Our Learning Model
The ASD Learning Wheel encompasses the philosophies, values, and objectives of ASD Learning.
The child is the centre
Our approach is simple; the child is centre. Programming is focused on everything about your child and what makes them unique as we believe that this will allow for learning opportunities to be recognised and implemented to their fullest extent. We believe in the promise and potential of each child and this is our motivation.
The support network
The support network for each child is consulted at every stage of programme establishment, writing and revision. A child’s support network may include, but is not limited to, stakeholders such principals, teachers, therapists and parents/carers, and research is used as a framework to assist this network to make the most appropriate decisions. Ideology and theory, and their functional practice are important aspects of ASD Learning. Each stakeholder is given opportunity for input into the specialised programming for each child.
To learn, all aspects of the physical and mental environments for each child need to be at equilibrium. We cannot expect outcomes to be reached unless the child is in a state where they are at their best capacity. This is where learning occurs. Sensory needs will be regulated, though there may be times where we are working to extend boundaries. Emotional and behavioural needs will also be addressed and considered to allow for social and academic learning. Ultimately, we work to provide the students with opportunities to reach their potential.
Learning Vehicles are the tools used to achieve learning. Some of these are tangible such as Individual Learning Plans and curriculum adjustments. Some tools are intangible - inclusion opportunities provide ways in which ASD students can interact with typically developing peers and develop social skills, community engagement programs provide learning experiences centred on independence and community contribution. Whilst all of these learning vehicles are important, respect and acceptance for the individuality and strengths of the children should be recognised.
Teachers and Therapists will combine the most suited ASD specific teaching strategies with the National Curriculum to ensure consistency in learning allowing for easier transitions to other educational settings, and also to ensure that each child has access to the nationally recommended standards of learning.