Tāngata Whaitakiwātanga
Autism is characterised by different ways that people perceive the world, think, and behave, and how they communicate and interact with others.
Takiwātanga is the Māori word for autism.
Taonga Takiwātanga is a mana-enhancing term, which regards people with autism as gifted, or taonga. Takiwātanga, a term coined by linguist and educator Keri Opai (Te Atiawa, Ngāti Ruanui, Ngāti Te Ata, Waiohua, Ngāti Porou) means ‘in his/her own time and spaceDorothy Taare-Smith
Autism is unique for each person. Every autistic student or tāngata whaitakiwātanga is different and will need varying support to make sense of and effectively participate in the world.
Reading
Autism and learning
Read the information under the headings "Understanding Autism," "Influence on Learning," and "Strategies for Action" on the Autism and Learning website.
Expected Duration: 60 minutes
URL: Autism and learning
Post-Read Task
Answer the questions that follow about autism and how it impacts learning.
Reasonable Accommodations
The following article discusses reasonable accommodations for individuals with learning disabilities in the workplace. It defines "reasonable accommodations" as workplace changes that enable people with disabilities to effectively perform their job tasks. Accommodations may include variations in workspace, equipment, communication, tasks, and work schedule.
The article provides practical suggestions for accommodations related to reading, writing, memory, hearing, organising, spelling, and other challenges. It emphasises the importance of self-advocacy and suggests analysing specific tasks, identifying the aspects of disability causing difficulty, brainstorming solutions, implementing them, and assessing their effectiveness.
Various job problems and potential accommodations are outlined, such as reading difficulties, memory issues, spelling and grammar challenges, short-term memory problems, and more. The article highlights the role of accommodations in enhancing workplace productivity for everyone.
Reading
Job Accommodations for People with Learning Disabilities
Expected Duration: 30 minutes
Reading: Job Accommodations for People with Learning Disabilities
Post-Read Question
Why is the process of negotiating for reasonable accommodations characterised as a "give and take" situation?
The Neurodiversity Gap in our Workplaces
Listen to the following broadcast that discusses the obstacles faced by neurodivergent people in the workplace.
Listen
The neurodiversity gap in our workplaces
Estimates suggest up to 50 percent of neurodivergent people are unemployed - a figure eight times higher than the general population. The Detail finds out about the obstacles they face in the workplace.
Expected Duration: 22:46 minutes
Watch: To tick the "Disability" box or not [with SASL] (13:48 Minutes)
Chelsea Williamson challenges perceptions of disability, highlighting that 70% of disabilities are invisible, encompassing conditions like dyslexia, dyspraxia, and mental health disorders. She discusses the societal barriers faced by individuals with disabilities, emphasising the need for a shift in language and attitudes. Personal experiences underscore the challenges faced in education and society, with a call for increased accessibility and inclusion. Chelsea advocates for redefining disability, recognising strengths, and fostering a more inclusive world.
Pre-Watch Question
How do you think societal attitudes and assumptions about disabilities might influence the experiences and inclusion of individuals with disabilities in the community?
Post-Watch Task
Create a virtual awareness campaign blog as described in the instructions below.
Share
Your objective is to create a virtual awareness campaign blog to foster understanding and change attitudes towards disabilities in your online community.
- Start by watching the video provided on disabilities and societal attitudes. Take notes on key concepts, such as the difference between having a disability and being disabled, the social model of disabilities, and the impact of language.
- Reflect on your personal insights and reactions to the video. Consider how the content challenged or reinforced your preconceptions about disabilities.
- Conduct additional research to gather facts, statistics, and examples related to disabilities. Use reputable sources to enhance the credibility of your blog.
- Select a blogging platform to create your virtual awareness campaign. Options include WordPress, Blogger, or any other preferred platform.
- Create a blog post that includes the following elements:
- Introduction: Briefly introduce the topic and your motivation for creating the campaign.
- Key Takeaways: Summarise the main points from the video.
- Facts and Statistics: Present relevant facts and statistics about disabilities.
- Personal Reflections: Share your personal reflections on the video and its impact on your perspective.
- Social Model of Disabilities: Explain the concept and its significance.
- Language Use: Discuss the importance of using respectful and inclusive language.
- Examples: Provide real-life examples that highlight the impact of societal attitudes.
- Conclusion: Conclude with a call-to-action, encouraging readers to join the movement for inclusivity.
- Incorporate Visuals: Enhance your blog with visuals such as images, infographics, or videos to make it engaging and informative.
