Date
21 April 2019

Assessment and monitoring using a team approach

Suggestion for implementing the strategy ‘Identifying needs and strengths, and accessing support’

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Get the right people around the table

Get the right people around the table

Bring together a team keen to work in partnership with the student who has ASD and their whānau.
  • Discuss with the student and their whānau who could be part of a supportive team eg, learning support coordinator, RTLB, support worker, dean.
  • Consider asking colleagues who have experience of teaching students with ASD, or a personal experience of ASD, if they would like to contribute.
  • Consider connecting to external expertise or agencies with specialist knowledge in ASD.

Take an inquiry approach

Take an inquiry approach

Develop a responsive evidenced-based process of working together that supports students' self advocacy.

  • Support the student and whānau to lead and guide the conversation.
  • Share together concerns, questions, and ideas.
  • Consider any barriers to learning and possible solutions.
  • Identify how solutions will be implemented and refined.
  • Discuss how to assess learning in ways that work for the student.
  • Agree on how to stay in touch and share information.

Gather useful data

Gather useful data

Build a full picture of your student's strengths, needs and preferences, such as:

  • sensitivities and preferences
  • ways they learn successfully
  • language and communication skills
  • gross and fine motor skills
  • literacy skills
  • numeracy skills
  • ability to act independently
  • social skills and ability to form relationships.

Utilise collaborative tools

Utilise collaborative tools

John Robinson reflects on the value of using the SMS to share information about students between staff and e-portfolios to share information with parents.

Useful resources

Useful resources

Website

Working together

Read time: 2 min

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Website

Everyone's In: An inclusive planning tool

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

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Next steps

More suggestions for implementing the strategy “Identify needs and how to provide support”:

Return to the guide “ASD and learning”

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