Date
20 November 2019

Provide options to create, learn, and share

Suggestion for implementing the strategy ‘Classroom strategies years 7-13 ’

Enable students to personalise learning

Enable students to personalise learning

Set up the learning space so students can adjust it to suit their needs and preferences.

Make options and supports available to everyone.

  • Create opportunities where students can personalise learning tasks and projects and build on their knowledge, experience, and strengths.
  • Develop success criteria with the students and present them with clear visual supports.
  • Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate to express their learning.
  • Make learning support tools (text-to-speech, graphic organisers, planning tools and so on) available for all students.
  • Offer a flexible learning environment with a variety of seating and working spaces.
  • Offer a reader-writer or assistive technologies to support success in assessments.

Provide quiet work spaces

Provide quiet work spaces

Provide quiet working spaces alongside collaborative spaces. Support the use of silencer headphones and the option of listening to music.

Utilise presentation tools

Utilise presentation tools

Slide-based presentation tools can provide students with a framework for sharing thinking. Each slide can be dedicated to a new idea or element of an assignment. 

Read & Write for Google

Read & Write for Google

This video shows all the features of Read & Write for Google, specifically using it for Google Docs.

Jigsaw learning

Jigsaw learning

Use jigsaw learning combined with structured teaching strategies to plan for individual needs within a group work situation.

Allocate the student an appropriate task within the group and provide visual information to enable him/her to take part.

This approach enables the student to concentrate upon one specific part of an overall group task, reducing distraction and removing superfluous information, which may overload a student who has difficulty retaining the detail required for addressing the whole activity. This can increase meaning and reduce the anxieties pupils with ASD experience when learning within a social context.

Source: Structured approaches to the inclusion of pupils with autistic spectrum disorder in group work (opens in a new tab/window)

Support success in assessments

Support success in assessments

Discuss with students what support they need to demonstrate their understanding in assessments.
  • Identify possible barriers in the physical environment, for example: unfamiliar layout of room, lighting, temperature.
  • Identify possible barriers in the resources and materials, for example: cluttered presentation, hard-to-read diagrams, unclear layout, hard-copies only.
  • Managing time allocations using visual timers and calendar tools. 
  • Approaches to managing anxiety such as mindfulness, positive self-talk, and identifying solutions to anticipated problems prior to the assessment.
  • Approaches to maintaining concentration such as negotiating breaks.
  • Use of digital technologies such as text-to-speech and predictive text.
  • Pre-teaching specific assessment/exam skills, such as how to approach multiple choice questions.
  • Identify whether a SAC application needs to be made for NCEA.

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 9-13 ”:

Return to the guide “ASD and learning”

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