# data[].attributes.body
Educational Leadership Capability Framework.

# data[].attributes.body
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

# data[].attributes.body
A questionnaire on Leadership.

# data[].attributes.body
ARA Framework to support coaching conversations
Mark Sweeney, Impact Education.

# data[].attributes.attachment_link.title
Escaping the Hidden Prison of Auditory Processing Disorder  | Angela Loucks Alexander | TEDxTauranga

# data[].attributes.body
Mindfulness.
A presentation on implementing mindfulness in schools

# data[].attributes.body
a resource to encourage inclusivity.
practical tool.
TKI

# data[].attributes.attachment_link.readable_text
He wāhi mō te katoa | A place for all of us

Practical guidance for Aotearoa kaiako and educational leaders. Check out our range of guides, helping you to plan for the diverse learning and wellbeing needs of all ākonga.

# data[].attributes.attachment_link.description
This site provides New Zealand educators with practical strategies, suggestions and resources to support learners with diverse needs.

# data[].attributes.attachment_link.readable_text
Youth transition services aim to assist young people to make the transition from school into further education, training or employment. This report presents key development and operational lessons from three youth transition services -

Taranaki Connections in Waitara

The Pulse in Whangarei

Actionworks in Christchurch.

These lessons are presented to inform organisations that are considering or are in the process of developing their own youth transition services. The report details the three key outcomes that emerged from the site interviews: the principles that underpin youth transition service work; major operational issues; and approaches to working with youth.

# data[].attributes.attachment_link.title
Youth Transition Services: Lessons for Service Development

# data[].attributes.attachment_link.description
Evaluation of Youth Transition services, aiming to help young people go from school into work, education or training, on key development and operational issues.

# data[].attributes.attachment_link.readable_text
Community Participation Services

The aim of Community Participation Services is to contribute towards disabled people reaching their goals and aspirations in their local communities with the focus on the principles of Enabling Good Lives.

Mainstream programmes

Programmes to help people with a disability or health condition, including a mental health condition or neurodiversity, get into paid work and support them towards getting a long-term job.

Transition Services

Transition planning for young people with disabilities should begin around age 14 and become more specific and focused as the young person moves towards leaving school.

Transition services funded by the Ministry of Social Development (MSD) are available for all Ongoing Resourcing Scheme (ORS) funded students who are in their last year of school.

Funding is for up to 12 months.

Outward Bound

Outward Bound provides specialised courses for people with an intellectual, physical and/or sensory disability or a health condition. The aim of these courses is to improve motivation, self-confidence and self-esteem. Funding is provided for three courses for people with disabilities:

Aspire - for ages 27+, suitable for people with a mild physical impairment.

Activate - for ages 18+ for people with a physical disability.

Horizons - for ages 18+ for people with an intellectual disability.

Employment Services

The Ministry funds providers to support disabled people and people with a health condition to gain sustainable employment and move closer to financial independence.

Support Funds

If a person's disability means it would cost more than a non-disabled person to take on the same job or training, they may be eligible for funding.

Job Support and Training Support funds are available to help disabled people in New Zealand to take part in open employment (which means that anyone could apply for the job and it is not specifically reserved for a disabled person). The funds are administered on MSD's behalf by Workbridge, however the administration and management of these funds will go back to MSD during the first quarter of 2023.

Accessibility Charter

The Accessibility Charter is an across government commitment to increase the accessibility to public information across the state sector. We continue to monitor progress. An Accessibility Guide and a training package is being developed.

Lead Toolkit

We lead the rollout of the Lead Toolkit which is a valuable resource for State Sector leaders, managers and human resource professionals for creating an inclusive and welcoming environment for disabled people. We own the content and keep it updated. We also keep the Minister for Disability Issues informed on progress with update of the Lead Toolkit.

Blind Foundation - Talking Books and Articles for the Blind

The Ministry makes a contribution towards the costs of distributing audio books, magazines and newspapers to blind people.

Medical Alarms

MSD has accredited supplier agreements with six medical alarm suppliers. Clients can have the cost of a medical alarm included in their Disability Allowance if their health practitioner supports it.

The suppliers provide medical alarms, rental agreements, installation, monitoring, maintenance and response to all activated alarm signals at any time 24 hours per day, seven days a week for clients.

Electricity Retailers

We partner with electricity retailers to ensure clients are provided with the right assistance when needed. We have developed practices and processes with retailers to respond to vulnerable clients who may have a medical dependence on a secure supply of electricity.

Optical

MSD has preferred supplier agreements with a number of opticians from around NZ. MSD has negotiated an inclusive price for clients that includes:

an eye test

lenses including single vision, bifocals or standard progressives

frames

a fitting service

repairs

a cleaning cloth and case

two year warranty on defective parts.

# data[].attributes.attachment_link.description
Health and disability programmes and services funded by MSD

# data[].attributes.attachment_link.description
Careers New Zealand helps New Zealanders make informed learning and work decisions.

# data[].attributes.attachment_link.readable_text
When Patrick developed his condition, it required him to leave his current job to find something that would support him both physically and mentally and help with his development and recovery. Finding the right job (and not the first thing that was offered) was crucial.

Having to explain his condition to employers over and over and feeling almost unheard, Patrick turned to Workbridge for help. He was connected with Employment Consultant, David, and together they created a profile to gain a better understanding of the types of jobs Patrick was interested in and the skills and attributes he would be able to bring to his new workplace.

It wasn't long after, that Patrick was referred and successfully chosen for an Analyst position at Seedling, a small consultancy business which provides operational and financial support to social enterprises and impact businesses.

Patrick has been with Seedling since September 2020 and is the first employee to be hired by Seedling.

Being able to work from home has allowed Patrick to manage his condition. Patrick is fully supported, feels he can be open and honest with his employer and couldn't imagine being anywhere else.

Watch, listen, read and share Patrick's story.

# data[].attributes.attachment_link.title
Workbridge | Building a bridge over employment barriers

# data[].attributes.attachment_link.description
We help people with disabilities, injuries, and health conditions find a job and support you while you're in it. Employment support services

# data[].attributes.body
Strength-based approach A guide to writing Transition Learning and Development Statements
https://drive.google.com/drive/folders/1w-nBWOKvkStTPFXQOBGCxLirHZmH9buC

# data[].attributes.attachment_link.readable_text
Making best use of teaching assistants: Guidance report

This is a practical, evidence-based UK guide for primary and secondary schools to support effective practices for working with teacher aides. It contains recommendations based on the latest research examining the use of teacher aides in classrooms.

# data[].attributes.attachment_link.title
Supporting effective teacher aide practice

# data[].attributes.attachment_link.description
The teaching, learning and wellbeing support provided by teacher aides is integral to including all students in schools. This guide helps school leaders take a systems approach to providing the support that teacher aides need to be effective in their roles. The roles, responsibilities, and sys...

# data[].attributes.body
A great resource about inclusive practice from ERO, MoE and NZEI.

# data[].attributes.attachment_link.title
Teachers and teacher aides / Home - SPECIAL EDUCATION ONLINE

# data[].attributes.body
Woodhams' Inclusive Practice Poster

# data[].attributes.body
A checklist for SENCOs to check eligibility and process.

# data[].attributes.attachment_link.title
Copy of Preparing to Submit a BAS Referral - Information for Sencos/LSCs

# data[].attributes.body
Slides by Malia Tuala 'Restorative Practice' module in Learning & Behaviour

# data[].attributes.body
TKI website - Restorative Practice
https://pb4l.tki.org.nz/PB4L-Restorative-Practice/What-is-PB4L-Restorative-Practice

# data[].attributes.attachment_link.readable_text
By focusing on building and maintaining positive and respectful relationships across school communities, PB4L Restorative Practice give school staff best practice tools and techniques to maintain and restore relationships if things go wrong.PB4L Restorative Practice has four underlying principles:

Positive interpersonal relationships are a major influence on behaviour

A culture of care supports the mana of all individuals in the school community

Cultural responsiveness is key to creating learning communities of mutual respect and inclusion.

A restorative approach leads to individuals taking responsibility for their behaviour.

PB4L Restorative Practice is currently in more than 300 schools in New Zealand. Feedback from secondary schools participating in pilot testing of PB4L Restorative Practice (2011) showed the following positive outcomes:

a calmer school environment, with less classroom disruption and more time for teaching

an increase in the engagement and learning of students in the classroom

growth in relational and problem-solving skills, both for adults and students across the school community

improvements in attitudes and relationships across the whole school community

a consistent best-practice approach across the whole school community that aligns with the school's shared values.

Watch this video about building inclusive networks of positive respectful relationships across the school community.

# data[].attributes.attachment_link.description
By focusing on building and maintaining positive and respectful relationships across school communities, PB4L Restorative Practice give school staff best practice tools and techniques to maintain and restore relationships if things go wrong.PB4L Restorative Practice has four underlying principles: Positive interpersonal relationships are a major influence on behaviour A culture of care supports the mana of all individuals in the school community Cultural responsiveness is key to creating learning communities of mutual respect and inclusion.

