If students are learning from home, early learning services and schools can continue to provide personalised supports for learners with additional learning needs. This can include sending familiar materials and contextual supports such as visual schedules, communication supports or preferred learning materials from their physical learning environment to support learning at home.

Learning support services such Resource Teachers and Ministry Learning Support services are available to assist teachers and whānau to design and deliver home learning activities that are functional, relevant and realistic.

We are aware some students may not currently have their assistive technology at home with them. If this is the case please contact your local Assistive Technology Coordinator.

If your child is learning from home:

• Revisit the information gathering template and adjust priorities if needed.
• Continue to align whānau priorities with current IEP goals to shape the home learning plan.
• Consider if teacher aide support in the home is a viable and useful option for the student's learning.
• Talk with the teacher aide and their employer to make sure expectations are clear and keep everyone safe.
• For ORS funded students, consider if consumables funding could be used to support learning goals, such as apps or resources for sensory activities that can be delivered to home.
• Browse the resources available on Learning from Home

Teachers – Planning for Inclusion

As you develop and deliver distance learning materials, principles of Universal Design for Learning (UDL) will be helpful for all learners. When planning for specific student with additional learning needs, it may be helpful to consider: 

• What do I know about my learner, the place they will be learning and the people who will be supporting them?

• What are the relevant learning outcomes right now?
• What are some potential barriers while learning from home?
• What are supports I use in the classroom that could also be used at home?

Personalising materials to support engagement

• What could spark excitement and curiosity?
• How can I use learner’s interests and strengths?
• How can I adapt goals, methods and materials to meet this learner’s unique needs?

Presenting information and materials to support access

• How can I present information in more than one way?
• Will some methods work for all? e.g. video
• What alternatives I will need to consider for some? (e.g font size, audio books, length of verbal instruction).

Providing options for learners to create and share their work

• How can I provide a range of methods for the learner to complete the task?
• How can I provide a range of options for the learner to share their work with me? (e.g. voice, video, written recording).

For further information on the Universal Design for Learning framework:

Guide to Universal Design for Learning - TKI website

Everyone’s In: An Inclusive Planning Tool