropriate study and training options for learners across all levels of the education system. Helpful tools include the profile builder and the literacy and numeracy calculator, which can also be found on the Youth Guarantee website.

Secondary-to-Tertiary Transition app

The app explores the transition of secondary school leavers into tertiary education. It will help identify the secondary-tertiary pathway and where opportunities exist for schools and tertiary education organisations to work more closely together.

Communities of Learning and school leaders can apply to access the app through their education sector logon provisioning application authoriser and log in using their education sector logon details.

The Secondary to Tertiary Transitions App is provided by The Tertiary Education Commission on their Ngā Kete website.

Regional Economic Activity Report

The Regional Economic Activity Tools present New Zealand economic data via a web tool and mobile apps. The tools highlight trends, challenges and opportunities for each region.

Ka Hikitia and Tau Mai Te Reo

Communities of Learning | Kāhui Ako should use the Ka Hikitia and Tau Mai Te Reo strategies to think about how they will apply these to their achievement challenges and specific circumstances to deliver educational success for both Māori and non-Māori learners. They will also help you develop your own implementation plans, in partnership with local iwi and Māori communities.

A personalised pathway

This video highlights the tools and resources available to support a student's personalised pathway in a Community of Learning.

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Communities of Learning | Kāhui Ako can use resources to develop seamless pathways for learners between early childhood, schooling and beyond, in English and Māori media.

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Positive transitions during a student's years at school have far-reaching benefits. Definition During their years of schooling students make a number of transitions. In addition to the most obvious transitions from ECE to school and from primary to secondary (often involving an additional transition via intermediate school), students also undergo transitions within ECE and school, such as the transition from junior to senior school.

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Stories:

Children transitioning between spaces with confidence

Key points

Ko wai au? | Who am I?

Transition - a process with many parts

The Secret Garden Childcare is a rural early learning service on the outskirts of Fielding, licensed for fifty children, including fourteen under two years of age.

As part of their internal reviews, kaiako at the centre have been inspired to evaluate and critique their internal transition processes using indigenous pedagogy linked to Te Whāriki.

Their evaluation and critique set them on a path to a more holistic approach to transitions. They have placed identity at the centre and use the concept of "Ko wai au? Who am I?" as a framework guiding the way children progress from one area of the centre to another.

Focusing on identity meant thinking about not only who the children are now, but also who they once were, and who they will become. This shift in thinking inspired practical additions to the process for children visiting their new environment at the time of transition and beyond.

The additions include:

a pōwhiri to welcome each child into the new space, where whānau have the opportunity to share stories and information about their child with kaiako and children

a brief summary for kaiako in the new environment, written by kaiako in the room the child is leaving - handing over knowledge on routines and rhythms, settling and comfort requirements, strengths and interests, and "things I still need a little help with"

extending their "Ko wai au?" questionnaire (documentation held in children's portfolios) to include things such as the "significance of my name", "Mohiotanga - what I know or bring with me", and "child and whānau aspirations"

updating the "Ko wai au?" documentation with whānau at every birthday milestone.

Kaiako feel that having a kete of processes for internal transitions helps keep the information visible and relevant. For example, kaiako and children often pick up and extend on the stories shared by whānau at the pōwhiri. The regular updating of the "Ko wai au?" is a good reminder to draw on the information whānau provide in their curriculum design.

"Information is not just sitting in folders, it is living! We have many examples of kaiako adjusting their practice in light of what they have learned about a child. The overall impact we have noticed is increased confidence."

One community whānau

Key points

School - ELS mini projects

Model of shared power and responsibility

Context-specific strategies

ECE and school kaiako in the Learning Journeys from ECE into School Teaching and Learning Research Initiative [TLRI] project met regularly to discuss transition to school in their community. Observations in each others' settings provided the chance to discuss practice and develop mutual understandings.

Joint curriculum planning, for example around themes such as Matariki or the Olympics, allowed expertise to be shared. ECE kaiako and new entrant teachers developed a range of action research "mini projects" to work on together.

Knowing a child's history, and seeing the transition as a small part of a rich whakapapa, helped with understanding the issues for each learner. Teachers felt able to take more ownership when there were problems or potential problems for children, and a greater sense of agency in changing patterns. Some examples include:

rather than predicting a child might have difficulties due to lack of friends, taking steps while the child was still in ECE to support some friendships that could be continued at school

understanding that the school playground could be confusing for new children and developing:

shared books to discuss this

safe and interesting play spaces

strategies to help children initiate play with others.

The strategies that were developed and evaluated in the mini projects were not intended as recipes for others to follow. Instead, the key aspect was the importance of attending to the issues in each setting and offering nuanced approaches to supporting children and their families. As one kaiako concluded:

"It's just finding what fits. It's not like a formula 'do this and your kids are going to transition fine.' It's all those little things ... for some kids, it will just spark something. For other kids, it won't. You have just got to find what fits." (Teacher researcher)

What came through strongly is that power and responsibility neither did, nor should, rest solely with ECE services or with schools. Children's learning was supported when both sides worked together.

Working together in communities fostered a sense of whānau that was evident to the families as well as the teachers. As one teacher noted:

"It's all about whanaungatanga and the importance of working together."

References:
Peters, S., Paki, V. & Davis, K. (2015). Learning journeys from early childhood into school. Teaching and Learning Research Initiative final report.
Teachers who are interested in applying for a TLRI can find the details on: Apply for funding.

Farewell letters

Key points

Linking to NZC key competencies

Documentation speaking to ELS and schools

In Petone Basin's Teacher Led Innovation Fund Transition to School Project, ECE and school kaiako recognised that they had limited understanding of the different curriculum frameworks.

As children moved to school, one ECE kaiako decided to document children's learning using the strands of Te Whāriki alongside the key competencies in The New Zealand Curriculum (NZC). The kaiako wanted to produce a document that would resonate with the new entrant teachers in a format that they were familiar with. It was evident that knowing about the child in advance helped the new teacher get to know the child more quickly. It also opened a dialogue between teachers, as shown in the following diary reflection and quotation:

"The process of changing pedagogical documentation was not an easy one. While I am primary trained, I am no longer familiar with the primary curriculum so it certainly tested my ability to adapt. I was a bit sad to farewell the use of my beloved Te Whāriki, but found that challenging myself made me connect with the NZC. I have received some great feedback from my primary colleagues and even a suggestion that I could add whānau aspirations." (ECE Teacher Journal, December, 2016).

"Thank you for such a detailed and personal account of [Child's name] as a learner and as an individual. I really appreciate the time you have taken in writing these documents, and they most certainly help me in terms of being able to welcome [Child's name] to school in a way which is supportive and responsive. I love the quote you use in regards to the metaphorical image of starting school being like a seedling transplanted into new soil. I am committed to ensuring that all new entrants feel welcomed, secure, safe and nurtured as they begin school life.... I have found the detailed manner in which you link ECE experiences with the key competencies of the NZC very useful. It enables me to 'see' [Child's name] as she currently is within a learning environment, so I can best respond to her in a new one. [Child's name] is clearly 'ready, willing, and able', what a wonderful way to enter school!" (New Entrant Teacher, November 2016).

Source: Petone Basin Transitions to School Project, Checkpoint notes, 2017.

Teachers in both sectors who understand the ECE and school curricula will be able to see the connections for children's learning as they transition to school. The section on 'Pathways to School and Kura' in Te Whāriki (2017) extends on the links diagram in The New Zealand Curriculum (Ministry or Education, 2017, p. 42) to show some of the ways in which the key competencies, values, and learning areas of the NZC might continue the curriculum weaving from Te Whāriki into school. This provides a useful starting point to explore the many connections that can be made.

Transforming learning and teaching experiences of young children entering school

Key points

Introducing a play-based programme in a school

Increasing continuity through familiarity

The new entrant team at Mairehau Primary School, Christchurch were interested in how they might provide greater continuity for children transitioning from ECE to school by making changes to the physical environment, the pedagogy, and what learning is valued (and how this learning happens) for children in their first years of school.

They designed a play-based programme called, "Relating to Others Time", to run each morning of the week from 8.30 am, when children started arriving at school, until 10.15 am.

Kaiako believed that the familiarity of the play-based programme for children, with its emphasis on relationships and on providing children the freedom to make real choices about where, what, and with whom to participate, meant children were more relaxed and excited about coming to school.

Kaiako found a number of benefits from this approach:

The predictability of a relaxed and fun start to the day seemed to invite children to engage and, therefore, helped set the tone of the day.

The children had time to develop a sense of belonging at school and, as a result, they actually settled more quickly.

The activities provided the teachers with prompts for conversations and discussions so that they could get to know the children and were able to make connections to other aspects of the curriculum.

There were fewer concerns with children's behaviour than in the past.

The teachers were frequently surprised and inspired by the children's creativity.

The children were able to pursue interests they found fascinating and motivating and were able to see themselves as successful across a range of disciplines.

Reference: Davis, K. (2015). New-entrant classrooms in the re-making. Core Education Research Report: Christchurch: Core Education.
The children know the school

The playcentre and the school work together to merge approaches to teaching and learning that facilitates children's transition to school

Key point

(Parent/Kaiako, Loreena, speaking to camera)

Loreena Dawson: We've had a really strong relationship with the school, Titahi Bay School, for a long time because we're situated on their grounds. When we do go over to the school, it's generally just to use, maybe the library, or to roam around the playground, there's great artwork on the playground at Titahi Bay School. There's a lot of numbers, octopus numbers, there's letters. We've done letter scavenger hunts, roaming around the school while the kids are in classes.

(Tamariki quietly running past classrooms at the school with their kaiako)

Loreena Dawson: We're going to go round the school into the back, and we're going to look for letters.

(Tamariki looking at signs around the school that have letters)

Student 1: We could be ninjas!

Loreena Dawson: We could be letter ninjas.

Student: Or we could be sneaking ninjas.

Loreena Dawson: Sneaking letter ninjas. So let's go. Hold on to your names on your triangles and we'll see if we can find some letters.

(Tamariki and the teacher gather by a water tank and see the letters that compare to their name and stick a sticker on their paper under the letter)

Loreena Dawson: Can you see it? You've got it, okay stick it on. It's an M, you can stick one on.

(Kaiako and child look at a painted TiTahi Bay School mural on a school wall and look at the letter 't' on the wall)

Loreena Dawson: So there's the little one, where is it, there. And here's your capital at the beginning of your name. Quick, come on.

(A group of tamariki look at a sign stuck to a rubbish bin for letters)

Student: I've got an L in my name.

(Parent/Kaiako, Loreena, speaking to camera)

Loreena Dawson: The children know the school, they know it geographically, they know what the people look like, they've seen a lot of the big kids. A lot of the big kids have been through Playcentre so it's not too scary a place for them.

(Teacher, Mike, speaking to camera)

Mike Laing: We've built an area called Te Manawa which means the heart of the school. It's basically a covered, but outdoor, Playcentre. They've really valued that learning through play, learning through doing, learning through developmental, and we valued that as a school and we'd had that communication but we didn't feel we were doing it really well within our class contexts so we went to them for advice on how we can do that better. They came up with this plan, we fundraised and went through that and we think that's had a significant impact on bringing children to the school. We've adapted some of the early childhood curriculum within our new entrants programme so there's not this sudden change of learning style.

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How to support children, parents, and whānau with transitions in early learning services and into school and kura.

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Explore the science of autism -- and listen to the stories of people who live with it.

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A Must Have for Your Child with Autism! The 5 Point Scale!

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See our advice on teaching students with autism spectrum disorder and links to other supporting resources and organisations.

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Educators, Teachers and Kaiako

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SENCOs and Learning Support Coordinators

Teacher Aides

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Parents, Caregivers and Whānau

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Providing the right support for students with autism can significantly change their learning outcomes and their relationships.

About autism

Autism is experienced differently by everyone who has it. Children and students often need support in communicating, interacting and taking in information. Their strengths may include visual and spatial skills, non-verbal problem solving and both visual and auditory memory.

Educators should work with the student's individual strengths and interests in early childhood education and at school.

The autism guidelines that shape our approach

The autism guideline is the basis for working with autistic people in schools and the community. It's a constantly updated 'living guideline'.

Intensive early intervention for autistic children and students has significant benefits. The guideline recommends:

supportive accommodations and adjustments as soon as possible

responsive services for children, families and whānau

structured teaching and environments that reflect unique needs

support in everyday situations alongside their peers.