# data[].attributes.body
A great resource for teachers to explain ADHD and suggest strategies.
Totally Psyched

# data[].attributes.body
Using comic strips to review incidents
Autism NZ

# data[].attributes.body
Self regulation using Zones of Regulation (red, yellow, green and blue)
Autism NZ

# data[].attributes.body
The motivation assessment scale - useful for teachers to examine what a child is trying to communcicate

# data[].attributes.body
Action Plan For PaciFic Education 2020-2030 filivaifale Jason Swann

# data[].attributes.body
Action Plan for Pacific Education

# data[].attributes.body
An overview of the Action Plan for Pacific Education - an informative video that could be shared with senior leadership teams in schools
https://www.youtube.com/watch?v=yO9Xt_hgAfE&t=17s

# data[].attributes.attachment_link.title
Action Plan for Pacific Education (APPE) - Overview

# data[].attributes.body
more approaches - as above

# data[].attributes.body
Approaches / support. From the Wellbeing, Anxiety and Trauma module in PLP. Celeste Littek's presentation https://www.youtube.com/watch?v=lPlQEUEZm5Q&t=153s

# data[].attributes.body
An amazing video that explains the impact of trauma on the child.
https://www.youtube.com/watch?v=xYBUY1kZpf8

# data[].attributes.attachment_link.title
Childhood Trauma and the Brain | UK Trauma Council

# data[].attributes.body
Boarding school opportunity for Māori and Pasifika students.
https://inzoneeducation.org.nz/

# data[].attributes.attachment_link.description
on Welcome To Inzone https://youtu.be/WiUhlcbZzYE Nau Mai, Haere Mai The InZone Education Foundation is a New Zealand registered charitable trust that aims to inspire and support [...]

# data[].attributes.body
Infosheet produced for the inclusive  education website inclusive.tki.org.nz
A clear explanation about learner profiles.

# data[].attributes.body
These are resources that I have collected during my time as an RTLB.

# data[].attributes.body
Understanding the seesaw
Autism NZ

# data[].attributes.body
Guide to Autism for the school community
Autism Speaks

# data[].attributes.body
Sensory Regulation
Autism NZ

# data[].attributes.body
Sensory Audit for Classrooms and schools

# data[].attributes.body
The sensory classroom
https://www.youtube.com/watch?v=1or8pbLdfd0&t=3s

# data[].attributes.attachment_link.title
Autism Ontario - The Sensory Experience: Sounds of The Classroom (EN)

# data[].attributes.body
MoE website.
https://www.education.govt.nz/school/student-support/special-education/assistive-technology/applying-for-assistive-technology/auditory-processing-disorder-apd/#:~:text=allocating%20a%20peer%20or%20buddy,students%20to%20process%20spoken%20information.

# data[].attributes.attachment_link.readable_text
Auditory Processing Disorder (APD) is a hearing disorder in which the ears process sound normally but the hearing centres and circuits of the brain don't correctly process incoming auditory information. Sounds are jumbled during neural processing in the brain.

People with APD do not have a sensory hearing loss so APD cannot be identified from a regular hearing test but requires specialised audiological assessments. (Children with a hearing loss may also have poor auditory processing, however, the term APD is not used for these cases).

How does auditory processing disorder (APD) affect learning?

Students with APD may have difficulty hearing a single voice in noisy classroom situations. Understanding spoken information in difficult listening situations or when the information is not clear or concise. APD can also affect the clarity of the sound heard by the student.

Little research has been completed to date that looks specifically at the effect of APD on learning outcomes. The research evidence gathered so far shows that APD often occurs along with a variety of learning difficulties. It is not yet clear if the learning difficulties are directly caused by the APD or if APD is one part of a range of difficulties experienced by some students.

What is clear is that students with severe APD struggle to hear their teacher's voice in some classroom situations and are likely to miss whole class verbal instructions. Further, and more importantly, students with severe APD will struggle to hear even in smaller group situations if there is competing background noise.

How do I know if a student has APD or they are just not listening?

APD can only be diagnosed by specialised paediatric audiologists. There are some factors to help you decide if a referral to a specialist is appropriate. As with many conditions a student may have mild or severe APD. Some students will be on the margin between normal auditory processing and having APD.

Students with APD may miss both highly rewarding instructions as well as instructions that they may wish to avoid. If there are any concerns about APD and/or attention, formal assessment is recommended.

If a student has APD they may:

miss some class instructions and have to watch or ask others what to do after verbal instructions are given

ask for instructions to be repeated even though they appeared to be focused and trying to listen the first time

have difficulty retaining information when it is only given verbally

appear overwhelmed in noisy classroom situations especially when there are a lot of different noises at the same time

APD often coexists with other learning difficulties and can have similar presentations. For this reason it can sometimes be difficult to identify the cause of learning difficulties.

What school and classroom strategies can help students to hear?

Students with a diagnosis of APD need more help than can be offered by just improving classroom acoustics. For some students with mild to moderate difficulty hearing, simple changes can be useful.

Poor acoustics found in many older style classrooms can greatly influence learning, particularly for young children.

The Ministry of Education provides an Innovative Learning Environment tool and encourages boards of trustees to self-assess classrooms and judge whether their acoustic performance needs to be improved. Improvements, such as installing acoustic ceiling tiles and acoustic wall linings, can be carried out.

The board of trustees can use the property grant to install classroom sound field systems. These systems distribute the teacher's voice throughout the classroom (via speakers) and can benefit a number of students by improving the level of the teacher's voice relative to background noise at the student's location in the classroom.

There are also a number of classroom strategies that can support an individual student who has some difficulty with auditory processing. These include:

seating the student to minimise background noise, such as away from fans, computers, heaters and road traffic

checking that the teacher's voice is clearly heard wherever the student is in the classroom

taking care to gain the student's attention before giving verbal instructions (e.g. "whakarongo mai")

giving clear, concise, well-spoken instructions (e.g. speak at the pace of a newsreader, but also use intonation and pauses to help convey the message)

giving short snippets of information where possible

checking students' understanding by asking them to rephrase

presenting verbal information in at least one other format to support comprehension, such as adding images, written instructions, graphic organisers or multimedia presentations

teaching and reinforcing the learning of specific listening skills and behaviours, such as active listening, questioning, restating

allocating a peer or buddy to support the student with listening difficulties and encouraging them to use the buddy to check their understanding of tasks and instructions

using other teaching strategies such as pre-teaching vocabulary, providing keywords and allowing time for students to process spoken information.

What should I do if I suspect a student has APD?

APD can only be diagnosed by a specialised paediatric audiologist. Before this step is taken it is important to have a standard hearing test to make sure that the student does not have a sensory (peripheral) hearing loss.

If the standard hearing test shows normal hearing but you suspect that the student is having difficulty with auditory processing it may be useful to keep a log to track specific instances that concern you. You could also ask others to do the same so that you can see if this problem occurs in multiple environments or is specific to one situation.

If APD is still suspected the family/whānau should make a referral to a qualified paediatric audiologist for a full auditory processing assessment. If the diagnosis is confirmed the audiologist will recommend a range of management strategies to help the student to develop their auditory processing skills.

What support is available through the Ministry of Education?

The Ministry provides specialist support based on the student's individual educational needs. There are Ministry of Education services available to those with high levels of need.

A medical diagnosis of APD alone will not automatically result in the allocation of additional learning support.

What is the school support?

If a student with APD is identified by their school as having additional learning needs, the school can allocate extra resources to support them.

This support could be directly from the school or through other services such as Resource Teachers Learning and Behaviour (RTLB) or speech language therapy.

What if specialist assistive technology is required?

In severe cases, students with significant learning needs who are diagnosed with APD may be advised by their audiologist to trial a personal remote microphone hearing system (RMHA) to see if it will make a difference for them in their noisy classroom situations. RMHA systems should be considered as a part of a comprehensive management plan and not as the sole management strategy for students with APD.

Personal RMHA listening devices allow the student to hear one voice (via a microphone) directly into their ears (through receivers). This is different from a classroom sound field system that distributes sounds throughout the room via speakers.

The personal RMHA system can only receive one voice at a time so does not help with general hearing. Modern personal RMHA systems do not block the ear so the student can hear other students speaking in the classroom in the normal way, but the teacher wearing the microphone will be the most audible. These systems are useful for hearing only one primary speaker. This includes situations such as whole class and small group teaching or during formal discussions or speeches.

Would my student be eligible for specialist assistive technology?

The personal RMHA system is allocated through the Ministry's assistive technology funding when the student needs this support to overcome their specific barriers to learning. If a student with a diagnosis of APD is learning well, and not receiving additional adult support in class they will not be eligible for this Ministry of Education support.

To be eligible for consideration of a personal RMHA system under the Ministry of Education assistive technology, an individual student must;

have a formal diagnosis of APD from a specialised paediatric audiologist.

be receiving additional learning support to address their learning needs through one of the Ministry's services (see below)

show that the use of an RMHA system makes a difference to their learning outcomes.

Note: Retrospective funding is not available.