- Engagement Strategies: Plan strategies to engage readers. This could involve adding discussion prompts, polls, or encouraging comments on the blog.
- Peer Review: Share a link to your draft blog post with peers and your tutor for feedback on the draft forum. Consider making revisions based on the feedback received.
- Finalise and Submit: Make final edits based on feedback and proofread your blog for clarity and correctness. Share a link to the finalised blog on the final forum.
- Reflect: Write a brief reflection on the process, discussing what you learned, any challenges faced, and how you believe your blog could impact attitudes towards disabilities.
Remember, the aim is to use your blog as a powerful tool to initiate conversations and contribute to positive change in attitudes within the online community.
This week you will explore cultural perspectives on a neurodiverse condition.
Research and Exploration
- Begin by selecting a neurodiverse condition to focus on, such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, or others.
- Research the chosen neurodiverse condition and its characteristics.
- Explore how the chosen condition is understood and perceived in different cultural contexts. Look for academic articles, case studies, and resources that discuss cultural variations in the presentation and diagnosis of the selected condition.
Case Studies and Examples
- Find real-life examples or case studies of individuals with the chosen neurodiverse condition from different cultural backgrounds.
- Analyse these examples to identify instances where behaviours associated with the chosen condition may conflict with societal norms within each culture.
Discussion and Reflection
Reflect on the cultural factors that may influence the diagnosis and acceptance of the chosen neurodiverse condition. Consider questions such as:
- How do cultural attitudes towards neurodiversity impact the recognition and understanding of the chosen condition?
- Are there cultural stigmas or stereotypes associated with the chosen condition?
- How do cultural values shape the level of acceptance and support provided to individuals with the chosen condition?
Summing Up: Practical Applications
- Combine your research findings and personal thoughts into a presentation, essay, or infographic about how the chosen neurodiverse condition and cultural differences intersect.
- Talk about ways we can help people understand and accept the chosen condition better in different cultures.
- Think about how understanding different cultures can help us create better ways to diagnose and support people with the chosen condition in a sensitive way.
- Share your research findings with others in your group. Discuss what you've learned and compare different neurodiverse conditions. What insights can you gain from sharing and comparing information?
This week’s self-directed learning explores the importance of a holistic approach to living well with neurodiversity, and recognising how factors like sleep, diet, exercise, and social connections contribute to overall well-being.
When you are researching, aim to use credible sources, including scientific articles, personal experiences, and expert opinions in their responses.
Practice
You are a support worker working with a neurodiverse individual named Jasper. Jasper is a 25-year-old with autism spectrum disorder (ASD) who struggles with sleep disturbances, emotional regulation, and maintaining a healthy diet. He has expressed interest in improving his overall well-being and has asked for your guidance in creating a personalised wellness plan.
Instructions
- Plan Development: Based on your existing knowledge of the impact of sleep, diet, and exercise on individuals with ASD, create a personalised wellness plan for Jasper, addressing his specific needs and challenges. Include specific strategies for improving sleep, diet, and exercise, explaining the rationale behind each recommendation.
- You should provide enough information to explain the rationale behind each recommendation and how it addresses Jasper's specific needs and challenges. You should also ensure your recommendations are practical, realistic, and tailored to Jasper's preferences and abilities.
- You do not need to provide overly detailed or technical explanations unless it directly supports your recommendations. The focus should be on creating a well-thought-out and actionable plan that can realistically improve Jasper's well-being.
- Components:
- Sleep Recommendations: Recommend a consistent bedtime routine for Jasper to follow, including calming activities before bed.
- Dietary Suggestions: Recommend a balanced diet for Jasper, avoiding foods that may trigger sensory sensitivities or digestive issues.
- Exercise Plan: Recommend an exercise routine that suits Jasper's interests and abilities. Include a variety of activities to keep the routine engaging and enjoyable for Jasper.
- Goal Setting and Timeline: Set realistic goals for Jasper to achieve in each aspect of the wellness plan (e.g., improving sleep quality, adopting healthier eating habits, increasing physical activity). Create a timeline for achieving these goals, breaking them down into manageable steps.
- Progress Tracking: Establish methods that encourage Jasper to track his sleep patterns, dietary intake, and exercise habits to monitor progress and adjust as needed.
- Presentation: Create your personalised wellness plan for Jasper, including all components mentioned above, using a word processing program of your choice.
- Share: Share your personalised wellness plan in the class forum.