The research indicates that, with the right kind of teaching, autistic students develop social and communication skills, and manage their stress and behaviour.

Resources for working with autistic children and students

Two TKI (Te Kete Ipurangi) websites provide specialised teaching resources for working with autistic students.

Inclusive Education website

The Inclusive Education website(external link) has guides and downloads about autism and learning. You'll find out:

information about Autism

how to identify needs and strengths, and access support

how to support key areas of learning and wellbeing (communication, social interaction, thinking, and positive behaviour)

how to use whole-class strategies to support autistic students.

Autism and learning - Inclusive Education(external link)
TKI SE Online website

The TKI SE Online website(external link) is older but has other useful information.

Professional learning for people supporting students with autism

Courses by Autism New Zealand

Autism New Zealand is the supplier of the Ministry-funded programme to provide professional learning for people supporting autistic students.
Autism New Zealand website(external link)
Tilting the Seesaw for Teams is the name of the Autism New Zealand professional learning course. The course will educate teams of teachers, parents, whānau and other key support people in their understanding of autism. It also educates teams of people to work in partnership to develop skills and strategies to support learners with autism.

Tilting the Seesaw for Teams is a free two-day course. Contact Autism New Zealand for information about the course, and the course schedule.

Email info@autismnz.org.nz or free phone 0800 288 476.

The Incredible Years Autism programmes

The Incredible Years Autism programmes are part of a series of interlocking, evidence-based programmes for parents, children and teachers, supported by over 30 years of research.

The Incredible Years Autism is a 14-16 session programme for parents, and the Incredible Years Helping Children with Autism is a separate six-session programme for teachers of children aged 2-5 with autism. Together, they aim to promote children's emotional regulation, positive social interactions and language development.

Other helpful sources of information on Autism

The following links connect you to information and support from specialist, community and government organisations.

The Ministry of Education does not accept liability for the accuracy or content of information on these third party websites. When we link to other websites, that doesn't mean we endorse them. And when you visit those websites, their conditions and copyright policies apply.

Specialist and community organisations

Government organisations and information

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Supporting children and young people with autism

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Working with autistic children and students in schools. Links to more information.

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Texas Autism Visuals printable

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Narrative Assessment a guide for teachers (Ministry of Education, 2009)

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Jen Birch -  Insight into an Autistic Spectrum Disorder

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INSIGHT INTO AN AUTISTIC SPECTRUM DISORDER, by Jen Birch.

Born in 1955, I was raised in rural South Auckland, New Zealand. I loved our cosy little house, kept warm by the Aga coke-burning stove. I spent a lot of time playing on the floor with my plastic dinosaurs and farm animals. In those days, these toys came free in the cornflakes packets.

When I was little, I never learnt to crawl; instead, I propelled myself around the linoleum floor on my stomach, using my limbs as flippers. When I finally began walking at twenty-two months of age, the Plunket nurse�s suggestion of �possible cerebral palsy� was cast aside.

When Mum had to go shopping, with me in tow, the bright, flashing advertising displays then in vogue would cause me to scream in terror, and keep on screaming. Mum had to park my push-chair in such a way that I could see nothing, as anything I saw in shops seemed to set me off.

I was taken regularly to Play Centre, but I wouldn�t mix with the other children, nor would I do finger painting. Sticky substances on my hands or feet are still distasteful to me. I couldn�t catch a ball, I had a strange gait, and had trouble with dressing myself, climbing steps, bike-riding, swimming, all sports, and dancing.

At school I was soon well above my age level in reading and writing, devouring non-fiction books on animals, dinosaurs and prehistoric humans. At the age of seven I asked my teacher for books on Anthropology. Yet, at the same age, when I got a new teacher, I could not speak to her at all, and could not utter the required words, �Good Night, Miss Brown.� For that, I was kept in after school, in a state of panic, still unable to get the words out, until the teacher finally allowed me to write them down instead.

I was an unwilling conscript into the school basketball team, though I could not catch the ball, and had no idea of how the game worked, nor of the concept of team play. On the rare occasion that the ball landed in my arms, this meant terror for me, as both teams would then descend upon me for the ball. In fear and bewilderment, I would get rid of the ball as quickly as possible, not realising that I was supposed to pass it to my own team members and in the direction of our goalpost.

Changing from my tiny country school to the (then) second-largest school in New Zealand � Papakura High School � was a major shock. My academic prowess had put me up a year, so that I was at high school whilst my age-mates were still back at the country school. Therefore, I was on my own in a totally strange environment, (which I find very difficult at any time), confused, and in a state of high anxiety. The concept of changing classrooms when the bell rang was also new to me, and, as I could not navigate my way around the enormous school grounds, I could not find my classes for a few weeks.

My startle response was always very keen: dogs barking, fireworks banging, balloons bursting, brakes squealing, car alarms, sirens, and even soft unexpected noises would severely jangle me, and I could see that other people did not react so strongly to these things. Changes to routine and anything unexpected would (and still can) upset me very much. I found it hard to make friends, and having a conversation was a tortuous business, due to my slower processing speeds, different thought patterns, and lack of a sense of social understanding. Although I could write excellent essays, I could not talk on the phone, nor tie my shoelaces. My difficulties were increasing with age, but I was unable to get any recognition of this, due to the fact that my academic ability was well above average in most subjects.

Reaching the age when my peers and I were entering the working world, I was still very under-prepared to function in this milieu. I managed to hold down jobs for a time, but found social relating, learning new tasks, multi-tasking, and making errors, very stressful. Eventually, I suffered a series of nervous breakdowns, three times ending up in a psychiatric hospital. The second stay was for eight months, and included issues of institutional abuse. My diagnoses then and subsequently included �? Schizophrenia�, �? Borderline Personality Disorder�, �Manic Depression�, �Anxiety Disorder�, and �? The Beginning Stages of Multiple Personality Disorder.�

Far from helped by these experiences, I continued to struggle on with anxiety, depression and confusion during my thirties. My inability to read facial expressions, body language, tone of voice, and whether people were joking or not, meant that I often made incorrect judgement calls. I told my Mum that I felt like �an alien from outer space.� I drew some comfort from my passions of reading, libraries, and poultry keeping. I knew that I was still good at studying, so, in my late thirties, I decided to take a Bachelor of Arts paper at the University of Auckland. I loved it so much that I kept going, eventually enrolling for full-time study, supported by the Adult Student Allowance. At the age of 39 I also met a man who was able to love me in spite of my oddities. We live far apart and still have our unconventional, long-distance relationship.

Meanwhile, back on campus, I attended all the lectures in my own subjects (German, Comparative Literature, Linguistics, Anthropology, English), and any others I could fit in. Near the end of my B.A., I turned up for a seminar by Dr. Angela Arnold of the Department of Psychology, having no idea of what I was about to hear. Dr. Arnold described a particular developmental disorder which affects one in every 300 persons, world-wide, and listed its characteristics.

Shock waves hit me and I started shaking. Afterwards, I managed to �grab� Dr. Arnold before she left the room. We arranged a formal appointment and it became official: I have Asperger Syndrome, (a form of Autism), diagnosed at the age of 43. A lifetime burden of inadequacy, guilt, confusion and fear was lifted from me.

I graduated with my B.A. in 1999, and began voluntary work in the field of Autism Spectrum Disorders. For the first time in my life, having Asperger Syndrome was a PLUS, because my �Insider Knowledge� meant that I was now an advisor and consultant on the condition. I have given training sessions for parents and teachers, participated in New Zealand�s TV One documentary about Autism and Asperger Syndrome, and gave the Keynote Speech for the Auckland Autism Conference and the New Zealand National Conference in 2001-2002. My contributions to Autism Spectrum awareness have been received enthusiastically in New Zealand so far. To provide a written resource for people to refer back to, I then wrote a book: �Congratulations! It�s Asperger Syndrome�, launching it at the N.Z. National Conference in 2002. This year, it has been re-published in London, and is now available world-wide. The N.Z. Listener magazine reviewed it in its Health Column on 7-6-03, and the University of Auckland News in its May 2003 issue.

My book includes the following topics: childhood characteristics of higher-functioning autistic conditions; my childhood in rural NZ of the 1960s; description of higher-functioning autistic conditions as they manifest in the child, teenager, and adult, (including diagnostic criteria); my insider perspective of cognitive differences and how they influence behaviour; fundamental identity issues; social skills deficits; motor skills and co-ordination difficulties; obsessional interests; medical and social issues in N.Z.; the helping professions; the psychiatric hospital; misdiagnoses and incorrect treatment which can mistakenly be applied to Autism Spectrum individuals; the vocational training course; entering the workforce; getting a university degree; adult relationships and sexuality; revelations; my life now; the reasons for diagnosing Autism Spectrum Disorders; implications of non-diagnosis, late diagnosis and misdiagnosis; how Autism Spectrum Disorder can interweave with other medical and developmental issues, thus causing complications; high-functioning Autism Spectrum through the life span; my foray into Evolutionary Psychology; positive aspects of living on the Autism Spectrum � celebrating difference, (hence the book�s title); helpful hints for others on the Autism Spectrum, and our helpers; glossary and notes on the Maori language; bibliography and suggestions for further reading.

This book is essential reading for anyone working with adults on the Autism Spectrum � including, of course, those people who do not REALISE that they are working with individuals on the Autism Spectrum! -- because at the rate of one person in every 150, world-wide, having an Autistic Spectrum or Related Disorder, all professionals are working with us, whether they know it or not.

�Congratulations! It�s Asperger Syndrome�, by Jen Birch. JKP Publishers, London, 2003. (288 pgs).

In the U.S.A.,
this book can be purchased from Barnes and Noble, Amazon.com and other book stores.

In the U.K:
Book Representation and Distribution, 244a London Road, Hadleigh, Essex, SS7 2DE. Email: [email protected]

LONDON Stockists:
Karnac (n-w London), Waterstones (central).

AUSTRALIA:
Footprint Bks, Mona Vale, NSW.; [email protected]

AUCKLAND:
Pathfinder Bks, 38 Lorne St., Auckland; Phone (09) 379-0147; Email: [email protected]
Dymocks at Atrium on Elliott (Akld City).

WELLINGTON:
The Medical Bookshop, Newtown.

CHRISTCHURCH:
Madras Bks & Caf�; Scorpio Bks; Autism NZ.

DUNEDIN:
University of Otago Bookshop.

Price, direct from author, with P+P included (within NZ): $40
Price if sold person-to-person or at speaking engagements: $35.

Jen Birch,
PO Box 17-426, Greenlane,
Auckland, N.Z.
Email: [email protected]

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Jen Birch - Jen's Book > Insight into an Autistic Spectrum Disorder

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This website seeks to give basic information on Autistic Spectrum Disorder, with an emphasis on the higher-functioning types of Aspergers Syndrome and High-Functioning Autism. Checklists are included. To assist interested persons, I have also written a book on Aspergers Syndrome.

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5 Tips for Educators Teaching Students with Autism: Barry Prizant

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5 Tips for Educators Teaching Students with Autism

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Uniquely Human: A Different Way of Seeing Autism By Barry M. Prizant

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Autism Teacher Generated Strategies Australia

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MOE Success For All About Me Question sheet interactive version

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Read online version / ASD for educators / Resources and tools / ASD / Home - SPECIAL EDUCATION ONLINE

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Sensory Profile

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Experience Sharing Framework Oaklynn School

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The third edition of the Guideline was released on 21 November 2022:

Whaikaha - Ministry of Disabled People now lead the Guideline and the Living Guideline process, in partnership with the Ministry of Education.

The NZ Autism Spectrum Disorder Guideline provides evidence-based information for people on the autism spectrum, their family and whanau, as well as health, disability and education professionals and social service agencies. It includes information about good practice that is evidence-based and aims to improve the health, educational and social outcomes for people with ASD.

As part of the implementation of the Guideline, the Ministries of Health and Education established a living guideline process to regularly update the Guideline to reflect new evidence and changing user needs.

Since the living guideline process was established in 2009, Supplementary Papers have been published annually. These provide updates in areas of applied behaviour analysis, pharmacological interventions, supported employment, changes in diagnostic criteria in the DSM-5, gastrointestinal issues, social skills groups, and cognitive behaviour therapy.

The second edition (2016) of the Guideline incorporates the updates developed through the living guideline process. This means that all amendments to the Guideline recommendations, identified in the Supplementary Papers, are incorporated into the second edition.