Eligibility through Ministry services

Students are eligible to apply for assistive technology if they are receiving additional learning support through any of the following Ministry of Education Learning Support services:

Ongoing Resourcing Scheme (ORS)

Speech-language (communication) service

Behaviour and Support services (BSS)

In-class support (ICS)

Or be receiving additional learning support in their school. The student must meet all of the following requirements;

Has a current individual learning plan and;

Be receiving ongoing monitoring /support by school leader of additional learning e.g. SENCo, Learning Support Coordinator and;

Be working at least one level below the expected NZ curriculum level and;

Is receiving additional adult support in class for a minimum of two hours 1:1 (individual) or four hours (small group) per week i.e. from teachers, RTLB, RTLit, teacher aides or a combination of all. This additional learning support needs to have been in place for at least three months.

Assistive technology support is available only for individual students (not groups of students). The assistive technology fund supports a student's presence, access to participation/engagement, and learning.

In addition, the student must be attending a registered school (compulsory education) or be formally exempt from school but residing in New Zealand.

Once you are sure the student is eligible please contact your local Assistive Technology Coordinator to confirm an application to the Ministry of Education is appropriate.

Trial of the RMHA system

A trial of a personal RMHA system is undertaken to ensure the RMHA system makes a significant difference to learning behaviours and outcomes. The school-based trial may be arranged by school staff or an audiologist but always includes the school team, which includes the teacher and specialist support staff (such as the Speech Language Therapist, RTLB, ORS teacher and SENCO/LSC).

Schools who wish to initiate a trial for an eligible student should contact their local Ministry office for support to trial the RMHA system and set up data collection systems.

Before the trial the team will identify the learning behaviours they expect the RMHA system to support. During the trial, school staff will monitor use of the equipment and the targeted learning behaviours to document what difference the RMHA system is making for the student's learning outcomes. In cases where APD specifically affects speech discrimination in background noise, it is likely that changes in learning behaviours will be evident immediately.

The length of the trial is usually between two to four weeks but longer trials are sometimes necessary to ensure that the technology is making a difference, showing accurate listening benefit and results. If no significant changes to the targeted learning behaviours are noted after the trial period the device would be returned to the Ministry of Education.

Making a RMHA application

If the trial is successful, an Assistive technology - Auditory Processing Disorder application form [DOCX, 116 KB] is completed so that the personal RMHA system can be allocated to the school to support the individual student.

Can RMHA be used at home?

Items allocated through the Ministry's assistive technology service are allocated to, and owned, by the school. RMHA systems can go home as long as there is an agreement between the school principal and parents/whānau.

Each school has an insurance cover to at least the equivalent level of that provided by the Ministry of Education's 'Risk Management Scheme for School Contents' policy. This insurance policy covers all assistive technology while it is being used for educational purposes at school as well as off-site, in transit and at home.

The principal may also make an agreement with parents about the responsibilities for the care and safety of equipment when it is at home. This is more likely if the items have previously been lost or broken at home and have been replaced.

Please refer to our insurance and repairs fact sheet for more information about the Ministry's ongoing support in case of loss or damage.

What happens when a student transitions between schools?

Students with RMHA systems who are changing schools should take their allocated assistive technology with them.

The transition should be planned so that information about the purpose of the specific assistive technology and the way it is used is shared with the new school, including a copy of the original APD application form. With permission from the family/whānau, this might include specific examples of the purpose and use of the RMHA system.

For more ideas and resources:

# data[].attributes.attachment_link.description
People with APD do not have a sensory hearing loss so APD cannot be identified from a regular hearing test but requires specialised audiological assessments. (Children with a hearing loss may also have poor auditory processing, however, the term APD is not used for these cases). How does auditor...

# data[].attributes.body
A great powerpoint from SoundSkills

# data[].attributes.body
Checklist for APD
https://soundskills.co.nz/materials/

# data[].attributes.body
APD and ASD
https://soundskills.co.nz/materials/

# data[].attributes.body
Poster for Schools
https://soundskills.co.nz/materials/

# data[].attributes.body
Will test and support children with APD.
https://soundskills.co.nz/

# data[].attributes.attachment_link.readable_text
SoundSkills specialises in helping children and adults with communication and/or learning difficulties associated with auditory processing problems. We are unique in having a multidisciplinary team of audiologists, education advisers, a speech language consultant, and an autism adviser. Many of our child clients also have other developmental difficulties. Our services include diagnosis, treatment, management, advice to schools, and referral to other services when needed.

# data[].attributes.attachment_link.description
Soundskills are specialists in Auditory Process Disorder (APD). At Soundskills we teach the brain to hear. Contact us today to book an appointment.

# data[].attributes.body
Visual Supports
https://usevisualstrategies.com/best-practices-for-visual-supports-part-1/

# data[].attributes.attachment_link.readable_text
This post is about best practicies for visual supports for autism.

Many people have questions about using pictures for autism. Here is an email that I received.

"I'm looking for information about best practice using visual supports (specifically pictures, photos, objects) for 3-4 year old students with special communication needs. . . My specific questions have to do with the preferred size of the pictures, color vs. black and white line drawings, an appropriate number of pictures on a schedule, etc..."

These are great questions
My answers to these "basic best practices" questions have evolved into a 3-part series. In this article I'll focus on what visuals to use. The next two articles will delve into size, layouts, look and some other "technical" guidelines. The question asks specifically about preschool ages, but I'm going to expand my answer to include all ages. Here we go. . . .

Start at the beginning
The real beginning is the student. I think the two most important questions are 1) how old is the student, and 2) what is his/her skill level. Decisions about visual tools need to reflect the answers to these two questions.

One of the common situations that I am called to evaluate involves the appropriateness of visuals strategies being used for a specific student. Sometimes students are not responding as expected. Another common complaint is that students "reject" the visuals.

Stating that visual tools need to be age-appropriate and skill level appropriate seems so simple and logical, but everyone won't view "age-appropriate" and "skill level appropriate" in the same way.
Here's the history
I'm "vintage." I'm a grandmother. Back in the "olden days," when I started to use pictures for autism and create visual strategies to use with my students, we didn't even have computers. Pictures came from coloring books and magazines. We took photos with film that had to be developed at the drug store. It usually took a week to get the pictures back. Creating visual supports was very labor intensive.

In that era, a company called Mayer-Johnson created a 3-ring binder filled with stick figure pictures that we could copy on the Xerox machine in the office. That was the first resource that I remember that offered a "collection" of pictures to help me with my visuals.

As time went on. . . options grew.

What are the choices now?
Luckily, over time, the technology options have exploded. I'm amazed at how computers, Ipads and Google have made this job of pictures for autism so much easier. Now, you can use your computer and your camera to get beautiful color photos of most anything you need. . .within seconds.

In addition, there are multiple companies that produce online sites, computer software, CD/DVD programs, and picture card systems that will meet most any picture need you could have when creating visual tools for your students. There are lots of wonderful options. Which one or which ones should we use?

Here's what the research says
There has been some research* related to which forms of visuals are easiest for students to understand. (Keep in mind there are tons of variables that researchers break down related to this. For example, nouns are different from verbs and some line drawing systems are more difficult than others.)

Here's a simple list. The easiest are at the top and most difficult at the bottom.

Objects (identical & similar)

Color photographs

Black & white photographs

Color drawings (realistic)

Black & white drawings (abstract symbols)

Written words

Where do logos (like the logo of a favorite restaurant) fit on this list? I think near the top (easiest).
So, how do people make decisions?
How do they decide what visuals to use when planning pictures for autism? People tend to use what they are familiar with. They use the technology they are comfortable with. They use the computer program the school has purchased. Sometimes they try to standardize everything so everyone is using the same images. They create visual tools that are easiest for them to do or most convenient for them.

That's not bad. But we need to think about good, better and best. When we have so many great options available, we want to make sure we are aiming for the best for each student.
So here are the most important questions
What will this student learn to recognize most quickly and easily? What captures his attention best? What does he seem to "like" best? What is most interesting to him? I don't think you need a fancy standardized test to answer these questions. You can spend a few minutes informally with a student and get some useable information.

Here's where age and skill level become really important
The original question was about 3-4 year olds. Very slow learners may need to begin at a very concrete stage with real objects. But most children in this age range will do really well with a combination of photos, colored drawings and real objects.

Young students may understand some abstract symbols and written words. If they do, I might use just a few for things that are harder to represent with a more realistic picture.

Older student's needs are a bit different. Skill level is a big factor here. Students who learn slowly may do just fine with the same visuals that the younger students use.

One complaint that comes from some older students is that they don't want to use visual supports because they look "babyish." How the visual tools look is a big issue. (I'll address that later in this series.)

The other issue may actually be the kind of visual representations being used. Here's my question. Do abstract symbols look more "special ed" than photos? Than written words?
Some additional thoughts
1. Remember. . .it's not "one size fits all"
All students are not going to understand all visuals in the same way.

2. When in doubt, use a simpler form
It doesn't hurt any students to use simpler forms of visuals.

3. Think about the group and think about the individual
When creating visual tools for the whole group, be sure to use a level of visuals that are appropriate for all of them to understand. Then if you are doing something personal for a specific student, you can use a higher level if that is appropriate for him.