This article investigates the experiences of families with autistic children participating in community gross motor activities, identifying safety concerns, lack of acceptance, behavioural challenges, and limited opportunities as key themes. The research highlights the importance of understanding these factors to facilitate meaningful engagement for autistic individuals in physical activities.
Reading
Experiences Participating in Community Physical Activity by Families with a Child on the Autism Spectrum: A Phenomenological Inquiry
Expected Duration: 20 minutes.
Reading: Community Inclusion
Post-Read Task
Answer the following questions about the challenges children on the autism spectrum participating in community (physical) activities.
- What were the main themes identified in the experiences of families with autistic children participating in community gross motor activities?
- How did safety concerns impact the families' engagement in such activities?
- Why did families report avoiding busy public places, and what impact did perceived judgement have on their choices?
- What were the behavioural challenges highlighted in the study, and how did they affect family participation?
- In what ways did families express motivation for physical activity despite facing challenges?
- What are the implications for practice suggested by the author, and how might they address the identified barriers?
- How does the article emphasise the need for autism awareness training in community settings, and what role does it suggest for parents in fostering social connections?
The next article discusses the crucial role of family involvement in supporting the development of neurodiverse children through play-based approaches. It explains how play can benefit sensory regulation, social skills, and communication development for children with conditions like autism and ADHD.
Reading
Fostering Holistic Development: The Crucial Role of Family Involvement for Neurodiverse Children through Play-Based Approaches
Expected Duration: 5 minutes.
Pre-Read Question
How do you think family involvement can impact a child's development?
Reading: Fostering Holistic Development
Post-Read Task
Write a reflection on the article summarising the main points and discuss how you can apply the ideas to support neurodiverse children in their own lives or communities.
The Difference between Interventions and Accommodations
The following article highlights the distinctions between interventions and accommodations in supporting students with learning challenges.
Reading
The difference between interventions and accommodations
Expected Duration: 5 minutes
Pre-Read Question
What do you think might be the key factors that differentiate interventions from accommodations in education?
Reading: The difference between interventions and accommodations
Post-Read Question
In what ways do interventions and accommodations address different aspects of a student's learning experience? Provide examples from the article to support your answer.
Interventions involve targeted instruction to improve specific skills and are tailored to a child's needs, while accommodations are adjustments that remove barriers, providing equal access to learning without altering the content.
There is also a distinction between interventions and teaching strategies. Interventions are structured and meant to be closely supervised, while teaching strategies, although they can be part of an intervention, are often more casual and may not always be monitored.
The goal of an intervention plan is to make a positive difference or enhance a particular situation. It includes specific, measurable objectives and goals, and follows a structured approach to help individuals with academic, behavioural, or other relevant needs. The plan needs to be regularly monitored and evaluated to assess its effectiveness.
In intervention plans, setting SMART goals is crucial as they provide a clear and structured framework for defining objectives and measuring progress. SMART goals ensure that interventions are Specific, Measurable, Achievable, Relevant, and Time-bound, enhancing their effectiveness in addressing the needs of individuals with specific learning disabilities.
Ensure your understanding of SMART goals by completing the following activity:
In this next exercise, you will have the opportunity to practice writing a SMART goal, focusing on improving your time management skills. The main goal is to create a clear, achievable objective that will help you enhance your productivity.
Explore
- Reflect on your current time management habits and identify an area for improvement (e.g., reducing procrastination, prioritising tasks).
- Develop a SMART goal related to improving this aspect of your time management.
- See if you can implement your smart goal to enhance your productivity going forward.
Case Studies
Case Study
Sarah's Specific Learning Disability (SLD)
Sarah is a 10-year-old girl diagnosed with dyslexia, a specific learning disability that affects her reading and writing abilities. She receives special education services, including small-group instruction and accommodations such as extended time for reading assignments.
Despite her intelligence and effort, she struggles to keep up with her peers in reading comprehension and written expression. Sarah's parents and teachers are concerned about her academic progress and emotional well-being.
Challenges:
- Difficulty decoding words and recognising sight words.
- Struggles with spelling and organising ideas for writing assignments.
- Frustration and anxiety about her academic performance.
Intervention Goals:
- Specific: Improve Sarah's reading fluency and comprehension skills.
- Measurable: Increase Sarah's reading accuracy by 20% and comprehension by 1 grade level within 6 months, as measured by standardised tests and teacher evaluations.