The first edition of the Guideline was published in 2008.

See the Autism Spectrum Disorder Guideline section for links to further information and resources.

Key points of interest in the Guideline

For health professionals

Early identification of children with ASD is essential - it enables early intervention and is likely to lead to better function in later life.

There is no cure for ASD.

Parents' concerns about their child's development must be taken seriously.

Pathways for people with ASD to access assessment need to be clearly identified. (The Guideline describes some of these pathways.)

Multidisciplinary assessments through specialist ASD services are the best way to improve diagnosis.

Robust information on effective assessment and diagnosis processes for different age groups is needed.

Health professionals assessing people with ASD need to be aware of effective assessment tools and the role of cognitive assessment.

For the education sector

A single approach or solution is unlikely to ever meet the needs of all learners with ASD. Educators need to choose approaches that fit the individual and their settings, and need to be skilled in providing a range of interventions

Strategies need to be implemented right across home, early childhood education, school and community settings if we are to achieve successful outcomes for children and young people with ASD

Most overseas educational intervention programmes are based on three broad approaches:

discrete trial training (DTT)

contemporary behavioural and developmental research findings

developmental (social pragmatic) approaches.

Some programmes include elements of all three. No one approach has been shown to be more effective than another.

Current special education practice in NZ emphasises participation and development, rather than 'fixing' the child.

Teaching children with ASD in isolated settings away from other children is not best practice. Children and young people must be supported to use what they learn in more than one setting. The best way to achieve this is for parents, teachers and peers to work collaboratively.

People providing services and support to children and young people with ASD must have a positive attitude, expertise in ASD, and the willingness to work in a team with the family.

Young children with ASD should be appropriately engaged in goal-directed activities across a variety of home, educational and community settings, for 15-25 hours per week. This is a collective responsibility involving families, early childhood education services, early intervention services (including education support workers) and community services. It does not mean that specialist service providers have to be with the child for all of these hours - but they do need to support others to contribute in accordance with an agreed plan.

Interventions should be monitored and evaluated on an ongoing basis. Changes should be made if there is no evidence of progress within a few months.

The principles of positive behaviour support should be incorporated into educational interventions, with a focus on understanding the function of the child or young person's behaviour.

All transitions should be planned and new environments prepared carefully.

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New Zealand Autism Spectrum Disorder Guideline

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The NZ Autism Spectrum Disorder Guideline provides evidence-based information for health, disability and education professionals and social service agencies who provide services for people with ASD, their families and whanau. It includes information about good practice that is evidenced-based and aims to improve the health, educational and social outcomes for people with ASD.

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Neurodiversity A strengths based approach to teaching diverse learners

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Choose strength not shame: Ben Foss at TEDx

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Valuing differences: Neurodiversity in the classroom

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Speech, language and communication needs of children, adolescents and adults who are involved with care and protection, justice, mental or behaviour services.

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Making a referral for a child, young person or adult

Our experienced speech-language therapists can provide assessments and interventions for children, young people and adults. This can include those involved with care and protection, youth justice, mental health or emotional and behavioural services.

A range of services are offered, from short screening appointments to comprehensive assessments and on-going interventions. Speech, language and communication plans are integrated into other plans that may be in place e.g. care or behaviour plans, individual education plans, Family Group Conference or Court plans. Specific resources. interaction strategies, and professional development for the child or young person or adult's team can be provided. Our team approach ensures:

A highly practical, functional process that considers how speech, language and communication skills interact with other aspects of the person's life e.g. educational achievement, social relationships and emotional and cultural well-being

The child/young person/adult is a key member of the team and their own interests and goals within a strengths-based approach are central

The child/young person/adult and their family/whānau and wider team receive clear information about communication strengths and needs

The timing and placement of sessions are flexible and take place in the most appropriate setting.

As soon as approval has been given for funding we are able to commence services.

Please contact us to discuss a referral or to request a referral form or funding proposal/quote.

Typically we provide an assessment that results in a communication passport and communication plan as a first phase. If further services are required, these are discussed with the referrer. Funding has come from a range of sources e.g. High and Complex Needs, Intensive Wraparound, Intensive Behaviour Services, Oranga Tamariki, funding available to those in forensic settings, and occasionally individual's fund services directly.

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I work with children, youth or adults | Talking Trouble Aotearoa New Zealand

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Contact us to discuss training for professionals about the language and communication needs of children, young people and adults, speech-language therapy clinical assessments and interventions or special consultation or project/research work around language and communication you would like to explore for your organisation. Share this page

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Massey Speech-language Therapy Clinic, Auckland

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Our clinic at Massey University offers speech-language therapy for all ages, including language delays and help with eating, drinking and stuttering.

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University of Auckland Speech-language Teaching Clinic

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We help people of all ages with communication, eating, drinking, and swallowing difficulties.

A first visit takes about 45-60 minutes. Each follow-up visit takes about 45 minutes. We often ask our clients to commit to seeing us once a week for six to twelve weeks. It takes time and commitment on everyone's part for clients and students to make progress.

What happens at the clinic?

You will meet with our Master of Speech-language Therapy students who are gaining the practical experience they need to qualify as speech-language therapists.

Often, a clinical supervisor will also be with you in the room. Otherwise, a clinical supervisor observes the session from an adjoining 'viewing room' through a discreet one-way mirror. The clinical supervisor can come into the consultation room if needed.

We record our student-client therapy sessions. That way, the clinical supervisor and the student can review the session afterwards. The recordings are confidential and always stored securely. We will discuss this with you and ask for written permission before recording starts. Sometimes, we may need to contact other professionals involved in your care, such as teachers or doctors. We will always get your consent first.

Listening and Language Clinic (for children)

While the Speech-language Therapy Clinic caters to adults, the Listening and Language Clinic is for children with speech and language disorders and delays, and is a paid service.

Children are seen by a senior speech-language therapy tutor who is also a certified auditory verbal therapist.

How long do appointments take?

Initial assessments are two appointments up to one hour duration each time usually within a week of each other and cost $345 including GST.

Follow-up appointments take up to one hour, and can be required for anytime upto six weeks, to two years and cost $115 including GST.

The clinic runs between 9am-3pm, Monday to Thursday most of the year.

How to begin?

Please go to our Contact us page. We look forward to hearing from you.

Our clinics' services don't meet everyone's needs. We're unable to visit clients outside our clinics. But there is support available in your community. Please contact your GP or see the helpful links below:

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Find information on what to expect during your assessments and appointments with us.

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 Autism-specific goals and NZ Curriculum*:  Key Competency

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Blooming Framework Presentation (Pierret, 2021).

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9 January 2018 - Many children on the autism spectrum first come to the attention of a speech language therapist because of late developing speech. Auckland-based speech language therapist Simone Horrocks offers her perspective.

THE FIVE PRINCIPLES that underpin Te Whāriki, the Ministry of Education's Early Childhood Curriculum are: Wellbeing Mana autua, Belonging Mana whenua, Contribution Mana tangata, Exploration Mana aotūroa, and Communication Mana reo (MOE, 2017).

Together they form a powerful touchstone that is worth revisiting time and again over the course of a person's development and have the potential to form a strong foundation in anyone's life.

Associated goals and learning outcomes for the "communication" strand include: Developing verbal and non-verbal skills for a range of purposes; enjoying hearing stories and retelling and creating them; recognising print symbols and mathematical concepts and using them with enjoyment, meaning and purpose; expressing feelings and ideas using a range of materials and modes; and discovering different ways to be creative and expressive (MOE, 2017).

These early communication goals underpin almost every aspect of our academic and social development. But communication cannot happen without connection.

Talking or signing alone in a room may be "speech" but unless the message is received, understood, and acknowledged by another, communication has not taken place. With connection comes trust which in turn builds confidence. Confident communicators are more able to express themselves and share what they enjoy and are interested in. An increasing body of scientific evidence tells us we learn better, and retain our learning better, when in a positive frame of mind. Being understood and feeling accepted by others means that students are also more likely to share problems and needs earlier (Diamond, 2014; Dornyei & Ushioda, 2011).

As a wide range of complex issues related to communication and social interaction are a core diagnostic feature of Autism Spectrum Disorders (ASD), speech and language therapists (SLTs) are uniquely placed to offer support and advice.

So what is speech and language therapy and how can it help?

Means, method, and motivation ...

Most people's understanding of speech and language therapy is that it involves "fixing" unclear speech. While this is one area of an SLT's practice, they are also trained to work with communication difficulties in the broadest sense, including all the ways we get our message across and understand others.

For example this might include working with children who have late developing speech or language; people of all ages who experience times when they become dysfluent (stutter) or have difficulty getting the words out (selective mutism); find it hard to join in with social conversation; respond by repeating what others say (echolalia); use a lot of learned phrases or "scripts" (stereotypical language); or have difficulties understanding humour or abstract language.

SLTs also recognise the ways in which acquired disorders, neurological conditions, or differences in a person's cognitive or thinking skills can cause more subtle breakdowns in communication. For example this might include difficulties with planning and organising, understanding time, identifying and expressing thoughts and emotions, managing impulsive behaviour, "reading" body language, or understanding the intentions of others.

And because language learning takes place in a social and cultural context, the work of an SLT is also about supporting inclusion, enabling participation, and creating social opportunities, which may involve education, training, and coaching others in a variety of settings.

Whether a person is verbal or non-verbal, SLTs are specialised in creating a profile of a person's communicative strengths, skills and abilities, which includes assessment of comprehension, or what a child or young person understands.

Many children on the autism spectrum first come to the attention of an SLT because of late developing speech. While most of those children will go on to start using spoken words, some will not. Estimates vary, but it is thought between 25-40% of people diagnosed with ASD do not go on to develop functional language (Beukelman & Mirenda, 2013; MOHE, 2016).

It is important to remember that while a non-verbal person may not use speech, this does not mean they do not have the ability to communicate. Every single human being has the ability to communicate and we are all sending messages to others all the time. This could be anything from a reflexive shiver to communicate discomfort, a smile to indicate pleasure, use of eye gaze or an intentional blink to signal "yes" or "no", to a gesture, a drawing or a written word.

Advising, assessing, and coaching those who may benefit from alternative or augmentative forms of communication - known as "AAC" or assistive technology - is another area of an SLTs expertise. AAC could include any of the forms of communication mentioned above as well as vocabulary systems (paper or electronic) that use words; picture symbols; and/or text to speech software.

It is natural to think that introducing alternative forms of communication might further delay the development of speech, however research overwhelmingly shows us that use of AAC can actually aid speech and language development. In addition, early introduction of AAC has been shown to reduce frustration for both the speaker and the listener, and promote social interaction (Beukelman & Mirenda, 2013; MOHE, 2016).

One of the most powerful ways to set someone up for independence in later life is to ensure they have a method of independent communication. This is something that should be introduced at the very earliest opportunity as confidence and competency take time to develop. It is also important to know that people of any age are likely to benefit from assistive technology and it is never too late to start.

Parents should be mindful however that one particular method, known as Facilitated Communication (FC) and the closely related Rapid Prompting Method (RPM), which involves aided or assisted pointing, or "supported typing", often with associated claims of "unlocking hidden potential and ability", has no evidence of efficacy, and its use has been opposed by the New Zealand Ministries of Health and Education, alongside many other professional bodies around the world (ISAAC, 2014).

It is less well known that SLTs are also able to help with swallowing disorders and difficulties with eating and drinking, including those who have sensory issues and are often labelled "fussy eaters".

So how can I access support from a speech and language therapist?

Depending on their specialisation, most SLTs offering government funded support are employed by either The Ministry of Education, working in schools or early education; the Ministry of Health, working in hospitals or community care; or for ACC supporting rehabilitation. In some areas SLT services are also available through community providers contracted by the Ministry such as Spectrum Care, Explore, McKenzie Centre (Hamilton), and the Champion Centre (Christchurch).

Parents, caregivers, Plunket, educators, GPs, or anyone concerned about a child's learning and development can request assistance and support by contacting the following services:

For children from birth to 5 years

Child Development Service Ministry of Health (MOH)

Early Intervention Service Ministry of Education (MOE)

Early Intervention Service teams work closely with specialists with from the Ministry of Health, to provide assessment and support, depending on your family's needs and communication goals. Parents and caregivers can self-refer.
The (MOE) Communication Service - targeting children aged 5 to 8 years
The focus of this service is to develop the skills of the team around a child with speech, language and communication needs, to support learning and participation. Referral generally comes through a member of teaching staff but parents may also make a referral through their area co-ordinator.
The (MOE) Ongoing Resourcing Scheme (ORS) - support from 5 to 21 years
Children with "high" or "very high needs" may be eligible for support for the entire period of their schooling. Parents are advised to initiate the application process several months before schooling begins, with professional advice and reports required in support of the application.