4. All the pieces of a "communication system" do not need to be the same format (in fact, it's better if they are not)
If everything starts looking too much alike it becomes more difficult for students. Some things are easier to represent in photos and some easier in drawings or symbols. Think about nouns vs verbs vs adjectives vs words that represent concepts such as "snack" or "play time."

5. Don't worry about moving up to higher levels of difficulty
Occasionally, I meet someone who is concerned about "climbing up a ladder" to make the visual tools more and more abstract and more difficult.

Don't forget that the purpose of using visual strategies is to give students information to help them accomplish their life routines. There is no great benefit from making that more difficult for them. Other literacy skills can be taught in separate activities.

Here's what I recommend
When people have good systems that are working fine, I don't think starting over makes sense. If it's not broken. . . don't fix it. On the other hand, if something is not working well, it might be time to review.

When creating new visual tools, try using the list above as a guide for making your decisions. As you do that, you'll have a perfect opportunity to explore more picture resources for the visuals you create.

One final thought.
It's not all about autism. Think about how the advertising world communicates to you and me. Which restaurant do you think sells more dessert? The one that gives you a typed page with a list of desserts? Or the one that has a special dessert menu with wonderful colorful photos of the treats? Or the one that brings a huge dessert tray to the table to show you what all those yummy desserts look like?

*Adapted from (Mirenda & Locke 1989)

# data[].attributes.attachment_link.title
Best Practices for Visual Supports - Part 1

# data[].attributes.attachment_link.description
Lots of questions about what pictures to use. What size, what kind, how to use. Linda Hodgdon, shares very practical advice.

# data[].attributes.body
A simple guide to strategies to use in the classroom
@Autism NZ

# data[].attributes.body
Strategies to use in the classroom - useful for teachers as a checklist.

# data[].attributes.body
Learning Something New
Autism New Zealand. (2020). Learning something new. Extract from Autism New Zealand (Ed.). FANZ Handbook (pp. 32-36). Wellington: Author.

# data[].attributes.body
Modelling, copying, adapting and interrupting.
@Autism NZ

# data[].attributes.body
A checklist for 'making yourself interesting'.
From the Autism & Engagement module.

# data[].attributes.body
Play. Making yourself interesting. Strategies to use.
@Autism NZ

# data[].attributes.body
Ways to play.
@Autism NZ

# data[].attributes.body
Levels of Interpersonal Engagement
@Autism NZ

# data[].attributes.body
A tool to assess for CVI. Still in progress...
https://www.austinassessment.org/the-app

# data[].attributes.attachment_link.readable_text
The Austin Assessment app is a fun and simple card matching game that is also a screening tool for cerebral visual impairment (CVI). Learn about how the app works, and what you can do if the results are positive.

The app is currently in development and will be released publicly soon.

How does the app work?

The game starts at a basic level and increases in complexity, starting with four cards and gradually moving up to twelve. There is a multi-coloured version of the game and a single-coloured version. The way a child with CVI looks at things is different from the way a child with typical vision does. The Austin Assessment app identifies those differences.

The differences include:

Darting eye movements.

Taking longer to match the cards as more cards are added.

Becoming less accurate as more cards are added.

Being easily distracted

Increasing levels of frustration and/or anxiety as the game becomes more complex.

These differences indicate:

Impaired search performance, meaning it is more difficult to find the pairs.

Difficulties with visually guided movements, because they need to put their fingers on the cards to move them to the matching card.

The app has been programmed to measure the differences, to indicate which children might have CVI. The app has been tested on over 900 children broken into the following age groups:

5 to 8 years

9 to 12 years

13 to 18 years.

This research gave us the ranges of typical children, called a normal range (or normative data range).

When the child plays the game on the app, their performance is compared to the performance of the age group. If it is outside of the normal range, then they may have a form of CVI. For these children, a report of their performance can be downloaded. The report includes what further assessment needs to be done by a vision specialist to confirm a diagnosis of CVI. They will also be directed to other support providers.
See the full list of Austin Assessment research and references

A note on health data privacy
All data obtained through the app is held securely and meets health and medical data storage privacy laws and requirements.

What can you do if the results are positive?

The Austin Assessment is a screening tool, not a diagnostic tool. If the result is positive, it means there is a possibility the child may have a form of CVI, and an official diagnosis from a skilled medical professional should be obtained.

CVI is a medical condition. Different regions and countries have different ways of doing things, but commonly, to get a diagnosis either a family doctor or paediatrician makes a referral to a vision specialist.

On the app there is an option to send or print the individual child's report, and this will have information for the vision specialist on what assessments they need to carry out to help determine the exact nature of the visual issues your child might have. The individual report also includes references to CVI research, which prove that these particularly visual perception difficulties are a part of CVI.

Getting a diagnosis of CVI can be difficult, and this is an issue all over the world. Even today, many medical professionals have not heard of CVI, and so systems, including within the areas of vision, may not have been set up to assess, diagnose, manage, and support children with CVI. You might find it difficult to get an appointment for a CVI diagnosis, and even if you do, you might still not get a diagnosis.

Start supporting your child today

The good news is you can start supporting your child immediately. By understanding how CVI affects them, you can help your child in many areas of their lives.

‍

CVI Scotland's Pick & Mix support programme

The international CVI organisation CVI Scotland has created a free do-it-yourself CVI support programme called Pick & Mix, designed for anyone affected by CVI, but particularly the many who may struggle to get a diagnosis but still need support.

This short Pick & Mix introduction video provides an overview of the programme.

In the programme, you pick the areas relevant to you and your child, where they may need help and support. These include help at home, being at school (both the social environment and school work), support with food and eating, transport, and more. Each area identifies tasks that the child or person with CVI might want to complete, or needs or desires that they have, and suggests ways to help them achieve those tasks or needs.
Explore the Pick & Mix support programme

Join the waitlist

Sign up to the waitlist to be the first to know when the Austin Assessment app is available to download.

# data[].attributes.attachment_link.description
The Austin Assessment app is a fun and simple card matching game that is also a screening tool for cerebral visual impairment (CVI). Learn about how the app works, and what you can do if the results are positive. The app is currently in development and will be released publicly soon.

# data[].attributes.body
Ko Tak Reo. Reference Booklet

# data[].attributes.body
Resource Booklet

# data[].attributes.body
Guide to Deaf and Hard of Hearing
https://inclusive.tki.org.nz/guides/deaf-or-hard-of-hearing-students-and-learning/organisations-programmes-and-resources/

# data[].attributes.attachment_link.description
Suggestion for implementing the strategy Identify needs and how to provide support within the Guide to Deaf or hard of hearing students and learning

# data[].attributes.body
Ko Taku Reo
https://www.kotakureo.school.nz/educators/outreach-services/rtds

# data[].attributes.attachment_link.readable_text
Skip to main content

Resource Teachers of the Deaf (RTDs)

Resource Teachers of the Deaf (RTDs) aim to improve the educational and social outcomes for Deaf and hard of hearing children by working in a collaborative partnership with families and mainstream schools to support the delivery of the New Zealand curriculum with a special focus on language, literacy, and culture.

The RTD is a trained specialist teacher who can provide:

Specialist one-to-one teaching

Assistance to classroom teachers with curriculum adaptation and delivery.

Specialist advice, guidance, and assistance for the classroom environment and management

Assistance to classroom teachers with the assessment of learning outcomes involving language and literacy achievement

Liaison services with all staff, support agencies, and caregivers

Monitoring and support for the use of audiological equipment

A facilitator who looks at the needs across all areas of the wheel

A direct teaching service

New Zealand Sign Language (NZSL) specialist teachers

Habilitationist with the Cochlear Implant Services

Teachers from within the Specialist Resource Team around language, literacy and deaf culture

Who is eligible for RTD support?

Student needs are reviewed each term and prioritised around language levels and functioning in the class. Students are grouped into three priority levels and this informs the level of direct teaching support from an RTD or the funding transferred to the student's school.

# data[].attributes.attachment_link.title
Resource teachers of the Deaf (RTDs) - Ko Taku Reo

# data[].attributes.attachment_link.description
Skip to main content Resource Teachers of the Deaf (RTDs) aim to improve the educational and social outcomes for Deaf and hard of hearing children by working in a collaborative partnership with families and mainstream schools to support the delivery of the New Zealand curriculum with a special focus on language, literacy, and culture.

# data[].attributes.body
Everyone's In: An inclusive planning tool
https://www.youtube.com/watch?v=tDOCIfYI_P0

# data[].attributes.attachment_link.title
Everyone's In: An Inclusive Planning Tool

# data[].attributes.body
General Information about Activity Centres
https://alternativeeducation.tki.org.nz/Activity-centres

# data[].attributes.attachment_link.readable_text
Activity centres provide educational and pastoral support to secondary students Years 9-13. The support includes a specialised Learning Programme that will lead to:

increased attendance, engagement, and achievement at school

social outcomes

successful transition into further education, employment or training.

Target student group

Activity centres are operated by managing schools to provide a specialised Learning Programme for secondary school students in Years 9-13 who are at risk of disengaging from schooling and/or at risk of low educational, social or vocational outcomes.

