Back to previous page Checking Have we made enough of a difference? We need to go back to the same people we started with to see if things have changed significantly enough for the student. Sometimes asking a less focussed question might bring up surprising results. Example checking Joe’s teacher sent out an email to […]
Back to previous page Taking action What can we do differently to make enough of a difference? Something has to change in the student’s learning environment for their experiences to change. This is the time to put new learning into informed focussed and team led action. Creating an action plan is a team effort and
Back to previous page New learning Teacher’s learning must be connected to the identified needs of the student. The scanning process will have gathered information that you may have managed to focus down to some key concepts and examined your own hunches about what you are already doing. This process will allow you to examine
Back to previous page Developing a hunch In this phase of the inquiry teachers need to reflect on their own practice and what they are doing that may be leading or contributing to the situation for the student. The word hunch indicates that what you are thinking may or may not be accurate, but it
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Back to previous page Focussing Where will concentrating our energies make the most difference? The scanning process should have given us information that begins to clarify where we need to focus. Some of these general themes may be worth considering: PREPARATION One of the key themes that emerges from students with autism is that they
Back to previous page Scanning Scanning is a process to find out what is going on for the student. Trying to find out directly from the student is important. This is not always easy with a student with autism! Other people will also have input into this process, including other teaching staff and family/whānau. Scanning