Some SLTs may work across these services, generally with the adults who spent most time with the child or young person in the home or an educational setting. SLTs also provide training for educators, parents and caregivers, through courses such as Hanen Centre's "More Than Words", which supports social communication, and "Incredible Years", which focuses on skills for managing problem behaviour.

In November 2016, The Ministry of Education announced changes to the provision of these services, with the aim of strengthening inclusion, streamlining access, and collating more individual data on which to develop more tailored and dedicated solutions. Early in 2017 a pilot scheme was launched to trial what will become National Learning Support Services, replacing what was previously known as "Special Education" (MOE, 2017b).

To learn more about LEARNING SUPPORT SERVICES and how to make referral go to: https://www.education.govt.nz/ministry-of-education/regional-ministry-contacts/learning-support-services/

For more information about CHILD DEVELOPMENT SERVICES go to: http://www.health.govt.nz/your-health/services-and-support/disability-services/types-disability-support/child-development-services

For more information about INCLUSIVE EDUCATION including excellent resources and whole class strategies for supporting communication and language development go to: http://inclusive.tki.org.nz/guides/autism-spectrum-disorder-asd-and-learning/
Private practitioners
Alongside funded services, there are many SLTs working in private practice. For more information about how to find an SLT in your area go to the New Zealand Speech-language Therapists' Association website: https://speechtherapy.org.nz/find-a-therapist/

SLTs specialise in many different areas of practice, so as with any professional, check that anyone you engage has specialist knowledge and training in ASD.
University clinics
Canterbury University, The University of Auckland, and Massey University Auckland campus all offer Bachelors and/or post-graduate training for SLTs. Services are available to the public in their University clinics, provided by students working under expert supervision. Services may be free or significantly less than a private practitioner, making this is a good option for families who don't meet criteria for funded support. For more information go to:
Canterbury University Speech & Hearing Clinics https://www.canterbury.ac.nz/science/clinics/speech-and-hearing-clinic/The University of Auckland Speech & Language Teaching Clinics http://www.clinics.auckland.ac.nz/en/about/our-services/speech-language-therapy/slt-our-services/free-speech-language-therapy-clinics.html Massey University Speech Therapy Clinic http://www.massey.ac.nz/massey/learning/departments/institute-of-education/professional-education/speech-and-language-therapy/speech-language-clinic/speech-language-clinic_home.cfm ActivEating
Massey University also offer a special programme based at their Speech Therapy Clinic for children and families managing difficulties with eating and drinking. It is run by one of the clinical educators who is also a NZSTA Expert Advisor for Paediatric Feeding and Swallowing. For more information about ActivEating, including a link to a recent documentary about their work, "The Secret Lives of Fussy Eaters", go to http://www.massey.ac.nz/massey/about-massey/news/article.cfm?mnarticle_uuid=BF0DB55E-4A59-464F-BD9D-3D362EA42C9A
Talklink Trust / Wahanga Tu Korero
The TalkLink Trust hold a contract with the Ministry of Health to provide assessments for Communication Assistive Technology, to enable a person with a disability to communicate more independently and effectively. The service is available nationwide and anyone is able to refer using the form on their website. SLTs work as part of a highly specialised team, offering individualised assessment, training, and technical support. Information about funding and eligibility along with resources and news for AAC users can also be found on their website: http://www.talklink.org.nz - or on their Facebook page https://www.facebook.com/TalkLinkTrust/
Talking Trouble Aotearoa New Zealand (TTANZ)
TTANZ is focussed on the speech, language and communication needs of children, adolescents and adults who are involved with care and protection, justice, mental health or behaviour services. Their team of specialised, practical and energetic speech-language therapists provide clinical services, research, professional training and consultation, and deliver court-appointed Communication Assistance roles in legal settings. TTANZ operates as a social enterprise/profit-for-purposes organisation where any profits generated after individuals carrying out work have been paid are used for pro-bono, training or research activities. Professionals, families, caregivers and youth can self-refer. For more information and contact details go to: http://talkingtroublenz.org

Best practice versus current realities

Communication is seen as a "high-priority learning area", for children and young people with ASD. The New Zealand Autism Spectrum Disorder Guideline (2016), and best practice guidelines internationally, state that SLTs should be involved in the diagnosis and assessment of ASD; communication goals should be included in individual plans for all children and young people with ASD; with assessment and intervention suggestions provided at a minimum of once a year by an SLT, and more often in early childhood (ASHA, 2017a; MOHE, 2016; RCSLT, 2015).

As the support needs of a person with autism are broad and varied, to ensure potential is reached and inclusion is achieved, collaboration is key. SLTs need to be seen as an integral member of any team working with, and alongside, a person with speech, language or communication needs. And as autism is something a person grows with, not out of, this support should be available as needed throughout a person's lifetime.

Currently in New Zealand, government provided communication support services are based on need not diagnosis, but in practice we are seeing that many children and adults with ASD are not meeting the criteria for funding. Due to operational and service delivery issues, we are hearing reports of families experiencing long waiting lists and inconsistent services, and a call for more training and support in schools (ESC, 2016; Sayers, 2016). Distressingly, there are also an increasing number of reports of students with autism being denied access to education as a result of "challenging behaviour" (Cooke, 2017; Kershaw, 2017). And many adults on the autism spectrum have described how exclusion, isolation, and the resulting longing for intimacy contributes to low self-esteem, anxiety, and depression (Howlin et al., 2015; Muller et al., 2008).

In 2016, in along with over 400 parents, caregivers, advocates and professional organisations, the New Zealand Speech Language Therapy Association (NZSTA) contributed submissions to a report by the Education and Science Committee (2016) into the delivery of education for students with dyslexia, dyspraxia, and autism spectrum disorders. Recommendations presented to the New Zealand House of Representatives include calls for better information and access to services; more consistent provision; clearer pathways; and increased funding to support students with ASD from early years, right through into tertiary study and beyond (ESC, 2016).

Challenging behaviour is very often a natural response to an intolerable situation. When a person is in crisis they are far less likely to be able to express their needs, and if they don't already have access to effective communication methods, and relationships with people they trust and connect with, they are unlikely to do so.

The space between the early identification of support needs and "challenging behaviour" is one we all need to engage with.

Relationships - and strong lines of communication - need to be established over time, and through shared positive experiences, and not just as a last resort.

Means, method, motivation ... and opportunity.

Developing language skills, competence, and confidence as a communicator depends on having rich and varied opportunities to engage in motivated and meaningful social interaction in everyday life.

No one is born with these skills. If we return to those powerful bedrock goals outlined in the Early Education Curriculum Te Whāriki, we see that developing capability comes through experience, discovery and use - and most importantly of all - "over time with guidance and encouragement" (MOE, 2017a, p. 1). It is important therefore for us all to notice not just what a person has still to learn but what they are already doing and most importantly of all what they initiate themselves.

This could be as subtle as where a person directs their gaze; whether they orientate their body towards or away from something; what they reach for or discard; what they collect, share, write, talk about, choose, or make.

When we initiate something independently, we are communicating something about what motivates us, and the things that motivate us, are opportunities for connection.

But communication is a two way street and the way we respond matters too. By slowing down, observing, listening - and then by acknowledging what we have seen or heard - we create a connection. Resisting the urge to then fill a "silence", talk for someone, or take the lead in guiding an exchange, demonstrates respect for that connection, and shifts the power back to our communication partner.

Noticing, acknowledging, and then creating a space for a person's response may seem fundamental, but it actually takes practice and sometimes patience, and there is no more powerful way of maintaining that connection, and letting a person know that you care about what they have to share.

And a final word for students and young people on the autism spectrum ...

Remember the people you work, play, and learn with, may not know as much about autism as you do. And even if they do, they don't know you, the way you know yourself. So remember to share your thoughts, experiences, interests, likes and dislikes - in any way you can. Advocate for yourself. Persevere until you know you have been heard and understood. Your message is important. Keep the lines of communication open.

Simone Horrocks (BSLT Massey University) is an NZSTA registered speech language therapist working in private practice providing strength based support to individuals and families on the autism spectrum. She has also worked as a teacher aide in Special Education and as a volunteer buddy to families with special needs. The views expressed in this article are her own.

References

American Speech-Language-Hearing Association [ASHA]. (2017a). Autism. Roles and responsibilities. Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Roles_and_Responsibilities

American Speech-Language-Hearing Association [ASHA]. (2017b). Position statement. Facilitated communication. Retrieved from https://www.asha.org/policy/PS1995-00089/

Beukelman. D. R. & Mirenda, P. (2013). Augmentative & alternative communication: Supporting children & adults with complex communication needs (4th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Cooke, M. (2017, October 10). Kids excluded from school 'crying for help'. Radio New Zealand. Retrieved from http://www.radionz.co.nz/national/programmes/checkpoint/audio/2018617358/kids-excluded-from-school-crying-for-help

Dornyei, Z. & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, United Kingdom: Pearson Education Ltd.

Diamond, A. (2014). Want to optimize executive functions and academic outcomes?

Simple, just nourish the human spirit. In P. D. Zelato & M. D. Sera (Eds.), Minnesota symposium of child psychology. Developing cognitive control processes: Mechanisms, implications, and interventions (Vol. 37, pp. 205-230). Retrieved from http://www.devcogneuro.com/Publications/adele_minnesota_symposia_chapter_2014.pdf?db=pubmed&cmd=Retrieve&dopt=AbstractPlus&list_uids=9421921&query_hl=4&itool=pubmed_DocSum

Education and Science Committee [ESC]. (2016). Inquiry into the identification and support for students with the significant challenges of dyslexia, dyspraxia, and autism spectrum disorders in primary and secondary schools: Report of the Education and Science Committee presented to the House of Representatives. Retrieved from https://www.parliament.nz/resource/en-NZ/51DBSCH_SCR71769_1/cd88907f3c87d07b8b1db046417ed1e43fcd3e85

Howlin, P., Arciuli, J., Begeer, S., Brock, J., Clarke, K., Costley, D., ... Einfield, S. (2015).

Research on adults with autism spectrum disorder: Roundtable report. Journal of

Intellectual & Developmental Disability, 40(4), 388-393.

International Society for Augmentative and Alternative Communication [ISAAC]. (2014). ISAAC position statement on Facilitated Communication. Augmentative and Alternative communication, 30(4), 357-358. Retrieved from http://www.tandfonline.com

Kershaw, A. (2017, September 14). 'Worrying rise' in number of children with autism being expelled or suspended from school. Independent. Retrieved from http://www.independent.co.uk/news/education/education-news/autism-expulsion-rate-rise-school-pupils-students-department-education-asd-a7946701.html

Ministry of Education [MOE]. (2017a). Principles, strands, goals and learning outcomes. Retrieved from https://tewhariki.tki.org.nz/

Ministry of Education [MOE]. (2017b). Learning support (previously special education) update. Retrieved from https://www.education.govt.nz/ministry-of-education/specific-initiatives/learning-support/

Ministries of Health and Education [MOHE]. (2016). The New Zealand autism spectrum disorder guideline (2nd ed.). Wellington, New Zealand: The Ministry of Health.

Muller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173-190.

Royal College of Speech & Language Therapists [RCSLT] (2015). Autism guidelines and supporting resources. Retreived from http://www.rcslt.org/clinical_resources/autism/guidelines_and_supporting_resources

Sayers, T. (2016, September 30). NZ Special-needs Education at 'crisis point'. Stuff. Retrieved from http://www.stuff.co.nz/stuff-nation/assignments/share-your-news-and-views/16071436/NZ-special-needs-education-at-crisis-point

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RESOURCES

There are lot of really good resources for anyone looking for ideas and strategies to support communication and language development, and the websites included in this article will lead you to many of them, but if I could choose only two to get the conversation started, it would be these:
SPECIAL BOOKS BY SPECIAL KIDS
This fantastic personal project is both an accessible educational resource and a celebration of all about different ways people get their message across. Its founder, Chris Ulmer, has a background in media and communications and teaching:

"This journey started when I was a special education teacher in Florida. My classroom consisted of the same seven students for three years. Going into our final year together we started this blog. After six months we had 100,000 followers and I began receiving requests to interview people outside of my classroom. I now travel the world to interview humans of all diagnoses and backgrounds. It is my goal to create a more accepting world; one video at a time."