- Achievable: Provide Sarah with structured literacy instruction tailored to her learning style, incorporating multisensory techniques and assistive technology.
- Relevant: Enhance Sarah's academic performance and confidence in her reading abilities, leading to improved overall well-being.
- Time-bound: Implement the intervention plan starting in September, with progress assessments scheduled every 2 months.
Case Study
Autism Intervention Goals for Sensory Regulation
John is a 7-year-old boy diagnosed with autism spectrum disorder (ASD). He struggles with sensory sensitivities and social interactions, often becoming overwhelmed in noisy environments and finding it challenging to communicate his needs.
Using the SMART criteria, devise an intervention goal to help improve John's sensory regulation skills. Ensure this goal is specific, measurable, achievable, relevant, and time-bound to effectively support John's development.
Case Study
Dysgraphia Intervention Goals for Improving Writing Skills
Haeata is a 10-year-old girl diagnosed with dysgraphia, a learning disability that affects her ability to write coherently. She often struggles with letter formation, spacing, and organising her thoughts on paper.
Develop a SMART goal to help Haeata improve her writing skills despite her dysgraphia. Ensure that this goal addresses Haeata's specific writing difficulties and is measurable, achievable, relevant, and time-bound to support her academic progress.
Understanding and Supporting Individuals with Learning Disabilities
The following article discusses effective interventions for learning disabilities, emphasising the importance of understanding learning disabilities, common types, and the goals of interventions. It covers various intervention strategies, such as multisensory instruction, assistive technology, individualised education programs (IEPs), remedial tutoring, cognitive-behavioural therapy (CBT), occupational therapy (OT), and speech-language therapy. The article also highlights the collaborative approach involving therapists, psychologists, coaches, educators, and parents in supporting individuals with learning disabilities. It concludes by discussing the significance of creating a supportive environment, celebrating progress, and providing resources for further support to empower individuals with learning disabilities.
Reading
Empowering Success: Effective Interventions for Learning Disabilities
Expected Duration: 30 minutes.
Pre-Read Question
What are the primary goals of interventions for learning disabilities?
Reading: Empowering Success: Effective Interventions for Learning Disabilities
Post-Read Task
Provide thorough responses to the following four questions. Understanding your answers will not only aid in your assessment but also benefit your future interactions with neurodiverse individuals.
- What are some effective intervention strategies discussed in the article, and how do they help individuals with learning disabilities?
- How does a collaborative approach involving therapists, psychologists, coaches, educators, and parents benefit individuals with learning disabilities?
- Why is creating a supportive environment important for individuals with learning disabilities, and what factors contribute to such an environment?
- How can celebrating progress and providing resources for further support empower individuals with learning disabilities?
Exploring Reading Intervention Resources
Visit the following website. The objective is to explore this website which provides resources for supporting struggling readers, particularly focusing on interventions for neurodiverse students.
Reading
Exploring Reading Intervention Resources
Expected Duration: 60 minutes.
Spend at least 30 minutes exploring the different sections of the website, including:
- Sample lesson plans for elementary and middle school students.
- Guidance for educators on supporting struggling readers.
- Resources for professional development.
- Key policies and practices for reading intervention.
- Support for English learners.
- Videos, external resources, and materials in the Teacher's Corner section.
Pay special attention to the sample lesson plans and interventions mentioned, as these are designed to help struggling readers improve their reading skills.
Think about how the resources on the website could be applied in a classroom setting to support neurodiverse students.
URL: Sample Lesson Plans and Guidance for Struggling Students
Post-Read Task
After exploring the website, write a summary (150-200 words) of your findings. Include:
- The types of resources available on the website.
- Any specific interventions or lesson plans that caught your attention.
- How you think these resources could be beneficial for supporting neurodiverse students in a classroom setting.
Intervention Instruction for Dyslexia
The following article offers strategies for intervention instruction for students with dyslexia, focusing on systematic teaching methods for areas like phonological awareness, word recognition, fluency, comprehension, and vocabulary. It emphasises the importance of early and targeted interventions tailored to individual needs.
Reading
Intervention Instruction for Dyslexia
Expected Duration: 20 minutes.
Reading: Intervention Instruction for Dyslexia
Post-Read Task
After reading the article, summarise the main ideas and key points in your own words. Focus on the purpose of intervention instruction for dyslexia and the key strategies discussed.
