James learns and belongs

Key competencies

James is making connections that suggest an awakening sense of how print works. He is beginning to demonstrate an understanding that the letter “J” and the word “James” relate to him (thinking).

As James develops greater awareness of his environment, he is beginning to interact more with peers and to initiate these interactions. A programme, which has a high level of sensory input to reduce stress, and a range of motivating and interactive materials, supports James’s social interaction (relating to others).

It appears James may be developing a sense of belonging; he happily enters the classroom each morning and is certainly becoming more actively involved in his class. He appears to be increasingly aware of the other students’ learning activities and wishes to be with them doing similar things. On several occasions, James has elected to take his work and participate with other groups of his peers. Recently, this has even extended to his inviting others to work with him on his mathematics activity (participating and contributing).

How might these stories strengthen James’s identity as a learner?

James is an active learner who is increasingly choosing to take some control of the learning process and engage with peers in the classroom. He appears to be developing a greater sense of self in relation to others, which is leading to increased opportunities for James to become an active communicator (agency).

Reducing obvious adult support and James’s developing curiosity both support his participation in writing and mathematics (breadth).

James’s increasingly successful interactions now include partners, small groups, and the class, with various mediating resources, such as whiteboard and mathematics equipment (continuity and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

This story demonstrates James beginning to connect with print. He appears to be beginning to understand that writing can convey a message.

Level 1 mathematics and statistics

James’s learning is in the mathematics and statistics learning area, under the geometry and measurement, shape strand. James was sorting objects by their appearance.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

These stories provide useful insights into effective teaching that enhances James’s learning.

It seems particularly relevant to reflect about the teaching process (teaching as inquiry) when considering James’s success as he begins to make connections with print and engage more in social interaction. There is a need to provide meaningful programmes to meet achievable goals and to balance this by supporting and developing James’s communication to allow maximum effective interaction within the class. It is important to view James as an active communicator who communicates through actions rather than words.

The fact that he imitates social interaction suggests he is interested in being with his peers. This provides teachers with an opportunity to explore ways of supporting effective communication, such as by using PECS. A supportive learning environment provides opportunities for James to develop positive social relationships with peers. Physical adaptations, such as a quiet space within a classroom culture where all learners are equally and actively valued, are important supports for James.

Part of my role in supporting this culture has been helping the school community understand what it might be like to walk in James’s shoes. It is also important to ensure that when James develops a new skill, it can be used in more than one setting. We must make sure James has support to transfer what he learns across settings (enhancing the relevance of new learning).

Reflective questions for the reader

“How do you meet your students’ curriculum goals in a way that also meets their need for social interaction and learning with peers?”

“How do you help your school community see your students as active and valued learners?”

“What is the best way to support classroom teachers to create an inclusive learning community of all students?”

“How can the specialist teacher best support classroom teachers to create a learning environment where all students are seen as successful achievers?”

Useful resources

Butterfield, N., Arthur, M., & Sigafoos, J. (c1995). Partners in everyday communicative exchanges: a guide to promoting interaction involving people with severe intellectual disability. Baltimore: Paul H. Brookes Pub. Co.

Downing, J. E. (c2005). Teaching communication skills to students with severe disabilities. Baltimore, Md.: Paul H. Brookes Pub. Co.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

Kluth, P. (2003). "You’re going to love this kid": teaching students with autism in the inclusive classroom. Baltimore, Md.: P.H. Brookes Pub. Co.

Quill, K. A. (c2000). Do-watch-listen-say: social and communication intervention for children with autism. Baltimore, Md.: Paul H. Brookes Pub.

Wagner, S. (c2002). Inclusive programming for the middle school student with autism/Asperger’s syndrome: topics and issues for consideration by teachers and parents. Arlington, TX: Future Horizons, Inc.