Nicole takes charge

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Reflection - what these stories exemplify

Key competencies

Nicole demonstrated the key competencies of thinking and using language, symbols, and texts. Her thinking was visible in the decisions she made. She communicated or made us aware of her decisions using PECS, telling us what she wanted, and gesturing to indicate choice.

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

In this string of learning stories, we can see Nicole making a variety of decisions and making her peers and teachers aware of those decisions in different ways (agency). Nicole’s learning within this string of learning stories takes place in the classroom and playground of our school (breadth) over a five-month period (continuity). Learning was observed within different contexts and by two different staff, as Nicole made decisions about what to eat and drink, spending time with friends, and having a hand massage (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 health and physical education

This learning was mainly situated within health education, as Nicole demonstrated that she could express her own ideas, needs, and wants.

Effective pedagogy

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

The staff who worked with Nicole know her well. Chris has worked full time with Nicole for two years and Sara has worked part-time with Nicole over a number of years. There has been a strong focus on developing Nicole’s communication at school. A number of approaches have been used, including PECS – visual cues.

All staff have had high expectations for Nicole in relation to communication and have worked hard to provide support for Nicole, particularly in the area of socialisation and community access. Nicole enjoys meeting people and the use of visuals has been established by Chris to help Nicole access the community; for example, on community outings. Nicole is learning to purchase a hot chocolate for herself, by handing over a PECS strip with instructions to the cafe staff (see image).

A supportive learning environment has been established by acknowledging Nicole’s attempts at communication and responding to them positively to maintain and increase her interactions. Nicole initiates conversations with staff and peers. She is being encouraged to extend these conversations beyond, “Hi, how are you?” and to reply when she is asked how she is. Sometimes prompts are required to remind Nicole that she needs to respond. Sufficient wait time must be given for her to make a response.

Another feature of Nicole’s setting is the focus of all staff on supporting students to grow in independence and responsibility. Providing sufficient opportunities to practise such skills as decision-making are both a formal and informal part of the classroom programmes.

Reflective questions for the reader

“How do I encourage my students to take the initiative?”

“How do I provide opportunities for choice-making in my classroom?”

“Which activities can be used to provide the best opportunities for choice and communication?”

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.

Hodgdon, L.A. (1998) . Visual Strategies for Improving Communication – Volume I: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing.

Ministry of Education. (2004). Effective literacy strategies in years 9 to 13: A guide for teachers. Wellington: Learning Media.

Ministry of Education. (2007). Literacy learning progressions: meeting the reading and writing demands of the curriculum: a professional tool for teachers: draft for consultation. Wellington: Learning Media.

Ministry of Education. (to be published in 2009). Oral language in years 1 to 3. Wellington: Learning Media.

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