About Dyslexia: Supporting Literacy in the Classroom
The section on 'Literacy teaching activities for primary and secondary teachers' in the Te Tāhuhu o te Mātauranga Ministry of Education's document highlights evidence-based teaching activities. These activities are designed to help primary and secondary teachers deliver high-quality literacy instruction, especially for students with dyslexia.
It covers the importance of a phonics-based approach, development of phonological awareness, reading strategies and activities, designing interventions for older students, and writing and spelling activities. Once again you will find this information useful for your assessment.
Reading
About Dyslexia: Supporting literacy in the classroom
Read Pages 48-61 of this document.
Expected Duration: 45 minutes.
Pre-Read Question
Why is a phonics-based approach considered effective in supporting learners with dyslexia?
Reading: About Dyslexia: Supporting literacy in the classroom
Post-Read Task
Refer to the reading to answer the following questions:
- The chapter discusses two main approaches for teaching phonics: Synthetic phonics and Analytic phonics. Explain how they differ in their instructional focus.
- How do the key components of phonological awareness connect with the process of phonics in the development of literacy skills?
- How do the strategies recommended for reading instruction address the challenges that students with dyslexia may face in reading fluency and comprehension?
Reflect on the unique challenges faced by older students with significant reading difficulties. How does the chapter propose interventions to accelerate their reading development?
Case Study
Addressing the Intersection of Autism Spectrum Disorder and Alexithymia in Education
Sina is a 6-year-old girl diagnosed with autism spectrum disorder (ASD) and alexithymia. She struggles with social communication, sensory sensitivities, and emotional regulation. Sophie often has difficulty understanding social cues, initiating interactions with peers, and regulating her emotions when overwhelmed.
Questions
- What is alexithymia, and how does it differ from autism spectrum disorder (ASD)?
- How might someone with both ASD and alexithymia experience the world differently than someone with just ASD?
- How does alexithymia intersect with Autism Spectrum Disorder (ASD), and what implications does this have for designing interventions to support individuals with ASD who experience alexithymia?
Tier 1: Universal Interventions
- How can classroom routines and structures be modified to support Sina's needs for predictability and consistency, considering both her autism spectrum disorder (ASD) and alexithymia?
- What strategies can be used to create a sensory-friendly classroom environment that accommodates Sina's sensory sensitivities associated with both ASD and alexithymia?
Tier 2: Targeted Interventions
- How can peer modelling or structured social skills training sessions be incorporated to support Sina in developing social skills and peer relationships, considering her difficulties with alexithymia?
- What individualised supports or accommodations can be provided to help Sina regulate her emotions and cope with sensory overload in the classroom, addressing both her ASD and alexithymia challenges?
Tier 3: Intensive Interventions
- How can one-on-one therapy or intervention sessions be tailored to address Sina's unique social communication difficulties and sensory processing challenges associated with ASD?
- What specialised interventions or therapies could be beneficial for Sina in improving her social communication skills and emotional regulation, considering the impact of alexithymia?
The Simple View of Reading
The following video introduces the simple view of reading, emphasising its importance for teaching and assessing reading. It explains the two components of the simple view, decoding and language comprehension, and how they are crucial for reading comprehension. The presenter recommends chapters related to the simple view in a free literacy textbook and discusses how the simple view is applied in education, particularly in the UK and New Zealand. The presentation also discusses the implications of the simple view for assessment and instruction, emphasising the importance of addressing underlying skills for fluency and comprehension.
Watch: What is the “Simple View of Reading?” What it Means for Meaning-Making (18:31 Minutes)
Pre-Watch Question
What is the simple view of reading, and why is it considered a crucial framework?
Post-Watch Task
- Can you identify scenarios where the simple view of reading would be particularly useful for understanding a student's reading comprehension abilities?
- How might the simple view of reading guide your instructional strategies going forward?
Interventions Ngā Wawaotanga
Even though our focus is neurodiversity and not behavioural interventions, this next reading can still be valuable. It offers insights into planning interventions and understanding complex student needs, which are relevant across diverse educational settings. By learning about these strategies, you can enhance your ability to support all students effectively, especially those in New Zealand.
Reading
Interventions Ngā Wawaotanga (Wāhanga 6: Positive Behaviour for Learning)
Expected Duration: 30 minutes.
Pre-Read Question
Why is data-based decision-making important in implementing interventions?
Download the report from the following URL:
URL: PB4L–SW Tier 2 Manual Section 6 Interventions
Post-Read Task
How could the principles of Tier Two interventions be adapted to support students with neurodiverse needs?
