Date
18 September 2019

Support participation and build confidence

Suggestion for implementing the strategy ‘Classroom strategies years 1-6’

On this page:

Seek advice from parents

Seek advice from parents

Parents, Dayna and Phil describe working closely with teachers to support transitions.

Harness strengths

Harness strengths

Students with ASD may demonstrate strengths that can be harnessed in the classroom.

These include:

  • strong visual-spatial skills, which help literacy
  • non-verbal problem-solving skills, which help when structuring tasks in ways that motivate students
  • auditory memory, which helps when learning socially-appropriate phrases for specific situations
  • strong visual memory which supports skills such as spelling.

Support transitions to anything new

Support transitions to anything new

Unexpected change and unfamiliar environments can increase anxiety for students with ASD. Use this list as a guide for creating smooth transitions.
  • Assess the new context or environment.
  • Consider possible sensory issues and ways to lessen their impact.
  • Discuss the transition with the student. Connect to prior knowledge and experience. Support with visuals if possible.
  • Plan and collaborate.
  • Incorporate language, structures and systems that are familiar to the student.
  • Make connections to the student's strengths, skills, and interests as part of the transition.
  • Share information about the transition with whānau and ask their advice.

Support independence with visuals

Support independence with visuals

Make step-by-step exemplars of common tasks.

Make these available to all students.

Encourage sustained participation

Encourage sustained participation

Discuss with students what will support their participation and motivation.

Build these suggestions into your teaching practice.

  • Establish clear classroom routines.
  • Teach strategies to help students them when they get stuck.
  • Break work into short manageable chunks.
  • Give positive, timely feedback.
  • Brief students about changes to routine.
  • When changing classroom layout, provide a plan of new layout and when it will happen.
  • Provide easy access to quiet spaces for working or winding down.
  • Schedule brain breaks.
  • Notice avoidance tactics or increasing anxiety, implement supports quickly.
  • Offer leadership opportunities based on knowledge of student's expertise and interests.
  • Connect learning to student's interests.
  • Foster tuakana-teina relationships where students support each other.

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:

Return to the guide “ASD and learning”

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