Complex Case: Autism, Neurodiversity, and Learning Support (Flashcards)

A set of practice-focused flashcards covering core concepts from the Complex Case presentation: neurodiversity, autism definitions and perspectives, He Pikorua framework, learning support delivery, case Aileen, gathering information, planning, and classroom strategies.

What are the two core domains of Autism Spectrum Disorder (ASD) under the medical/diagnostic perspective?

Challenges in social communication or social reciprocity; and restricted, repetitive patterns of behaviour.

What analogy is used to describe different neurotypes (neurodiversity) in the notes?

Different brains are like different kinds of phones (iPhone, Samsung, Huawei, etc.), not one is better than another.

What does the Functional Perspective say about autism?

Autism is not a mental health condition or a learning disability; it reflects neurological differences and diversity in learning, thinking, feeling, speech, and sensory processing.

What are the three autism severity levels and their required supports?

Level 1 (Mild) – needs support; Level 2 (Moderate) – needs substantial support; Level 3 (Severe) – needs very substantial support.

What are the three tiers of supports in He Pikorua?

Universal (strengthens inclusive environments), Targeted (focused approaches to participation), Tailored (more specific supports for unique needs).

What are the seven principles of He Pikorua Practice Principles?

Mokopuna/Whānau centred; Collaborative; Strengths-based; Culturally affirming and responsive; Inclusive; Ecological; Evidence-informed.

What are the six elements of the Learning Support Delivery Model (Bay of Plenty Pilot)?

Family/whānau connection points; One plan; Working together; More flexibility; Facilitator; Sharing data.

What is the purpose of One Plan in the Learning Support Delivery Model?

A single, joined-up plan owned by the child, family, and whānau that coordinates services across settings and monitors progress.

What does Kohikohi refer to in the information-gathering process?

Gathering evidence from multiple perspectives (home, preschool, routines, kaiako knowledge, RBI) and using formal assessments sparingly, to build a strengths-based picture.

Who makes up the Early Intervention Team (EIT)?

Early Intervention Teachers (EIT), Speech Language Therapists (SLT), Behaviour Practitioners (e.g., Psychologists, SEAs), Advisors on Deaf Children (AoDC), Education Support Workers (ESW), Kaitakawaenga (Māori cultural advisor); collaboration with MO Health as needed.

Who is Aileen in the case presentation?

Aileen is a 6 years 7 months old child with Global Developmental Delay and Autism; languages include Punjabi, Hindi, English; attends preschool and regular school.

What is described in the R4S notes about Aileen’s early development and behaviours?

Sensory-focused exploration (affinity for sinks, heat pump, coloured glasses); limited eating; uses babble for communication; little to no eye contact; few words or signs; understands simple instructions.

What is the MTW program in Hanen’s approach?

More Than Words (socio-pragmatic intervention) used with families and kaiako to support communication and social language.

What are the Four I’s of Interaction in MTW guidance?

Include, Interpret, Imitate, Intrude; be face-to-face; join the child’s play to support social interaction and joint attention.

What is the purpose of Visual Supports in supporting autistic learners?

Aid communication, teach social skills, reduce anxiety, reduce unwanted behaviours, increase independence and self-esteem.

What is Tātai Planning and how does it relate to ONE PLAN?

Collaborative planning to identify specific goals; goals are driven by whānau and kaiako; links planning to Te Whāriki and creates ONE plan.

What are the typical Whānau and Kaiako goals for Aileen?

Whānau goal: Aileen to communicate her needs (e.g., ask for water); Kaiako goal: Aileen’s independence in familiar routines.

What does Whakawhanaungatanga mean in this context?

Building connections; listening and clarifying what matters to whānau, extended family, community, kaiako; sharing roles and obtaining informed consent.

What classroom-based challenges are common for autistic learners, and what is suggested to address them?

Routines, generalisation, transitions, receptive language, sensory challenges, social interactions, eye contact, and repetitive behaviours; use structured supports, visual aids, and breaks to support regulation.

What is the difference between Diagnostic-Medical-Deficit and Functional Perspective on autism?

Diagnostic-Medical-Deficit views autism as deficits; Functional Perspective sees differences in learning, thinking, feeling and sensory processing, emphasizing strengths and ecological context.

What is the role of visual supports and data-sharing in the new model?

Visual supports aid communication and learning; data-sharing and online systems standardise language, protect privacy, and help assess local demand and inform policy.