Further entry criteria is developed by the managing school in consultation with the cluster of schools in its area. Entry criteria must ensure:

students are enrolled in a state school and are entered into ENROL

students are referred because their behaviour impedes their own learning outcomes, or that of others

a specialised programme is the most effective way of meeting the student's needs.

Programme

Activity centres have registered teachers who support students to increase their achievement and engagement in education. Those working at the activity centres develop an Individual Learning Programme (ILP), which is responsive to the needs of each student.

At a minimum an ILP must include:

numeracy and literacy goals at a level appropriate for the student

wellbeing goals (health, social, behaviour)

career competencies and/or vocational goals which support effective transition

measures to ensure a regular review and update.

Often akonga will attend an Activity Centre for a maximum of two terms; however, extended support can be in place at the discretion of the Activity Centre Director.

The managing school will also ensure regular review systems are in place to support a high-quality educational service provision, including support for activity centre staff to access professional development as well as the development of continual improvement practices.

Funding and operation

Managing schools have a Memorandum of Understanding with the Ministry of Education and receives resourcing to manage the activity centre.

Board of Trustees (the Board) of the managing schools holds governance responsibility for the activity centre and is responsible for providing educational services. The Board has a Memorandum of Understanding with the Ministry that outlines the roles and responsibilities of all parties in operating an activity centre.

Cluster of schools (state and state-integrated schools) in the geographic vicinity with secondary aged students.

Enrolling schools area part of the cluster of schools that has a student on their roll attending the activity centre.

Monitoring and reporting

There is a requirement under the Activity Centre Memorandum of Understanding to report on outcomes and student achievement to ensure accountability for public funds. This is completed by the managing school.

Download a Word version of the Activity Centre annual report template:

Activity Centre annual report template (Word 2007 29 KB)

Education Review Office (ERO) reports, 2017, and 2018

In 2017, ERO reviewed every activity centre to determine how effective each one was in promoting positive outcomes for students. ERO looked at the:

management and governance practices, including planning, internal evaluation, and professional capacity building

use of information to plan and implement individual programmes for, and with, students and to monitor their progress

support for students to achieve improved social and educational outcomes

educational and social outcomes, including the extent to which students' learning has been accelerated

students' experience of interagency support for them and their families

transitions in and out of the activity centre.

ERO then released a report for each of the 14 activity centres. Ten of the reports included specific recommendations for the activity centres. The 14 ERO reports are available on the ERO website .

On 24 October 2018, ERO released the evaluation report on Provision for Students in Activity Centres. The report is a summary report of the 14 activity centres individual reports that were released in 2017. ERO provided recommendations for the Ministry of Education, Board of Trustees of all managing schools, enrolling schools, leaders and teachers of activity centres and Te Kura. The evaluation report is available on the ERO website .

Note that one activity centre, Te Kura o Waipuna Ōtāhuhu, has closed since the release of the 2018 ERO report.

Further information

Learning Support
For information on Learning Support services and regional office, visit Learning Support on the Ministry of Education's website.

To contact your Ministry regional office, go to Learning Support Services on the Ministry's website.

Further queries
For further queries, email the Ministry at Activity.Centres@education.govt.nz

Te Kura
For information on Te Aho o Te Kura Pounamu - The Correspondence School (Te Kura), visit www.tekura.school.nz .

Activity centres and managing schools

# data[].attributes.attachment_link.description
Activity centres provide educational and pastoral support to secondary students Years 9-13. The support includes a specialised Learning Programme that will lead to: increased attendance, engagement, and achievement at school social outcomes successful transition into further education, employment or training.

# data[].attributes.body
An app for your phone

# data[].attributes.body
TKI website NZSL
https://www.nzsl.tki.org.nz/

# data[].attributes.attachment_link.readable_text
Thumbs Up! An Introduction to New Zealand Sign Language is a resource designed for students in years 7-8 working at curriculum levels 1 and 2. The resource supports the teaching and learning of NZSL as an additional language in English-medium schools.

New Zealand Sign Language (NZSL) is used by members of New Zealand's Deaf community and those linked with this community, including hearing people who have Deaf relatives or interpreters who work with Deaf people.

NZSL and the NZC
New Zealand Sign Language Act 2006
New Zealand Sign Language (NZSL) is an official language of New Zealand and is recognised in The New Zealand Curriculum (2007).

New Zealand Sign Language Week

New Zealand Sign Language (NZSL) Week is celebrated every year during May.

NZSL Week is organised by Deaf Aotearoa to raise awareness of the language and culture of New Zealand's Deaf community.

NZ Curriculum Online | NZ Sign language week - has a range of resources and ideas to help you celebrate this language week at your school.

The International Week of the Deaf is 20-26 September and the United Nations International Day of Sign Languages is held on 23 September.

# data[].attributes.attachment_link.description
Thumbs Up! An Introduction to New Zealand Sign Language is a resource designed for students in years 7-8 working at curriculum levels 1 and 2. The resource supports the teaching and learning of NZSL as an additional language in English-medium schools.

# data[].attributes.body
NZ alphabet

# data[].attributes.body
Learn NZSL alphabet
https://www.youtube.com/watch?v=SRuq8TH-MyI

# data[].attributes.attachment_link.title
Learn NZSL: Meet and Greet. Fingerspelling A-Z

# data[].attributes.body
A guide for NZSL in Education.
file:///Users/vickykim/Downloads/2023_Lets_Talk_Education_A6.pdf

# data[].attributes.body
A website with the NZSL dictionary and access to learning NZSL.
https://www.deaf.org.nz/resource/fact-sheet-new-zealand-sign-language/

# data[].attributes.attachment_link.readable_text
Nearly every country has its own sign language, complete with a unique vocabulary and grammatical structure (the same as any language). New Zealand Sign Language (NZSL) is the natural language of the Deaf community in Aotearoa New Zealand; so it reflects the country's culture by including signs for Māori terminology and concepts unique to Aotearoa.

British Sign Language (BSL) was brought to New Zealand by immigrants and since then, NZSL has evolved. NZSL became the second official language of New Zealand in April 2006.

Sign language is a combination of hand shapes, facial expressions and body movements. It is not simply signed representations of spoken words. Like other languages, there are differences in the use of NZSL such as vocabulary, dialect or signing style. However, this does not cause miscommunication between two NZSL users.

Learning NZSL:

How do Deaf people learn NZSL?

For the 10% of Deaf children born to Deaf parents, NZSL is their first language. These children learn to sign from their parents; just as hearing children learn spoken language from their hearing parents.

However, 95% of Deaf people are born to hearing parents, therefore NZSL is not automatically their first language. While some hearing parents do teach their Deaf children NZSL, the majority learn the language at a Deaf school and/ or by interacting with other Deaf people at Deaf education centres, clubs or other Deaf social/sports activities.

Learning NZSL

The best way to learn NZSL is by attending a NZSL class taught by a registered tutor or member of the NZSL Teachers' Association. Visit teachsign.org.nz for more information.

Other good ways to learn about Deaf culture and NZSL are to visit a Deaf club or attend a Deaf social event.

NZSL is:

A true and natural language that conveys information via a wide array of movements and expressions

Not based on English or other spoken languages nor is it just finger spelling

Not a universal "Deaf" language

Unique to NZ and includes Te Reo Māori

Not mime or gesture

It consists of a structured system of hand shapes and movements, hand/finger orientations, facial expressions, lip-patterns, and use of space. In spoken languages, 'body language', including facial expressions, eye gaze, eyebrow raising and lowering, and head tilts, can add important meaning to what we say. ​ In NZSL, 'body language' is important too because it often carries grammatical information.

It is highly valued by the Deaf community because it's visually accessible. Sign language is not limited to the signs being used. It is a 4D language which uses the whole body, the space around the body and what we call non manual signs. Sign Language doesn't have a sign for every word but we have a wonderful thing called classifiers where signs can be expanded with handshapes and movements to represent objects, actions, and visual properties of things and situations.

NZSL Week

Each May, Deaf Aotearoa organises NZSL Week - a celebration of one of the country's official languages, New Zealand Sign Language (NZSL). NZSL Week helps promote the language as well as raise awareness about New Zealand's Deaf community and the issues/challenges its members face each day. It also provides an opportunity to advocate for Deaf rights, as defined by the UN's Convention of Rights of People with Disabilities. NZSL Week is a chance for Deaf New Zealanders to 'put their hands up' and be 'heard'.

NZSL Dictionary

New Zealand Sign Language Dictionary contains 4500+ multimedia, multilingual dictionary entries.

A "Word of the Day" feature introduces you to a new vocabulary word every day.

All the diagrams are built in to the application so they can be viewed offline. To view the videos, an active Internet connection is required.

Learn NZSL

Learn NZSL is a free learning portal on New Zealand Sign Language (NZSL). NZSL is the language of New Zealand's Deaf community and an official language of New Zealand. Whether you're studying NZSL, trying to connect with a Deaf friend, or just having fun with a new language, Learn NZSL has a lot to offer!

Watch, learn and practise how to use NZSL in common situations, shown as nine topics below. Within each topic, you'll find plenty of videos, resources and exercises to keep you busy. Go through the topics in sequence to get the full story of Learn NZSL.

