New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 7: Mäori perspectives
be assumed that silence indicates agreement.
Encouraging whänau to take support persons
with them when they attend meetings was
also noted.
The use of cultural protocols such as karakia was
cited as being relevant to the process as were
an understanding of whakawhanaungatanga
and the upholding of the mana of the whänau
during the process. Consultation with elders
or the inclusion of a kaiarahi to guide and
assist professionals working with whänau may
improve the process.
14. Parents and whänau may need training
and support to work on educational
interventions with their son or daughter
with ASD, for example, learning new skills
to support generalising communication
goals to the home or marae setting. Describe
culturally appropriate ways of providing
support and involving parents and whänau
in educational interventions.
The responses to this question were organised
into three categories, namely:
• home-based support
• information support
• marae-based support.
Some participants thought that the best way
to involve parents and whänau in educational
interventions was to improve home-support
initiatives. These included a kaiarahi making
home visits to whänau, identifying the
current skill-base of whänau in collaboration
with service providers, and providing the
opportunity for parents to access education and
resources to become skilled in intervention.
With respect to the latter point, a process
was suggested whereby the kaiarahi, service
provider, whänau and individual with ASD
could together engage in cultural activities such
as raranga, taiaha, haka, waiata, waka-ama
and poi. This would potentially engender and
facilitate a more collaborative approach.
It was also mentioned that the provision of
childcare for other siblings when the parent
is upskilling would be helpful, as would be
making transport available along with kai. It
was noted that providing educational resources
that parents could use or make themselves
would be useful.
In addition, participants suggested that
information support for parents and whänau
could be improved. It was suggested that the
setting up of an ASD 0800 support or text line
where information from a Mäori perspective
was provided, including information about
treatments such as natural remedies, might
improve participation. To facilitate a more
collaborative approach it was also proposed that
a marae-based environment might encourage
greater family participation. Köhanga were also
suggested as another culturally appropriate
setting. Within these settings, whänau may feel
more comfortable and material could also be
provided in te reo Mäori.
15. Lack of eye gaze from a young Mäori
child could be an example of where
someone’s cultural background could be
misinterpreted as a communication problem.
Are you aware of any other examples
of possible cultural or communication
understandings?
The responses received to this question were
grouped into three main categories. These are:
• communication factors
• contextual factors
• cultural factors.
Hui participants mentioned that it was
important that professionals listen to families,
and limit their use of technical language and
terminology when working with whänau. While
not culturally specific, participants offered the
view that the Mäori child with ASD may lack
a range of communication skills including the
ability to effectively comprehend verbal and
non-verbal behaviours. They may also have
hearing loss and not be able to communicate
using sign language. Some individuals are
tactile defensive. Also noted was that there are
Part 7
New Zealand Autism Spectrum Disorder Guideline 209