Since it was founded in 2016, the SBSK Facebook page has had over 1 million views, and is fast becoming a growing global community.

Find out more about SBSK on their website: http://www.specialbooksbyspecialkids.org
on Facebook: https://www.facebook.com/specialbooksbyspecialkids/
or Instagram: https://www.instagram.com/specialbooksbyspecialkids/
UNIQUELY HUMAN: A Different Way of Seeing Autism by Barry Prizant Simon and Schuster Paperbacks 2015 ISBN 978-1-4767-7624-8
With inspiring stories and practical advice based on forty years of real world experience and research, Dr Barry, who is a speech language pathologist (SLP) with a special interest in childhood communication disorders, challenges us to shift our perspective and understanding of autism from a "checklist of deficits" to "a unique way of being human". Full of practical, usable strategies, the book includes chapters on difficulties with emotional regulation; supporting enthusiasms; teaching social understanding; the importance of listening; and the relationship between anxiety, control and trust.

"For a long time, we thought those with more severe disability could not learn; now we know we did not yet know how to teach.
Similarly, what we call the inability of persons to communicate may very well be our ineptness in listening."

Gunnar Dybwad (1909-2001) Advocate for the rights of persons with disabilities

This article first appeared in the Altogether Autism Journal Issue 1, 2018.

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Communication, connection and the challenge to become better listeners - Altogether Autism

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9 January 2018 - Many children on the autism spectrum first come to the attention of a speech language therapist because of late developing speech. Auckland-based speech language therapist Simone Horrocks offers her perspective.

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Dr Tony Attwood 12 Tips To Create An ASD Friendly Class  

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Dr Tony Attwood 12 Tips To Create An ASD Friendly Class  

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Children and Young People’s Autism Pinterest page is a guide giving strategies to support 

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Many children with autism turn to aggression to get their point across. This is especially true for children who are nonverbal, meaning they will never learn to speak more than a few words.

You might be tempted to validate your child's aggressive behavior when you consider how frustrating it must be to not understand what's happening around you or being unable to communicate your thoughts.

However, your child must understand which behaviors are safe and acceptable and which are not. Your child needs to understand that aggression is not an acceptable form of self-expression and that there are other ways to communicate their feelings without putting themselves or others in danger.

Keep reading to learn some nonverbal behavior management strategies for your child, and call Therapeutic Pathways at (209) 422-3280 to apply for a therapy program that will help them develop life skills and gain independence.

Nonverbal Behavior Management Strategies

The following behavior strategies function within the realm of neutral redirection. Neutral redirection is a technique where a parent stops their child from engaging in an aggressive behavior, guiding them to perform an appropriate behavior instead.

Parents should not speak to their child while they are redirecting the behavior. Speaking or raising your voice could make your child feel distressed or confused, especially if they already have trouble communicating and understand language.

Keeping that in mind, let's evaluate some of the nonverbal behavior management strategies that are available to parents of children with autism.

Visual Behavior Supports

Just like neurotypical children, children with autism learn in a variety of ways. There is no one-size-fits-all strategy in teaching your child appropriate and non-aggressive behaviors, but a highly effective method, and one which many researchers tout as the best option, is learning through visual supports.

A visual support is a picture or other visual representation that helps a child communicate with others and have others communicate with them. Visual supports can help mitigate aggressive behavior by giving children the opportunity to fully express their feelings and frustrations, as well as helping them understand social expectations, like knowing how to start a conversation.

Visual supports provide children with information on what is expected of them, and possible consequences of not following the rules. Visual behavior supports help children remember how they should behave, as well as encouraging communication and creating supportive relationships.

Some of the most popular types of visual behavior supports include:

First-Then Boards

A first-then board breaks tasks down into smaller, easy-to-understand segments. It is a visual display of something that your child prefers that will receive or can participate in after they complete a task that they do not prefer.

For example, if you want your child to clean their room before they can have a snack,

you can create a first-then board with an image of them cleaning their room in the "first"

section and an image of them eating their snack in the "then" section.

First-then boards can prevent or mitigate aggressive behavior by showing the child what will happen next if they engage in a particular, appropriate behavior. This strategy is based on the idea that a child will be more likely to engage in an undesired activity (cleaning their room) if they know they can engage in a desired activity afterward (eating their snack).

Contingency Maps

Similar to a first-then board, a contingency map shows a child what will happen if they engage in a particular behavior. However, unlike a first-then-board, a contingency map depicts both sides of the coin - what will happen if the child does what is expected of them, and what happens if they do not.

Contingency maps help give children the opportunity to process and evaluate

the consequences of their actions, which is a huge step toward independence.

Visual Daily Schedules

Every child with autism can benefit from having an expectation of the events in their day. Because transitions (knowing what to do after one task or activity) are a common precursor to challenging or aggressive behavior, visual schedules help mitigate anxiety and lend a sense of predictability.

You can create a visual daily schedule with photographs, drawings, or written lists, beginning with the first thing your child should do in the morning and ending with the last thing they should do at night. You can also create a schedule for one particularly challenging task.

For example, if your child has difficulty tying their shoes, you can create a visual

schedule breaking down each step into a more easily manageable one.

Nonverbal Behavior Management Strategies for Children with Autism

Aggression in children with autism is often a result of not being able to communicate. Your child may feel frustrated or angry at themselves or others when they can't get their point across.

Thankfully, visual supports are a highly effective way to mitigate and prevent aggressive and problem behavior in children with autism. The certified behavior technicians at Therapeutic Pathways have experience creating and working with visual supports to help manage challenging behavior.

We'll work with you and your child to create an in and out-of-home behavior management strategy that will help your child gain independence, function socially, and lead a more fulfilling life.

For more information, call Therapeutic Pathways at (209) 422-3280.

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Nonverbal Behavior Management Strategies for Autism

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Many children with autism turn to aggression to get their point across. This is especially true for children who are nonverbal, meaning they will never learn to speak more than a few words. You might be tempted to validate your child's aggressive behavior when you consider how frustrating it must be to not understand what's happening around you or being unable to communicate your thoughts.

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Tucker Turtle: Social Story - taking time to think

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What are the Incredible Years Autism programmes?

The Incredible Years Autism programmes are part of a series of interlocking, evidence-based programmes for caregivers, children and teachers, supported by over 30 years of research. The Incredible Years Autism is a 14 session programme for caregivers, and the Incredible Years Helping Children with Autism is a separate 6-session programme for kaiako, of children aged 2-5 on the autism spectrum. Together, they aim to promote children's emotional regulation, positive social interactions and language development.

We know that children on the autism spectrum are more likely than their peers to have behaviour issues and their caregivers are more likely to experience high levels of stress and mental health issues. We also understand that it's the key adults in a child's life who have the biggest impact and can make the biggest change, that's why we're focusing our support on parents and teachers to create the best environment for tamariki.

The Incredible Years Autism programmes are part of a range of supports that the Ministry provides for children and young people on the autism spectrum.

Incredible Years Autism programmes are available in the following regions:

Watch the Incredible Years Autism video

Download the transcript for this video:
Incredible Years Autism transcript (PDF, 63 KB)
Click here to hear from Māori parents who have participated on Incredible Years Parenting Programme:

The Werry Centre brings Incredible Years Parenting Program to Māori in New Zealand

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The Incredible Years Autism programmes are part of a series of interlocking, evidence-based programmes for caregivers, children and teachers, supported by over 30 years of research. The Incredible Years Autism is a 14 session programme for caregivers, and the Incredible Years Helping Children with Autism is a separate 6-session programme for kaiako, of children aged 2-5 on the autism spectrum.

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Altogether Autism - Trusted autism information and advice

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Altogether Autism has a team of information officers and researchers with skills and experience in searching out current and proven information on all aspects of autism spectrum disorder. We provide information to families, professionals, people on the spectrum, and anyone with an interest in autism spectrum. Altogether Autism's information service is free and confidential.

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Taonga Takiwātanga Charitable Trust delivers professional development and support to whānau living in high populated Māori communities

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With Education, we Learn to Embrace Diversity.

Taonga Takiwātanga Charitable Trust was established in 2020 to address the unmet needs of whānau Māori seeking authentic Kaupapa Māori support for their Taonga Takiwātanga (whānau member on the Autism spectrum). The core business of Taonga Takiwātanga Charitable Trust is to deliver professional development and support to whānau living in high populated Māori communities. Most of the PD sessions are delivered at Marae upon an invitation from Mana Whenua.

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Home | Takiwātanga Taonga Charitable Trust | Gisborne

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With Education, we Learn to Embrace Diversity. Taonga Takiwātanga Charitable Trust (TTCT) which was established in 2020 to address the unmet needs of whānau Māori seeking authentic Kaupapa Māori support for their Taonga Takiwātanga (whānau member on the Autism spectrum).

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Resources for whanau, professionals and people with Autism

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 Dr Michelle Garnett  & Dr Tony Attwood  Q&A Resources

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 Dr Michelle Garnett  & Dr Tony Attwood  Q&A Resources

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Autism in Schools
Emotion Management

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Click on the chapters (the little blue circles), or view the chapters list from the button on the controls menu, to skip to the question you want to watch.
00:44.3
How can school staff and parents work together to support teenagers with executive functioning difficulties in high school?

03:52.7
Can you recommend a good app for learning to computer-type for autistic children? Also are there any good apps for teaching and autistic child to read?

05:25.5
What suggestions do you have for a verbalizer who has dyslexia so reading is very tiring?

07:08.5
How can I engage young autistic students in participating in essential tasks? For example, learning the sounds to read the words, even when those students are completely disinterested and see no point at all in it.

08:44.2
Do you have any advice for how to bring special interests into the curriculum?

12:20.9
Do you have any resources to assist primary school students in understanding and accepting their autistic peers?

16:31.2
We have described the different learning styles in our presentations, for example, visual verbal or kinesthetic learners. How do you know which learnerner you have in your class and are there strenth-based assessments to identify visual, audio, or verbal learners, to inform teaching and learning?

19:08.1
what does and aerialist learning task look like, for example? and ... How do you praise and sutistic child?

21:29.5
I have a student in late high school who thing that school is a waste of time. They refuse to do any work and will often just get up and swear and leave the class. They have also been diagnosed with Opositional Defiant Disorder and possibly Pathological Demand Avoidance. Have you got any suggestions to help with buy in for this type of student?

25:12.5
What strategies would you recommed for teaching maths to autistic studients?

26.24.3
How do you get a year eight to engage in school? He now says he's dumb and has been allowed to leave the classroom and do what he likes for their whole school life.

31:14.9
If we have changes in the day that are unexpected, are there any strategies that can help children adjust to this sudden change? Particularly children who have meldowns when the program changes?

33:02.6
What are your thoughts on midnfulness in the classroom for helping with emotion regulation and anxiety?

38:21.4
I have a 15 year old male student who in non-speaking as well as having motor issues due to apraxia. He has high levels of anxiety. He is bright, but any assessments have had to be done with this specialist teacher using spell to communicate sounds like a special program. Do we bother with a full cognitive assessment at this stage?

40:34.2
When looking at trauma at an early age, neurologically the person experiencing the trauma can become more wired to the flight, fight, or freeze response. Would it be a reasonable assumption to make that a student viewing the world through an ASD filter may be reading the world as a threat?

44:21.4
How do we as parents of girls when school staff do not see the challenges and therefore do not make the necessary adjustments, or reduce the level of support becuase the need does not appear to be there?

46:27.4
Sometimes different strategies are being used at home compared to school. How can we as teachers help parents with strategies?

50:13.1
How do we prune the High School curriculum when that results in free lessons, the students don't have the executive function to complete the work so it can become a recovery session but they still have assignments etc. to work on. Should they complete them at home? Is a tutor at home an alternative solution?

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Q and A with Dr Michelle Garnett and Dr Tony Attwood In this video series Michelle and Tony answer questions collated from viewers and participants of live online events and courses Autism in School Michelle and Tony answer questions from their online course: Autism in Schools Autism In Schools: Click for Question Index with Timecodes [...]

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Understanding Autism Archive - Autism NZ

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Understanding Autism Archive - Autism NZ

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Teaching Social Skills to increase engagement and participation.