Teach Sign

Hub for tutors and learners. Here you can find out about NZSL learning in your area, access homework resources and browse links to other resources.

# data[].attributes.attachment_link.description
Nearly every country has its own sign language, complete with a unique vocabulary and grammatical structure (the same as any language). New Zealand Sign Language (NZSL) is the natural language of the Deaf community in Aotearoa New Zealand; so it reflects the country's culture by including signs for Māori terminology and concepts unique to Aotearoa.

# data[].attributes.body
The powerpoint presented to the Cluster 4 team from Madelaine Armstrong- Wilcocks and Ryan Abbott from NZCGE

# data[].attributes.body
https://gifted.tki.org.nz/ TKI website to support Gifted Education

# data[].attributes.attachment_link.readable_text
A package of support for gifted education was announced in 2020.

The package recognises that gifted learners and notions of giftedness are diverse, both within and across cultures.

The package of support includes:

Support for the New Zealand Centre for Gifted Education to deliver and grow MindPlus programmes (in-person, online and at your school) so gifted learners can access learning with like-minded peers. Applications are always open - see website www.nzcge.nz for more information and applications.

Awards for gifted learners in early learning up to school leaving age, in both Māori and English-medium settings, can apply for these awards to support their learning or pursue their passion. Parents or teachers can also apply on behalf of learners. The next award round applications are open from Friday 1 September to Monday 9 October. For more information about the awards please visit Awards for Gifted Learners.

Awards for Teachers of Gifted Learners are for teachers currently working in early learning, primary or secondary schools in Aotearoa New Zealand, to support them in enhancing their skills so they can better support gifted learners. This year applications are open from Monday 2 October to Sunday 5 November. Further information on the awards can be found on the Awards for Teachers of Gifted Learners page.

Applications for study awards to complete the Massey University Postgraduate Diploma in Specialist Teaching: Gifted are now open for 2024. To learn more about the study award and to apply, please visit Gifted Study Award.. Applications close 12 September 2023.

A programme of events, experiences and opportunities. Details of the new programme can be found at Events and opportunities for gifted learners.

Expansion of online modules. Improved access to online modules which enable gifted learners to learn alongside like-minded peers. Contact admin@nzcge.co.nz to apply.

Additional guidance for teachers and kaiako to help them recognise and support gifted learners. Follow the link above to the Guide to identification and provision or access from the further support tab.

# data[].attributes.attachment_link.description
A package of support for gifted education was announced in 2020. The package recognises that gifted learners and notions of giftedness are diverse, both within and across cultures. The package of support includes: Support for the New Zealand Centre for Gifted Education to deliver and grow MindPlus programmes (in-person, online and at your school) so gifted learners can access learning with like-minded peers.

# data[].attributes.body
This TVNZ programme examines what its like to be gifted in the NZ education system.
https://www.tvnz.co.nz/shows/brain-boxes

# data[].attributes.body
This is the list of allocated LSCs in Auckland.

# data[].attributes.body
This is a useful site for understanding the roles of LSCs better.

# data[].attributes.attachment_link.readable_text
Introducing Learning Support Coordinators in schools and kura is a key priority in the Action Plan, to improve the way we support the learning needs of children and young people.
This is a new, fully funded and dedicated role. Learning Support Coordinators will:

build the capability of kaiako and teachers

identify and plan for the learning support needs of all children and young people in the school or kura, including those with moderate needs

be available to support learners, and their parents and whānau. The intention is that they will simplify the system, so it's easier for them to access services.

Funding of $217 million was allocated in Budget 2019 for the first tranche of Learning Support Coordinators to start from January 2020.

The first 623 Learning Support Coordinators have been allocated to 124 learning support clusters, covering 1052 schools and kura. There will be approximately one Learning Support Coordinator for every 500 students in the cluster.

Learning Support Coordinators will be an integral part of a more flexible and joined-up approach to learning support, the Learning Support Delivery Model. For this reason, they will be working in all the schools and clusters that are the most advanced in using this approach.
Learning Support Delivery Model
This first allocation also provides an opportunity to test the new role in a wide range of different types of schools and settings, before more Learning Support Coordinators are allocated in future years.

We will work with the education and disability sectors, parents and whānau to ensure the role is successful and the necessary systems, guidance and processes are in place.

Learning Support Resources

We've collated a list of learning support resources:

Learning Support Toolkit

Learning Support Coordinators and associated Travel and Networking Grant allocation

On 20 December 2019 the Ministry of Education confirmed that the Networking Grant paid to employing schools would increase from $500.00 per annum for each FTTE LSC to $1500 per annum.
Tables showing the allocation of the first Learning Support Coordinators and associated Travel and Networking Grant across clusters and schools are available here:
Tranche 1 LSC allocation and TN Grant Auckland [PDF 511 KB]
Tranche 1 LSC allocation and TN Grant Bay of Plenty [PDF 495 KB]
Tranche 1 LSC allocation and TN Grant Canterbury [PDF 489 KB]
Tranche 1 LSC allocation and TN Grant Hawke's Bay [PDF 477 KB]
Tranche 1 LSC allocation and TN Grant Nelson, Marlborough, West Coast [PDF 458 KB]
Tranche 1 LSC allocation and TN Grant Otago, Southland [PDF 497 KB]
Tranche 1 LSC allocation and TN Grant Tai Tokerau [PDF 465 KB]
Tranche 1 LSC allocation and TN Grant Taranaki, Whanganui, Manawatū [PDF 469 KB]
Tranche 1 LSC allocation and TN Grant Waikato [PDF 498 KB]
Tranche 1 LSC allocation and TN Grant Wellington [PDF 486 KB]

Learning Support Coordinators - Role description

Learning Support Coordinators - Role Description [PDF 508 KB]

Frequently Asked Questions (FAQs)

A comprehensive set of Frequently Asked Questions (FAQs) that includes information on the Learning Support Coordinator role, how allocations were made, and operational information on establishing the LSC role in schools.

New content about managing changes to Learning Support Clusters is available on pages 14 - 16.

Learning Support Coordinator FAQs [PDF, 504 KB]
Further information on the Learning Support Coordinator role allocation can be found on education.govt.nz.

# data[].attributes.attachment_link.title
Learning Support Coordinators - Conversation space

# data[].attributes.attachment_link.description
Introducing Learning Support Coordinators in schools and kura is a key priority in the Action Plan, to improve the way we support the learning needs of children and young people. This is a new, fully funded and dedicated role.

# data[].attributes.body
Empower the learner:

Build self esteem

Engineer success

Listen to the student

Set realistic targets

No deep marking

Mistakes are ok - it means you have tried

Use the language of success

Accommodations

Organise a scribe (NB SAC understanding)

Set up shared writing

Encourage mind maps, storyboards, flow charts

Mark for content and ideas

Minimise copying

Differentiate by task or outcome - all must, most should, some could.

Differentiate assessment tasks.

# data[].attributes.body
For parents & whānau

# data[].attributes.attachment_link.readable_text
Dyslexia is a term used to describe a range of persistent difficulties with reading and writing, and often including spelling, numeracy or musical notation.

Students with dyslexia do not make expected progress in these areas in spite of good teaching and the type of extra support that would be helpful for most children. But difficulties with dyslexia can be reduced with effective individualised teaching and specialist support.

It is important to identify it early

Literacy is the foundation of all learning so identifying dyslexia early is critical. That way children can be supported to participate in the full range of social, academic and other learning opportunities at school.

Identifying dyslexia before starting school can be difficult and potentially risky as there is so much variation in the way children develop in those early years.

Once identified, it is important that 'dyslexia' is not used as a label, but rather as a means to action. As a label, it encourages people to see all 'dyslexic' students as the same, when we know that they're not. All students' individual difficulties and strengths need to be identified and addressed.

What are the signs that my child might have dyslexia?

Your child may have dyslexia if after a year at school they often display a number of these difficulties:

unsure of the sound a letter or combination makes eg. h or sh

poor sense of rhyme

often mixes up letters or figures eg. b/d/p/q or n/u, or 15 for 51

great difficulty spelling simple words like 'duck' or 'like'

highly disorganised - often doesn't know what day it is

finds learning sequences difficult e.g months

extremely messy handwriting - letters are poorly formed

very poor reading, even of very familiar words

difficulty with things like tying laces, getting dressed quickly, clumsiness, confuses left and right.

How can I help at home?

If your child has dyslexia you can make a difference. Successful people with dyslexia have said that their success is largely due to the practical and emotional support they received from their parents.

Have fun with your child at home or in the car playing word games and making rhymes, reading together and talking about what you're doing. While language games and reading won't 'prevent' dyslexia, they help by promoting an awareness of the sounds letters make and how language works. Remember to praise and encourage your child, even if they guess wrong.

Infants

Read, read and read some more to your baby.

Sing songs, chants and rhymes.

Do action songs together.

Toddlers

Read to your child every day.

Let your child see your finger following the text.

Say nursery rhymes, simple poems and finger games together that use rhyming words.

When talking draw attention to rhyming words eg. eat/meat, go/slow, fun/run.

