New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 3: Education for learners with ASD
Many different approaches may be used to
achieve this intensity. The choice will depend
on the goal, the developmental level of the child
and the setting.
For children with ASD to make progress,
they need to be engaged in developmentally
appropriate activities or interactions for at least
15 to 25 hours a week 11 96 186 191 209 (Recommendation
3.1.8). However, individual decisions about
intensity need to be made with consideration
for the child’s stage of development and family
preferences and needs 55 96 . This engagement
can occur in the home and community as
well as in early childhood education settings.
Early childhood teachers need education to
understand that, for this group of children, the
opportunity to participate does not of itself
constitute engagement 96 .
There are resource implications in providing
support for such intensity across a range of
settings and with a variety of adults as teachers.
6. Sustainable family involvement
Planning for intervention and evaluation should
consider not just child but also family variables
and outcomes 55 192 205 (Recommendation 3.1.9).
Family-centred services are already a well
recognised and important part of New Zealand
early childhood education and this approach
is to be supported and encouraged. Particular
consideration needs to be given to how early
intervention services can incorporate the cultural
values of the family in developing individual
plans 186 202 205 206 .
Families need to be part of the team involved
in the development of priority goals and
intervention plans (Recommendation 3.1.10).
The family’s perception that the goals chosen
are socially valid is of the utmost importance 206 .
If they wish, they should receive support
and training so that they can incorporate the
96 186 189
generalisation of skills into daily routines
202 205
.
7. Structured environments
A structured environment for young children
with ASD is strongly recommended 96 186 192 . This
structure can relate to both the physical and
social environment as well as the instructional
environment.
Early childhood education environments
have an emphasis on social interaction and
negotiation, which is the core difficulty for
children with ASD. Teachers need education
in how to provide structure within these
environments (eg, the use of visual supports)
(the importance of structure is explored more fully in
section 3.2). Families may also need support and
education in this area 96 202 .
8. Developmentally appropriate practices
Although children with ASD require certain
areas of the curriculum to be emphasised
with more intense teaching and learning
opportunities, it is important that the activities
and methods chosen are developmentally
appropriate 96 186 187 205 . For the very young child,
this often means learning through play and
following their interests (Recommendation
3.1.11). Developmentally appropriate practice
is an important tenet both in research and
in New Zealand early childhood education
services. Te Whäriki emphasises this point 210 .
9. Intervention in natural environments and with
access to typically developing children
Best practice for children with ASD is not
achieved by teaching in isolated settings
away from other children and the quality of
an intervention is at least as important as its
duration 96 186 191 192 . Inclusion of children with
ASD in regular settings is a common early
childhood education practice in New Zealand,
but the lack of structure and high noise levels
in these settings may make it difficult for
some young children with ASD to participate
without careful planning. Both home and
early childhood education settings are natural
environments for young children, and services
should be available in both, according to family
preference and child need 186 192 208 .
Part 3
New Zealand Autism Spectrum Disorder Guideline 93