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Every person with Autism has different needs. Find out what disability support services are available for you and your family/whānau. We've also provided some information on Autism to give you an understanding on how our support services are structured to help.

What is Autism?

Autism is a neurological difference (a difference in the way the brain experiences and interacts with the world) not a mental illness. It's currently estimated to be present in 1-2% of our population. If you are interested in finding out more about this please visit Altogether Autism's website Autism Prevalence in New Zealand external URL page.

As defined by Autism New Zealand, every autistic person is unique, with a wide range of skills, qualities, interests, and personality styles. The autistic community has a saying, "if you have met one autistic person, you have met one autistic person."

There is so much diversity within Autism because it is not a single condition but a cluster of underlying neurological differences that are present in varying ways in each person. The behaviour and needs related to these differences share common themes but show up in different ways for each autistic person. For this reason, the level of support required needs to be tailored to the individual.

Ministry funded services and information

There is a range of Ministry and government funded services available to support your or your child's everyday life and goals. They can be tailored to meet your needs and lifestyle.

If you'd like to access these services, the first thing you need to do is contact your local needs assessment service. You do not need a referral to contact them yourself.

They will work with you to:

complete a needs assessment

identify what you might need support with, and

organise that support for you.

Find a needs assessment service near you.

Autism specific supports available

Autism Parent Education: Provides a range of courses nationally for family, whānau and caregivers. The courses, Exploring Autism and Teen life are delivered either in person or remotely and each target different life stages. They can be accessed via self-referral, via a clinician or your GP or via referral by NASC (Needs Assessment Service Coordinator).

Autism Behavioural Support Services: Behaviour services are available for individuals with behaviours that are impacting on their own lives and the lives of others. The service is based on a Positive Behaviour Support model and is individualised for each person being supported. Referral is via a clinician, your GP or the NASC (Needs Assessment Service Coordinator).

Autism Developmental Coordination support: For families who have a member who has been identified as possibly having Autism or who has had a diagnosis of Autism. The Developmental Coordinator provides a single point of contact for the child and family and supports them to access appropriate support and therapy services. Autism Developmental Coordination is delivered regionally via Child Development Services (CDS).

Child Development Services (CDS): This servicefacilitates support pathways, such as referral to Allied Health supports such as Occupational Therapy and Speech Language Therapy. Access to Child Development Services and Autism Development Coordination is via referral by your GP to Child Development Services, Health New Zealand.

Other services and information

Online resources and forums are a great way to learn more about services available, educational opportunities or support groups you might like to join.

There is also a wide range of information on Autism and services nationwide. We are in the process of gathering a list of these resources, you can find some of them listed in this section. Some of the organisations listed are funded by our Ministry and some are funded by their community.

If we are missing a useful resource for the autistic community, please contact us and we will review it before adding it to our resource list.

: A provider of services, support, education and information on Autism for autistic people and family/whānau, caregivers, and professionals. Autism New Zealand provide a helpful online database of local and regional support organisations and providers on their website.

Autistic Self Advocacy Network external URL (ASAN AUNZ): An advocacy organisation run by Australian and New Zealander autistic people, for autistic people. Their focus is to enable autistic citizens to achieve their full potential in society.

Autism Guideline Third Edition

The Aotearoa New Zealand Autism Guideline: He Waka Huia Takiwātanga Rau ('the Guideline) describes best practive on how to support autistic people in New Zealand.

Written for a clinical audience the Guideline includes over 300 evidence based recommendations developed by clinicians, educators, researchers, and people with lived experience.

Learn more by visiting Aotearoa New Zealand Autism Guideline: Third Edition page.

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Autism support services | Whaikaha - Ministry of Disabled People

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Every person with Autism has different needs. Find out what disability support services are available for you and your family/whānau. We've also provided some information on Autism to give you an understanding on how our support services are structured to help.

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Quality sensory equipment

We have a wide range of sensory blankets, weighted blankets, chew toys, chewy necklaces, and other tools for sensory modulation and sensory processing.

We believe everyone in New Zealand deserves to live a life they love. And we are excited to supply the tools to help you do that.
Shop now

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Welcome To Sensory Corner |Sensory Products | Sensory Corner

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Welcome to Sensory Corner. Browse our Weighted Blankets and Animals, Chew toys & necklaces. Our products help with Autism, ADHD, Cerebral Palsy, Anxiety & stress, sensory modulation & processing.

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TalkLink Autism and AAC - executive summary

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See our advice on teaching students with autism spectrum disorder and links to other supporting resources and organisations.

Level of compliance

Main audience

Other

Recommended

Educators, Teachers and Kaiako

All Early Learning Services

SENCOs and Learning Support Coordinators

Teacher Aides

Learning Support Specialists

Parents, Caregivers and Whānau

Principals and Tumuaki

Boards

External agencies

Providing the right support for students with autism can significantly change their learning outcomes and their relationships.

About autism

Autism is experienced differently by everyone who has it. Children and students often need support in communicating, interacting and taking in information. Their strengths may include visual and spatial skills, non-verbal problem solving and both visual and auditory memory.

Educators should work with the student's individual strengths and interests in early childhood education and at school.

The autism guidelines that shape our approach

The autism guideline is the basis for working with autistic people in schools and the community. It's a constantly updated 'living guideline'.

Intensive early intervention for autistic children and students has significant benefits. The guideline recommends:

supportive accommodations and adjustments as soon as possible

responsive services for children, families and whānau

structured teaching and environments that reflect unique needs

support in everyday situations alongside their peers.

The research indicates that, with the right kind of teaching, autistic students develop social and communication skills, and manage their stress and behaviour.

Resources for working with autistic children and students

Two TKI (Te Kete Ipurangi) websites provide specialised teaching resources for working with autistic students.

Inclusive Education website

The Inclusive Education website(external link) has guides and downloads about autism and learning. You'll find out:

information about Autism

how to identify needs and strengths, and access support

how to support key areas of learning and wellbeing (communication, social interaction, thinking, and positive behaviour)

how to use whole-class strategies to support autistic students.

Autism and learning - Inclusive Education(external link)
TKI SE Online website

The TKI SE Online website(external link) is older but has other useful information.

Professional learning for people supporting students with autism

Courses by Autism New Zealand

Autism New Zealand is the supplier of the Ministry-funded programme to provide professional learning for people supporting autistic students.
Autism New Zealand website(external link)
Tilting the Seesaw for Teams is the name of the Autism New Zealand professional learning course. The course will educate teams of teachers, parents, whānau and other key support people in their understanding of autism. It also educates teams of people to work in partnership to develop skills and strategies to support learners with autism.

Tilting the Seesaw for Teams is a free two-day course. Contact Autism New Zealand for information about the course, and the course schedule.

Email info@autismnz.org.nz or free phone 0800 288 476.

The Incredible Years Autism programmes

The Incredible Years Autism programmes are part of a series of interlocking, evidence-based programmes for parents, children and teachers, supported by over 30 years of research.

The Incredible Years Autism is a 14-16 session programme for parents, and the Incredible Years Helping Children with Autism is a separate six-session programme for teachers of children aged 2-5 with autism. Together, they aim to promote children's emotional regulation, positive social interactions and language development.

Other helpful sources of information on Autism

The following links connect you to information and support from specialist, community and government organisations.

The Ministry of Education does not accept liability for the accuracy or content of information on these third party websites. When we link to other websites, that doesn't mean we endorse them. And when you visit those websites, their conditions and copyright policies apply.

Specialist and community organisations

Government organisations and information

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Supporting children and young people with autism

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Working with autistic children and students in schools. Links to more information.

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Still among our most popular advice posts, the following article was co-authored by Autism Speaks's first chief science officer, Geri Dawson, who is now director of the Duke University Center for Autism and Brain Development; and clinical psychologist Lauren Elder.

Researchers published the hopeful findings that, even after age 4, many nonverbal children with autism eventually develop language.

For good reason, families, teachers and others want to know how they can promote language development in nonverbal children or teenagers with autism. The good news is that research has produced a number of effective strategies.

But before we share our "top tips," it's important to remember that each person with autism is unique. Even with tremendous effort, a strategy that works well with one child or teenager may not work with another. And even though every person with autism can learn to communicate, it's not always through spoken language. Nonverbal individuals with autism have much to contribute to society and can live fulfilling lives with the help of visual supports and assistive technologies.

Here are our top seven strategies for promoting language development in nonverbal children and adolescents with autism:

1. Encourage play and social interaction. Children learn through play, and that includes learning language. Interactive play provides enjoyable opportunities for you and your child to communicate. Try a variety of games to find those your child enjoys. Also try playful activities that promote social interaction. Examples include singing, reciting nursery rhymes and gentle roughhousing. During your interactions, position yourself in front of your child and close to eye level - so it's easier for your child to see and hear you.

2. Imitate your child. Mimicking your child's sounds and play behaviors will encourage more vocalizing and interaction. It also encourages your child to copy you and take turns. Make sure you imitate how your child is playing - so long as it's a positive behavior. For example, when your child rolls a car, you roll a car. If he or she crashes the car, you crash yours too. But don't imitate throwing the car!

3. Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modeling and responding these behaviors. Exaggerate your gestures. Use both your body and your voice when communicating - for example, by extending your hand to point when you say "look" and nodding your head when you say "yes." Use gestures that are easy for your child to imitate. Examples include clapping, opening hands, reaching out arms, etc. Respond to your child's gestures: When she looks at or points to a toy, hand it to her or take the cue for you to play with it. Similarly, point to a toy you want before picking it up.

4. Leave "space" for your child to talk. It's natural to feel the urge to fill in language when a child doesn't immediately respond. But it's so important to give your child lots of opportunities to communicate, even if he isn't talking. When you ask a question or see that your child wants something, pause for several seconds while looking at him expectantly. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication.

5. Simplify your language. Doing so helps your child follow what you're saying. It also makes it easier for her to imitate your speech. If your child is nonverbal, try speaking mostly in single words. (If she's playing with a ball, you say "ball" or "roll.") If your child is speaking single words, up the ante. Speak in short phrases, such as "roll ball" or "throw ball." Keep following this "one-up" rule: Generally use phrases with one more word than your child is using.

6. Follow your child's interests. Rather than interrupting your child's focus, follow along with words. Using the one-up rule, narrate what your child is doing. If he's playing with a shape sorter, you might say the word "in" when he puts a shape in its slot. You might say "shape" when he holds up the shape and "dump shapes" when he dumps them out to start over. By talking about what engages your child, you'll help him learn the associated vocabulary.

7. Consider assistive devices and visual supports. Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts. For more guidance on using visual supports, see Autism Speaks ATN/AIR-P Visual Supports Tool Kit.

Your child's therapists are uniquely qualified to help you select and use these and other strategies for encouraging language development. Tell the therapist about your successes as well as any difficulties you're having. By working with your child's intervention team, you can help provide the support your child needs to find his or her unique "voice."

Autism Speaks continues to fund research on therapies that promote language development as well as supports and services that can improve communication and quality of life for nonverbal individuals.

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Helping your child with nonspeaking autism talk | Autism Speaks

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Still among our most popular advice posts, the following article was co-authored by Autism Speaks's first chief science officer, Geri Dawson, who is now director of the Duke University Center for Autism and Brain Development; and clinical psychologist Lauren Elder. Researchers published the hopeful findings that, even after age 4, many nonverbal children with autism eventually develop language.

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This year, more than ever, our students will need social/emotional support from trusted teachers and adults in their lives. Providing the necessary tools to help students validate their feelings, self-regulate their emotions, and understand how to release anxiety is a must! One way to do this is by creating a Calm Down Corner in your classroom or suggesting that parents create one at home. Calm Down Corners are designated locations that students feel secure in. Students can use a variety of tools, like sensory bottles and stress balls, to regain control of their emotions.

Here are 20 tips and tools to include in your Calm Down Corner!
Just so you know, we may get a small share of the sales made through the Amazon affiliate links on this page.
1. Provide plenty of options so that students can choose what will help them feel calm.

Yoga pose suggestions, sensory items, books, and prompts for various coping strategies are all great options for a Calm Down Corner.

2. Create a Worry Wiper.

Purchase a mini paper shredder and provide students the chance to shred their worries while spending time in the Calm Down Corner!

3. Provide visuals to help students self-regulate their feelings.

Hang up posters that show anger, sadness, happiness, and calmness. Such visuals will assist students in figuring out their current mood. Then, provide visuals with strategies for calming down, like drawing or taking a drink of water. Check out the blog He's Extraordinary for more information on visuals.