Young and school age children

Play 'I spy' or 'ka kite au' to help your child learn the sounds of letters. Use the beginning sounds of words as clues.

Play 'change a name' by removing the first letter sound , eg. Timmy becomes immy, mummy becomes ummy.

Play an alphabet game where the child finds a word for each letter of the alphabet.

Clap and count the syllables in children's names and everyday words.

Play riddle games, eg. what rhymes with 'pig' and starts with d?

Sort everyday objects into groups based on the initial letter sound, eg. pegs, pins, pencils, book, bowl, button. Try extending it to whole words eg. 'Which words start with the same sounds? Dog, doll, mum?'

More tips

Meeting other children and families with similar difficulties can provide a form of support, help children to know they are not alone and create a sense of belonging.

Out of school programmes can be a good way of providing peer support for other children (and families) in the same circumstances.

Talk to your child's teacher about out of school programmes to find one that supports what is happening at school. You do not want your child being confused by different messages about how to read or write.

Mauri Ora - Be Positive

People with dyslexia can easily and quickly develop low self-esteem and compensatory strengths, such as memorising text, to try and make up for their difficulties. It is very important for families to support their children's strengths and successes to boost their self-esteem.

How will my school help?

If you have concerns about your child's learning, talk to the teacher. Working with your child's teacher is crucial if your child has dyslexia. The school will identify your child's strengths and learning needs so that they most appropriate help can be put in place. It may be necessary to bring in other people to decide if your child needs special support, such as an individual education programme or help from a special teacher, such as a Resource Teacher: Literacy.

What you can expect when starting school

Early assessment and identification of reading and writing competencies (within first 6 weeks)

Regular reports on progress

Specific literacy support for children not making expected progress by the end of the first year, eg. Reading Recovery, school literacy leader or expert, Resource Teacher: Literacy

Learning support, supportive accommodations and adjustments e.g. Resource Teachers: Literacy, and targeted funding may be available.

Talking with the school and getting support

Start talking to the teacher as soon as you have concerns about your child's progress. The teacher may also approach you.
You should start with your child's teacher. Then if you want to talk to someone else, speak with the head teacher, deputy principal, principal, or perhaps a literacy specialist.

What to talk about

Concerns about progress and/or self-esteem.

What you and the teacher have noticed and when it was notices.

What you and the teacher are doing to address the problems, eg. tailored teaching, how to address specific learning needs, support in the classroom, home activities, out of school programmes, specialist advice.

What the teacher will share with you?

Assessments and analysis of your child's learning.

Specific difficulties your child is having and how they are being addressed.

Your child's strengths and how to build on them.

How you can help at home.

Key features of a successful programme

Dyslexia is identified early.

Students are helped to distinguish the sounds in language, match sounds to letters, and learn the meaning of words.

Practical support is provided.

Activities and tasks that allow learners with dyslexia to recognise not only what they have difficulty with, but also their strengths - a common strength among dyslexic children is the ability to recognise images and to visualise.

# data[].attributes.attachment_link.description
Dyslexia is a term used to describe a range of persistent difficulties with reading and writing, and often including spelling, numeracy or musical notation. Students with dyslexia do not make expected progress in these areas in spite of good teaching and the type of extra support that would be helpful for most children.

# data[].attributes.body
A kete of resources for supporting a student with Dyslexia. MoE.

# data[].attributes.attachment_link.readable_text
These resources promote a range of options for helping students living with dyslexia to learn in ways that work best for them. They will support dyslexic learners to be recognised and to access the curriculum through reasonable accommodations. Over time, further resources will be made available to support neurodiverse learners.

About Dyslexia - Supporting Literacy in the Classroom

This resource is for teachers, learning support coordinators, literacy leaders and school leaders in primary and secondary schools with students who show signs of dyslexia. About Dyslexia supports the teaching and learning of literacy, and provides practical, strengths-based approaches for:

identifying students who show signs of dyslexia

planning targeted teaching strategies that support literacy learning

building supports, accommodations, and modifications into learning programmes to reduce barriers to learning and cognitive overload

establishing a whole-school approach to understanding and meeting the needs of learners who may have dyslexia.

This update replaces the Ministry of Education's 2008 About Dyslexia resource, with a greater emphasis on practical strategies and approaches for educators to respond effectively to learners with dyslexia.

All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of About Dyslexia: Supporting Literacy in the Classroom to help support children and young people living with dyslexia, and ultimately lift their literacy outcomes.

This Ministry of Education page provides information on how parents and whānau can support their child at home and at school. It gives guidance for identifying the signs that a child might have dyslexia, practical tips for helping at home, how school can help; who they can talk to and seek support from, and how to actively take part in their child's learning.

Tīpaopao: Dyslexia - Māori medium
Tīpaopao - Kauwhata Reo
The Tīpaopao brochure is an introductory resource for supporting ākonga with dyslexia in Māori medium settings. It contains key ideas and strategies (including a learning support plan) that teachers, whānau, and support personnel can use to enhance learning conditions for children who may have specific literacy needs in Māori medium. It is supported by two videos outlining effective literacy teaching and support in Māori medium kura.

All kura and kohanga reo in Māori medium settings will receive the Tīpaopao resource. This useful resource has been designed to raise awareness and understanding of tīpaopao (dyslexia) for kaiako and whānau.

Tools for identifying dyslexia

The New Zealand Dyslexia Handbook has been selected to be used as an interim tool for monitoring learners' progress while further, more comprehensive resources to support all learners are developed. The handbook provides various assessments suitable to use in identifying dyslexic-type traits, as well as other underlying issues in literacy progress. All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of the New Zealand Dyslexia Handbook.

There will be further work to develop:

tools to assist with the early identification of dyslexic-type traits

school entry assessments and learner profiles

resources to map progress across the curriculum.

Non-Ministry resources to support students

A selection of non-Ministry resources that can be used to support ākonga with dyslexia are listed below. Please note that teacher input is necessary with all software as dyslexic children require responsive, sounds-based teaching that is delivered by someone who can listen to and respond to their errors and identify the reasons for their errors.

These resources were reviewed in 2022 against criteria that were developed in consultation with a range of dyslexia stakeholders. The kete will be periodically reviewed to ensure that the resources continue to meet the criteria.

This selection of resources is not exhaustive. We know there are many other high-quality resources that benefit learners with dyslexia in the market. You can use the review criteria to assess resources that have not been included in this selection.

Recommended resources

Agility with Sound and Wordchain

Audience: Teachers

Years: 4-10

Audience: Teachers, students

Years: 2-10

The New Zealand Dyslexia Handbook

Years: 1-13

iDeaL Learning Approach

Years: 0-8

Leap into Literacy

Years: 0-8

Phonics Handbook

Years: 1-13

Sort Out Your Syllables

Years: 5-13

Sound Walls for Aotearoa

Years: 0-13+

StepsWeb

Years: 0-13/Adult

The Code

Years: 1-8

# data[].attributes.attachment_link.title
Dyslexia / Literacy and students with special education needs / Knowledge of the learner / Learning about my students' needs / Literacy Online / English - ESOL - Literacy Online website - English - ESOL - Literacy Online

# data[].attributes.attachment_link.description
These resources promote a range of options for helping students living with dyslexia to learn in ways that work best for them. They will support dyslexic learners to be recognised and to access the curriculum through reasonable accommodations. Over time, further resources will be made available to support neurodiverse learners.

# data[].attributes.body
Year 7-13: tools for presenting information in varied ways

# data[].attributes.attachment_link.readable_text
Suggestion for implementing the strategy ‘Using whole-class strategies to support students with speech, language and communication needs in years 7–13’

On this page:

Offer text-to-speech tools

Offer text-to-speech tools

A how-to guide to get students up and running with Read and Write for Google.

Note: The text-to-speech features are free for students.

Video hosted on Youtube http://youtu.be/YJ5N1BQc0bc

Utilise technologies

Utilise technologies

Use technologies to enable learning.

A computer or a tablet provides language and visual support that can be revisited as often as required.

Information can be presented in multisensory ways and presentation can be adapted to individual needs, supporting independence.

A combination of visual and auditory stimuli is provided.

Students can learn at their own pace and revisit to consolidate learning as often as they like.

Differentiated work can be presented flexibly in order to meet individual learning requirements.

Ideas for presenting content

Ideas for presenting content

Ideas for presenting content in a variety of ways to support understanding.

Take a multisensory approach – use real experiences, physical activity and manipulables.

Provide multiple visual and concrete examples of information. Use infographics, real objects, images, video, and interactives on devices.

Support text with visuals and audio. Turn on the closed captions on videos.

Present digital rather than printed text so that students can personalise the ways they access it.

Use blogs, wikis and online tools such as Moodle to bring together different versions of content in one place, for example, a YouTube video, a graphic and some text.

Support under&shy;standing with visuals

Support understanding with visuals

Offer information in more than one way.

Use symbols and graphics to illustrate text.

Keep the layout clean and uncluttered.

Find videos with closed captions

Find videos with closed captions

How to find YouTube videos with closed captions using a laptop or desktop computer.

Search for YouTube and open the home page.

Type search subject (for example “frogs”) into YouTube search bar and press return key.

