Observation of a child in the Rm 11 classroom

• Pseudonym: Mataaho
• Age: 10
• Gender: M

Provide background information about the child  

Middle child, shows signs of Autism with PDA but no official diagnosis, doesn’t have strong interests outside of school, parents together, enjoys time with grandmother, family in small house and moving so feeling cramped and frustrated at times which reflects in a lower tolerance for change or “demands” at school.

Identify any specific learning needs in the classroom

• Struggles with changes in routine
• Struggles with changes in situation (e.g. others sitting at their desk)
• A direct request is usually met with resistance
• Often requires extreme “coaxing” to get back on task

Explain how each of the learning needs is being met

The class has a daily schedule written on the board, which Mataaho checks each morning – any changes that are likely to happen are prewarned were possible, or gently addressed if no warning is available. Things like firedrills aren’t an issue, and “you’ve been working hard, lets go play a game outside” have classroom norms established so that Mataaho will chill quietly if not wanting to join in.

Situation changes are managed at the time, so adults try and avoid allowing others to sit in seat of the tamariki, but in situations where change or discomfort are unavoidable (e.g. having to sit in a hall that is too hot or where they can’t see properly) is managed by removing Mataaho from the situation and providing options (phrased as requests/questions not phrased as demands). Sometimes a meltdown will still occur, but Mataaho is safe, and will simply remove themselves to a quite corner to breath and calm down – they let the teacher know when they are reading to discuss the situation.

Where possible work requirements are preempted – so writing books are ready, maths books are ready, little things like a pencil having rolled under a book can be reason for disruption. Not demanding they get on task is a big part of dealing with this (not always easy), but sometimes when they’re having an off day, a push will give them enough steam to vent and then get back on task for the rest of the day – the issue isn’t school in these situations but something that’s helped outside the classroom.

Identify and comment on the child’s interests  

Mataaho doesn’t have strong interests outside of class, so finding ways to build a stronger relationship was a challenge, however they really appreciate simply being able to spend sometime each morning being listened to, so that has become our before school ritual. Mataaho has an interests in electronics, so we have talked about a VHS they were excited to be repairing, I was able to provide information about where free VHS tapes could be picked up (from a local charity shop), and they were thrilled to tell me their grandmother found some great ones.

Comment on the child’s friendships and relationships

Friendships can be difficult at a school with a strong sporting culture, however Mataaho enjoys watching the creative play of classmates who are currently building huts and mining for interesting stones – they won’t join into physically but does provide commentary and encouragement.