4. Include sensory bottles in your corner.

Via: @ cardigans_in_kindergarten

Check out some DIY sensory bottle ideas. Tell students that as the glitter settles, their anger (or other emotion) does as well.

5. Place a fun, oversized sand timer in your Calm Down Corner for the kids to track the amount of time spent cooling down.

Via: @ happycamperclassroom

6. Organize any calm down tools neatly in a caddy.

Via: @ missbruce_elementary

Dollar Tree is fully stocked with affordable caddies! It's important that students enter an organized Calm Down Corner. Entering a chaotic one could encourage their own chaotic behaviors instead of helping calm.

7. Share breathing techniques within the calm down corner.

Via: @ ms.brevards.bruins

Here are some breathing exercises to try out with your students.

8. Include emotion dice in your corner to foster conversation and develop emotional understandings.

Via: @ thesocialemotionalteacher

You can make these dice from paper or purchase them from !

9. Provide cozy seating so that students feel as comfortable as possible in the Calm Down Corner.

Via: @ littleprimarylearners

For flexible seating ideas, click !

10. Structure the Calm Down Corner time with a clear schedule.

Showing students a sample schedule that they can make their own keeps them accountable for using the Calm Down Corner appropriately. Most students won't need more than 10-15 minutes in the corner, but of course, this could differ based on needs.

11. Download Stop, Breathe, & Think on a classroom iPad

It may not always be the right time for electronics when students are out of sorts, but some students really find success using breathing apps like to find calmness. For more calming apps for the classroom, click .

12. Create workbook or separate calming worksheets that students can work on when in need of finding peace.

Via: @ thecounselingteacherbrandy

You can certainly create your own workbooks filled with puzzles, coloring, and brain teasers, but you might also consider purchasing some from The Counseling Teacher Brandy in her TpT store.

13. Small bubbles tubes might just do the trick for some students.

Via: @ teachingwithmissle

Blowing bubbles is a great calming activity for many students - and adults!

14. Provide mindfulness books for your students to browse through.

Some great options include:

15. Often times, students just need a private place to unwind and feel safe.

Via: longafterthebellrings

16. Teach students how to use a breathing ball.

Cheap breathing balls are available on Amazon . As students breathe in, the ball expands. As they breathe out the ball closes. Repeat as necessary!

17. Create a unique Calm Down Cave!

Via: teachingwithhappiness

This cave was developed inside of a classroom closet to feel extra cave-y, but it's the resources in this set-up that are really mind blowing! There are emotional visuals and an affirmation station included in this Calm Down Corner!

18. Develop a virtual calm down corner for students working from home.

Via: @wanderlustteacher.nc

Some parents/guardians may choose to create their own Calm Down Corners at home, but teachers can also provide virtual options. The virtual option may be in the form of a Bitmoji Classroom , or it could simply be a running list of calm down options/links in a word document.

19. Create a digital Calm Down Corner in Google Slides!

Via: @ thebalancedteacher

For more information on how to use this resource, visit @ thebalancedteacher on IG for a video walkthrough. You can download this resource from TpT.

20. Stress balls are a useful addition to any calm down corner.

Stress balls are used to channel energy into squeezing something squishy. This safe manner of releasing anxiety is an effective tool for many students and adults too. Grab a large pack of stress balls for $10 .

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20 Inspiring Calm Down Corner Options for Your Classroom

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Teachers are creating Calm Down Corners in their classrooms for students who need a separate space and special tools to recenter.

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Read online version / ASD for educators / Resources and tools / ASD / Home - SPECIAL EDUCATION ONLINE

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In this article, we explore ways of developing a strong culture of language use in the classroom. The importance of oracy in language development cannot be emphasised enough. Discussion is central to all aspects of the curriculum including areas such as grammar development. If the conditions are set up correctly with the right sort of tools, children can have purposeful discussions about the possibilities, effects and meaning of the curriculum.

Oracy can be described as learning to talk and learning t hrough talk. This article focuses on the latter, we are particularly interested in how using active discussions can form the foundation for pupils understanding of curriculum content.

Enabling children to understand the different types of discussion roles available to them broadens their repertoire of classroom talk. As well as being a tool of communication, effective oracy skills enable pupils to participate in deep learning activities where they can exchange ideas, explore new areas and challenge assumptions.

This area of pedagogy has particular significance for disadvantaged or low-attaining pupils. Within this article and the rest of the website you will find examples of how classroom talk can be used for knowledge acquisition and the development spoken language skills. Oracy is the art of speaking eloquently and persuasively. When someone speaks in a persuasive manner, they try to convince others of their point of view. While this type of communication is common in everyday life, it's also a fundamental part of the curriculum.

Speaking is one of the most basic skills that humans possess. We learn to talk early in life, and our ability to communicate continues to develop throughout adulthood. Regardless of whether someone speaks fluently or struggles to express themselves, learning to speak is the foundational building block of literacy. Learning to read and write is much easier when you understand the basics of spoken communication.

For example, knowing how to pronounce certain letters and sounds allows children to recognize letter patterns and build vocabulary. When kids grow into adults, they continue to rely on their knowledge of pronunciation to decode written text. It's no surprise then that mastering the art of speech is a critical part of developing literacy. People who lack proficiency in speaking tend to fall behind academically, especially when it comes to reading comprehension. Organisations such as Voice 21 I've been promoting effective oracy skills across schools in the UK, it is clear that providing children with the tool of communication sets them up for a lifetime of success.

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In its simplest form, oracy is to be able to express oneself well. It relates to having a broad range of vocabulary to say what one needs to say and the proficiency to structure thoughts so that the person makes sense to others.

More recently, oracy has become even more important. This is because, education in schools is predominantly provided in English (in the UK), but many children lack spoken communication skills because they speak another language at home. Once schools begun reopening after the initial pandemic lockdown, many educators reported a dip in oracy skills particularly in children from disadvantaged backgrounds.

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How do you measure Oracy Skills?

Many studies have discussed the potential role of teachers and schools in building Oracy skills in students. In recent times, online learning has made serious negative impacts on students such as social isolation, and poor communication skills. After opening, the majority of schools can reduce the negative impact of online education through different competitions, programmes and resources based upon 4 key oracy skillsets: evidence and reasoning; response and listening; delivery and expression; and prioritisation and organisation. Schools must teach and develop students' proficiency in these skillsets just like literacy and numeracy.

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Improving Oracy Skills in the classroom

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Schools can take the following steps to build strong foundations of oracy skills for the students in a classroom:

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1. Allocating Extra Classroom Time for Oracy Techniques: More than anything else, classroom time is needed for building correct language speaking skills in the students. Although each class has a fixed timetable to follow, the teachers must try to engage students in oracy explicit activities within the classroom time. Also, teachers must not be hesitant to make oracy an objective or focus for a lesson. Learning through Oracy must be practised in every classroom.

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2. Promoting Oracy in the Classroom: The most effective teachers take the responsibility for the language development of children very seriously. They make sure to commemorate oracy in their classroom environment. Following are some of the ways to promote oracy in the classroom.

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a. Children's verbal comments must be gathered and displayed in the classroom.
b. Teachers must frequently read aloud and tell stories to the students.
c. Children must be invited to perform the poetry and plays.
d. Displaying unusual objects in the classroom and encouraging children to talk about them.
e. Making a ' talking corner' in the classroom and inviting guests to talk about an interesting topic with the class.
All the above activities will build students' confidence and enhance their oracy skills.

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5. Practice to Elaborate: An element of communication that's extremely powerful is ' elaboration.' Elaboration means to explain one's idea to someone else and add details to it. This method acts as a verbal rehearsal before writing ideas on paper. For young learners, oral practice separates the process of the creation of ideas from the more complex task of writing them. Older children can practice elaborating which help them in trying out different ways to write sentences and to listen to their writing aloud.

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7. Make Oracy a fun-filled Activity: It is necessary to enjoy oracy explicit activities in the class with children such as games, role play, performances and debates. Teachers can design a thorough curriculum for oracy including many oracy related activities to improve oracy in children.

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What are the benefits of Oracy Skills for the pupils?

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High-quality language development activities in primary classrooms can greatly improve educational attainment, from improving science and SAT results in maths to enhancing reasoning, reading and writing skills.
There is an extensive body of evidence that suggests that students with better communication skills are 4 times more likely to achieve five A* at GCSE.

When teachers engage students in cognitively challenging classroom talk students do not only improve their language skills but also gain additional progress in subjects like science and mathematics. High-quality oracy education improves different techniques of writing in students; mainly including extended writing and collective writing skills. Oracy also has a positive impact on children's spelling and reading comprehension. The spoken language supports children's cognitive development, helping them to understand the world around them.

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According to academic evidence, pupils' average contribution in each class remains limited to just four words per lesson. Therefore, it is suggested that just as literacy and numeracy, oracy framework and key oracy skillset must be taught and, essentially practised for developing communication proficiency in students.

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Building learning conversations

As a teacher you can't give them what you know. Learners have to take it and make it their own, and it's the discussion that really helps to do that. You can really support this by giving children tasks that require them to create several versions of something and then discuss which is best.

Using the 'Writer's block', we have seen children make changes and then reason their ideas to someone else. So you might say, 'write several opening sentences and discuss which one is the best'. The children can then use the Structural Learning blocks to move and change the parts of the sentence without any fear of 'getting it wrong'. As learners make changes, they always justify their thinking to their peers, a gateway to critical thinking.

There are many different types of communication skills, including speaking, listening, asking questions, giving feedback, and presenting ideas. Each type of skill requires a specific set of techniques to master. Speaking is the most fundamental form of communication to learn.

When facilitating classroom talking exercises, focus on your learners practicing their voice inflections and pronunciation. Once they feel comfortable with their speaking abilities, try practicing public speaking. Listening is another key component of effective communication.

While you might be able to read someone's body language, you still need to pay attention to their tone and volume level. Try to practice active listening by actively participating in conversations.

Questions are another useful technique for communicating effectively. Asking open-ended questions allows others to share their opinions and feelings. Avoid leading questions, however, which can lead to answers that aren't entirely honest. Instead, ask questions that allow others to answer honestly.

Giving feedback is yet another way to communicate effectively. Giving constructive criticism in the classroom is helpful for improving relationships and encouraging academic growth. As with any performance, avoid faulting students directly; instead, offer suggestions for improvement.

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Classroom talk for generating ideas

Another important role for talk in writing is the kind of talk that helps children to generate the ideas.

You can't write if you haven't got anything to say and the talking to generate ideas helps you to work through your ideas in a logical way. One element of talk that's particularly powerful is elaboration. This is the idea of explaining your ideas back to someone else and adding details along the way. This approach acts as an oral rehearsal before pen is committed to paper. For very young children, oral rehearsal separates the formulating of a sentence from the very difficult demand of writing it.

With older children it helps them try out different possibilities for sentences and to hear their writing aloud. And finally, talk is important for reflection and evaluation. We all know how hard it is to get children revising their work. Support children to reflect and evaluate on their writing - not just after they've written but also as they're developing their ideas and vocabulary. The block structures can easily be manipulated into different combinations, it's a lot less daunting than putting a line through it. Focus their revision with key evaluative questions tied to the learning focus.

Remember, talk is the foundation of all learning.

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Key Principles of Promoting Classroom Dialogue

1. Differences in Home Backgrounds: There might be significant disparities in the experiences of students from disadvantaged backgrounds, including those who receive pupil premium funding, compared to their peers. These disparities often stem from differences in home environments, particularly in terms of the amount and quality of dialogue students are exposed to.

Implication: It is crucial for educators to be aware of these disparities and strive to create an inclusive classroom environment where all students feel valued and capable. Additional support and resources should be provided to students who may come from less dialogue-rich environments or who may feel overwhelmed or underprepared. This could include additional opportunities for these students to engage in meaningful dialogue in the classroom, as well as targeted support to help them develop their language and communication skills.

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2. The Role of Language in Learning: Language plays a crucial role in the teaching and learning processes. It shapes ways of thinking and expressing ideas.

Implication: Educators should incorporate language-focused activities into their lesson plans. This could include vocabulary building exercises, reading comprehension activities, and opportunities for students to practice expressing their ideas verbally.

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3. Ground Rules in Discussions: The concept of "ground rules" in discussions is crucial. These are the implicit norms that guide how people interact in a conversation. Students often use unproductive ground rules in group discussions, such as only speaking when they know a lot about a subject or only agreeing with their friends.