On left of screen, click the tab called “Filters” and a menu box will open.

Select “subtitles/CC” under the Features list.

Select a video from the selection of filtered videos presented by YouTube.

Watch the selected video with the closed captions turned on to check for accuracy before sharing with students.

Share closed captioned video with students.

Using movies

Using movies

Students watch movies using subtitles to foster reading comprehension and fluency.

Popular movies help children improve literacy

Publisher: University of Canterbury

Visit website

Next steps

Return to the guide “Speech, language and communication needs ”

# data[].attributes.attachment_link.description
Suggestion for implementing the strategy Helpful classroom strategies years 9-13 within the Guide to Speech, language and communica­tion needs

# data[].attributes.body
A visual strategy for our children with Autism, to divide a topic into 5 levels, to better explain a range of differences within the concept.
This is a useful tool for an autistic child to communicate with teachers (e.g volume of voice, feelings, anger)

# data[].attributes.attachment_link.title
A Must Have for Your Child with Autism! The 5 Point Scale!

# data[].attributes.attachment_caption
Brain Highways: The Proprioceptive System

# data[].attributes.body
The proprioceptive system is the sense by which the body knows what position it is in. It enables us to know where the different parts of our body are, how they are moving, and how much strength our muscles need to use.
Useful to share with teachers why learners NEED to move.

# data[].attributes.headline
Torres et Al., 2012 A Special Educator’s Guide to Successfully implementing Evidence Based Practice 

# data[].attributes.subject
Torres et Al., 2012 A Special Educator’s Guide to Successfully implementing Evidence Based Practice 

# data[].attributes.body
Support with implementation.

# data[].attributes.body
A useful checklist for consideration with your CAP

# data[].attributes.body
An interesting perspective of judging based on a single story.

# data[].attributes.attachment_link.title
Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

# data[].attributes.body
Cultural Paralysis - an interesting ted talk about how we are often scared about being culturally responsive.

# data[].attributes.attachment_link.title
Beyond Cultural Paralysis: a path towards just relationships | Alex Hotere-Barnes | TEDxTauranga

# data[].attributes.body
What is means to belong in the schools in our cluster

# data[].attributes.body
A documentary following a South Auckland school, how the students manage the challenges of adversity.

# data[].attributes.attachment_link.title
Under the Bridge | A Year Inside Papakura High School

# data[].attributes.body
Rachel Callander demonstrates that children with disability have much to teach us about themselves and ourselves, which is to be celebrated as truly exceptional.

# data[].attributes.attachment_link.title
Super power baby project | Rachel Callander | TEDxAuckland

# data[].attributes.body
Autism Goals and Curriculum (from the Takiwatanga - Practices module)

# data[].attributes.body
Another site that offers Professional Development on Autism.

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.body
This is useful resource - free professional Development. This is in my kete to share with teachers who want to learn more about Autism.

# data[].attributes.attachment_link.readable_text
We are excited to announce that a new module, Augmentative and Alternative Communication (AAC) and Autism, has been launched. This module focuses on selecting and implementing AAC to support autistic learners in their ability to effectively express themselves, develop and maintain relationships with others, and engage in their community.

# data[].attributes.body
This is a useful resource to share with teachers if they want to explore if a child they are working with may have autism.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
New Zealand Autism Spectrum Disorder Guideline

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Maximiliano Pierret. Neurodiversity Framework moodle, Specialist Teaching course.

# data[].attributes.body
Classroom strategies

# data[].attributes.body
Tools for motivating children with ADHD

# data[].attributes.attachment_link.title
Motivating the Child with Attention Deficit Disorder

# data[].attributes.attachment_link.description
Attention deficit disorder symptoms often interfere with classroom expectations and impact nearly all of the child’s activities and interactions. But educators have developed methods and strategies that have proven successful with children with ADD. Learn some specific teaching strategies that both…

# data[].attributes.body
Resources from Tabby Besley's Inside Out presentation to Specialist Teaching Programme's Equity in Education day (February, 2020)

# data[].attributes.body
Rainbow Youth (2015).  Inside Out: the resource. https://insideout.ry.org.nz/

# data[].attributes.attachment_link.readable_text
Why it's important

Inside Out is a set of freely available video-based teaching resources which aim to decrease homophobic and transphobic bullying by:

Reducing homophobia and transphobia

Using a norm-challenging pedagogical approach to cultivate critical thinking, perspective-taking and empathy

Helping people understand key concepts and terms related to young people with diverse sex, gender and sexual identities

Identifying what bullying is, and what homophobic and transphobic bullying behaviour may look like

Exploring how people can better support intersex, gender diverse and sexuality diverse young people

Supporting positive social behaviour in children and young people, as peers of intersex, gender diverse and sexuality diverse young people

Inside Out meets key objectives, including positive relating to others, fostering healthy communities, critical thinking, participating and contributing, sexual health and development, interpersonal skills and attitudes, stereotypes and managing self. (See the NZ Curriculum and Health Curriculum Pedagogy Guide included in the Resource Pack for more information on curriculum objectives).

Inside Out is ultimately about fostering positive relating to others, especially in terms of sex, gender and sexual diversity.

Pedagogy
Critical thinking is the foundation for open minds and hearts.
The pedagogical approach of the Inside Out resource is centred on fostering critical thinking, discussion, perspective-taking, empathy, and compassion, to affirm diversity.

Inside Out explores how there are a set of social 'norms' in every society. These norms are constructed over time and determine what is 'normal', natural and desirable. In this way, these norms also define what is 'abnormal', unnatural and undesirable. While not all norms are problematic, norms that construct other diverse sex, gender and sexual identities as 'abnormal' and 'undesirable' are the basis for transphobia and homophobia. In turn, homophobia and transphobia are the basis of homophobic bullying and harassment.

This resource uses a norm-challenging approach to explore homophobic and transphobic discrimination from another angle - to deconstruct the norms that construct homophobic and transphobic attitudes. Download Pedagogy & Safety Guidelines
This norm-challenging pedagogical approach can then allow us to identify alternative norms that affirm diversity. This approach is particularly important as preaching is ineffective for getting students to change their attitudes. Instead, it is through critical thinking, empathy, and reflection that attitude change occurs.

Who it's for

Inside Out has been split into two formats to be developmentally appropriate for children and young people in school years 7-8 and 9-13.

The resource for year 7-8 students focuses mainly on gender identity. For year 9-13, the resource expands to include content about sexual identities.

While this guide is written for educators, it has also been designed for other adults working to support sex, gender and sexual diversity with children and young people.

Project partners

Inside Out - We All Belong was founded by Dr John Fenaughty, who was awarded a Grant from the Te Puna Haumaru fund from the Ministry of Social Development to develop of the project.

Inside Out - We All Belong was jointly produced and directed by Dr John Fenaughty and Eddy Royal (Curative). It involved a partnership between CORE Education, Curative, RainbowYOUTH, and the University of Auckland.

John was responsible for the pedagogical material, and the teaching guide and materials, and supported Eddy on the production and direction of the video resources and website. Aych McArdle played a key role as the Rainbow Youth liaison across multiple aspects of the Project.

The team has also worked with a panel of educational experts, and involved young people in the production of all of the Inside Out resources.

# data[].attributes.attachment_link.description
Inside out is a friendly and accessible video teaching resource to help prevent queer and trans-related bullying behaviour at schools, at home and in the community.

# data[].attributes.attachment_link.readable_text
A 14 year old female lesbian attends a government school with an anti- homophobia policy in place. The school features posters, students who speak up against homophobia, friendliness towards diverse people, diverse sex education and equal treatment of same-sex partners at events.

She says ... school is one of the few places in her world where she feels truly safe enough to do "just normal student things, like learn".

Equal Opportunity Commission, Western Australia

# data[].attributes.attachment_link.description
Strategies to help school leaders support the inclusion and wellbeing of LGBTIQA+ students.

# data[].attributes.body
UDL tips for assessment

# data[].attributes.attachment_link.readable_text
CAST

CAST

2020

In CAST's Universal Design for Learning: Theory and Practice, assessment is defined as "the process of gathering information about a learner's performance to make educational decisions" (Salvia & Ysseldyke, 2009). Universal Design for Learning (UDL) encourages "assessment by design," but what does that mean specifically for educators?

How can you use the UDL framework to design and reflect on assessments-whether the assessments are through remote learning environments or in a face-to-face experience?

UDL Tips for Assessment:

Align assessments to learning goals.

Offer authentic opportunities for assessment.

Assess engagement as well as content knowledge.

Include frequent formative assessments.

Reduce unnecessary barriers to access.

Support learner variability through flexible assessments.

Use and share rubrics to clarify expectations.

Involve learners in assessing their learning progress.

Reflect on summative assessments for future design.

Build communities of practice that support reflective design.

Download & Print

Cite As

CAST (2020). UDL Tips for Assessment. Wakefield, MA: Author. Retrieved from https://www.cast.org/products-services/resources/2020/udl-tips-assessments.

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) encourages "assessment by design," but what does that mean specifically for educators? How can we use the UDL framework to design and reflect on assessments?

# data[].attributes.body
Universal Design for Learning Guidelines