Implication: Educators should explicitly teach and reinforce productive ground rules for discussions. This could include norms like everyone participating, listening attentively to others, providing reasons for their views, and respectfully challenging others' ideas.

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4. The Role of Lectures in Demonstrating Academic Discourse: Lectures offer an opportunity to witness how academic argument works in real time. The value of lectures is not in covering the ground but in demonstrating the discourse.

Implication: Educators should model academic discourse in their teaching. This could involve demonstrating how to construct an argument, how to use evidence to support claims, and how to engage in respectful academic debate.

Practical Classroom Activities:

1. Role-Playing Activities: To help students understand the experiences of their peers from different backgrounds, teachers could organize role-playing activities. This could help students develop empathy and understanding for their peers.

2. Language-Focused Activities: Teachers could incorporate activities that focus on vocabulary building, reading comprehension, and verbal expression. This could include word games, reading circles, and debate clubs.

3. Group Discussion Norms: Teachers could establish and reinforce productive ground rules for group discussions. This could involve creating a poster of discussion norms and referring to it during group activities.

4. Modeling Academic Discourse: Teachers could model academic discourse in their teaching. This could involve demonstrating how to construct an argument, how to use evidence to support claims, and how to engage in respectful academic debate.

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Oracy tips for your classroom

Communication is one of the most important aspects of learning. Children learn best when they are actively involved in the learning process. They learn best when they are engaged in meaningful tasks. Children who are able to express themselves clearly and effectively are much more successful learners. This means that teachers need to pay attention to the communication skills of students.
1. Be Aware of What Students Say
It's important for teachers to listen carefully to what students say. Teachers should ask questions to find out what students think and understand. Teachers should also encourage students to explain things to each other. For example, if a student has an idea for a project, he/she may want to discuss it with another child.

This helps students develop their understanding of others' opinions and encourages them to talk about their ideas.
2. Encourage Students to Talk About Their Ideas
Encouraging students to talk about their ideas is a great way to improve their ability to communicate. If students don't have any ideas, they won't be able to talk about them. However, encouraging students to talk about their thoughts and feelings is a great way to promote self-expression.

When students feel comfortable talking about their ideas, they are more likely to participate in class discussions and projects.
3. Help Students Develop Their Writing Skills
Writing is a skill that develops over time. Educators can encourage students to write down notes and then elaborate on their ideas which helps them join their points together. This type of practice helps children create logical arguments that fit together.
4. Provide Opportunities for Students to Practice Speaking
Speaking is another area where students often lack confidence. To help students overcome this problem, teachers should provide speaking opportunities. These opportunities could include giving presentations, participating in debates, or presenting information orally.

Providing these opportunities gives students the chance to practice speaking in front of groups of people.
5. Give Students Time to Think Before Responding
Sometimes, students respond without thinking. This can make them appear rude and abrupt. Giving students time to think before responding is a great way to avoid such problems. Teachers should allow students to pause after asking a question before answering. This allows students to reflect on their answer before replying.

By doing this, students are more likely to come up with thoughtful responses. Asking students to pause before responding is a simple way to teach students to think before they speak.

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Oracy in the classroom: a teacher's guide

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Oracy in the classroom: A teacher's guide to the development of pupils speaking skills for knowledge acquisition.

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Neurodiversity is a term used to describe neurological differences in the human brain. From this perspective, the diverse spectrum of neurological difference is viewed as a range of natural variations in the human brain rather than as a deficit in individuals. These differences are often diagnosed as neurological conditions such as acquired illness or brain injury, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyscalculia, dyslexia, dyspraxia, intellectual disability, mental health, and Tourette syndrome. For a detailed overview of the neurodiversity approach to disability, see our research guide Neurodiversity: An overview.
The concept of neurodiversity embodies a strengths-based model that shifts the focus away from the challenges of students with neurological differences in favour of finding ways to work with the strengths of the student to enable them to participate and experience educational success. In this model, the strengths and interests of the student are the starting point for curriculum design, teacher pedagogy, and the design of the learning environment.

This resource provides strategies and information for working with students with diverse learning needs. The strategies and information discussed in this resource are intended to provide a starting point for teachers and highlights important things to consider when working with neurodiverse students. All students have individual learning needs, which means that any strategies suggested in this resource will need to be adapted to suit the needs of the student.

Curriculum design

In order to apply a strengths-based model, it is important to know how to identify a student's strengths and how to use those strengths when designing learning activities and learning goals. It may also be necessary to differentiate and adapt the curriculum for neurodiverse students.

Identifying strengths

There are two kinds of strengths that can be identified - strengths that the teacher recognises in the student, and strengths that the student recognises in themselves. These two may not always align, so it is important to consider each kind of strength when designing learning goals and activities. For example, a student in Year 6 may have a strong interest or self-perceived strength in reading but be reading books that are below the expected Year 6 level, while the teacher may identify that that same student has an above average ability in statistics but little enthusiasm to engage with or complete work in this topic. The challenge for this teacher and all teachers of neurodiverse students is to find motivating topics that will engage the student while also allowing them to experience success in their learning. One way to do this is by creatively drawing on other strengths or interests to engage the student in the less favoured topic: for example, the teacher in the case above might leverage the student's enthusiasm for reading to help engage and extend them in statistics.

Curriculum d ifferentiation and adaptation

Differentiation and adaptation are strategies that acknowledge that the curriculum is not a one-size-fits-all model. However, the curriculum can and should be for all students. Differentiation or adaptation of the curriculum may be necessary in order to ensure that all students are able to access what is being taught and participate fully in learning activities. From a neurodiversity perspective, curriculum differentiation is a strategy that will allow all students to learn the same information in ways that best suit their learning needs. Where students are learning below or above the level of their peers, curriculum adaptation can be used to pitch the learning at a level appropriate to the student or students. The table below provides an example of differentiation and adaptation in practice.

Table 1: Example of differentiation and adaptation in practice

In some cases, curriculum adaptation and differentiation may already occur in your learning setting, for example, through use of multiple learning stations where the same task is presented and can be performed in a number of ways. You may also want to consider how curriculum differentiation may benefit the learning of all students, not just those for whom you are intentionally differentiating content.

Teacher pedagogy

Stop to think about how you teach. In order to meet the needs of diverse learners, teachers often need to think of creative and innovative ways to present information. How you teach needs to be considered alongside learning objectives.

Differentiated instruction

Differentiated instruction involves thinking and being flexible about how you teach. Do you always teach certain subjects in a specific way? You may need to think about how to teach the same things differently. Differentiated instruction, alongside a differentiated or adapted curriculum, allows students to process information in a mode and at a pace that works for them. For example, some students may struggle to process information in large groups and need small group instruction, 1:1 follow up, or to work with a peer in order to process and understand the information that is being presented. Some students may have trouble listening to you talking and moving at the same time, while others may be the opposite and tune out when you are talking while sitting still.

It is important to know the students in your classroom and be aware of any characteristics of potential underlying neurological differences that may affect how they process information when it is taught in specific ways. The characteristics of common neurological differences that have implications for teacher instruction can be broken down into the following categories: cognition, social and emotional needs, and sensory needs. The following considerations may help you differentiate instruction in order to respond to the differing needs of neurodiverse students. In all cases, it is important to communicate responsively with students and, where appropriate, ask them what they need support with.

Cognition

These strategies will help you attend to the needs of children with specific cognitive needs to do with information processing, memory, and organisation:

Have a clear outline and learning objective for each lesson and communicate this to your class both verbally and visually

End each lesson by reviewing the learning objective and allow students to evaluate their own progress

Have shorter fast paced and interactive learning activities for students who are active in body and mind

Be flexible about the time you allocate to completing a task for students who require longer processing time or worry about getting things right

Use colour coding to organise information

Use a clear sans serif font that is 12pt or above and black or blue markers that are easy for students to read

Social and emotional needs

These strategies will support students who find social interaction challenging or who have specific emotional needs:

Encourage and facilitate social interaction between learners

If a student struggles with social interaction, consider letting them choose who they sit next to or engage in group work with

Implement a buddy system for students who require prolonged social support

Talk about and provide opportunities for students to practise appropriate social skills

Provide safe opportunities for students to request help

Communicate clear expectations

Provide exemplars of work that is not perfect

Be aware of signs that may indicate a student is becoming overwhelmed and respond with reassurance and compassion

Sensory needs

These strategies are designed to help meet the needs of students with specific sensory needs such as a sensitivity to noise or certain textures, or the need to be physically active:

Be aware that some students may be particularly sensitive to some sensory information such as sound, sight, touch, taste, balance, and body awareness (temperature or pain)

Acknowledge that some students find it difficult to process information when there is either too much or not enough noise in the room

Consider allowing students to wear headphones or earplugs while they work, or create a quiet space for students who prefer to work in quiet

Be aware of your own volume when speaking as well as the level of background noise in the environment

Provide movement breaks for students who benefit from being physically active or find it hard to stay still for long periods of time.

If a learning task is particularly messy or involves certain textures that may cause discomfort for some students, consider alternative tasks that will allow the student to participate and achieve the learning objective

The l earning environment

Differentiation in both curriculum design and teacher pedagogy are more likely to be effective when the learning environment is designed to support the implementation of differentiation. It is important to consider how assistive technology and the physical learning space or place where learning is occurring can be used to support neurodiverse learners.

Assistive technology

Some students may have assistive technology funded through the Ministry of Education to help them participate and learn. Alternatively, you may work in a BYOD school, or your school may have tablets and computers available as part of its digital literacy programme. Assistive technology is a tool that can be used to remove barriers to learning for individual students. When integrated into the learning environment, assistive technology is something that may benefit the learning of all students. For example, students can read a book on a device or in print either individually or as part of a group activity. There are also options to listen to the book, with each word highlighted as it is being read allowing students to visually track what they are listening to. Follow up activities allow students to test their comprehension and practise what they have just learnt. There are many applications and websites that can be accessed for free and utilised in the learning environment to address diverse learning needs, such as Sunshine Online, Clicker, talk-to-text or text-to-speech, Math Ref Free, and IXL (mathematics and literacy).

The physical learning space can be adapted to suit the needs of diverse learners through, for example, the layout of furniture, labelling the environment and resources, and the proximity of seating to other students or windows and doors which may provide distractions. Try to provide a classroom environment that is clear visually and in physical layout to help diverse learners navigate movement from one area to the next. For example, you can colour code and label different areas of the classroom and match colours and labels to resources intended for use in those areas. You may also want to consider providing choice for where students work. Not all students like to work at tables or desks, and some students prefer to work on the floor. In addition to this, some students may benefit from learning in other environments, such as in the library, gym, or outdoors. With some modifications and creative thinking, most learning activities can be taught outside of the classroom. Consider how you may use other areas of your school as places for learning.

References

Armstrong, T., & Ebrary, Inc. (2012).  Neurodiversity in the classroom strength-based strategies to help students with special needs succeed in school and life. ASCD.

Armstrong, T. (2017). Neurodiversity: The future of special education?  Educational Leadership, 74(7), 10-16.

Jena, S. (2013).  Learning disability: Theory to practice. SAGE Publishers.

Lerner, J., & Johns, Beverley H. (2015).  Learning disabilities and related disabilities: strategies for success. Cengage Learning.

Mirfin-Veitch, B., Jalota, N., & Schmidt, L. (2020). Responding to neurodiversity in the education context: An integrative review of the literature. Donald Beasley Institute.

Ottinger, B. (2003). Tictionary - A r eference g uide to the w orld of Tourette Syndrome, Asperger Syndrome, Attention Deficit Hyperactivity Disorder and Obsessive-Compulsive Disorder for p arents and p rofessionals. Jessica Kingsley Publishers.

By Julie Skelling

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Neurodiversity: A strengths-based approach to teaching diverse learners - THE EDUCATION HUB

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Neurodiversity is a term used to describe neurological differences in the human brain. From this perspective, the diverse spectrum of neurological difference is viewed as a range of natural variations in the human brain rather than as a deficit in individuals.

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Level One Curriculum Frameworks / Learners with diverse learning needs / Assessment tools & resources / Home - Assessment

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These frameworks, or matrices, expand and enhance Level One of The New Zealand Curriculum in literacy and numeracy, following national matrices, and leading directly into Level One. Holistic learning progressions are set on a continuum, identifying the fine-grained progressions that some students wi…