A Framework for Accessing the World

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching. The focus is on sensory awareness, exploration, and building foundational concepts.

In the Kākano phase, ākonga are immersed in a rich sensory world and begin to use their senses to explore their environment, build foundational concepts, and connect with others.

6.1a Internal Sensory Skills

Developing Body and Spatial Awareness

Ākonga develop an awareness of their own body and its position in space through rich sensory experiences. Movement activities, and time spent on a resonance board or in a "Little Room", provide valuable proprioceptive and vestibular input that helps them build their internal body map. Ākonga make basic internal needs like hunger and tiredness known to others through crying.

Building Foundational Motor Skills

Body and spatial awareness (through proprioceptive and vestibular experiences) form the foundation for gross motor skills. This builds the core strength and coordination necessary for the development of fine motor skills like hand strength and dexterity, which are essential for future learning.

6.1b Tactile Skills

Touch as an Anchor

The feeling of contact with safe people and environments is an important component of body and spatial awareness and acts as an important emotional stabiliser. Purposeful touch and massage can help ākonga establish a sense of self and regulate their emotions.

Engaging in Tactile Exploration

Ākonga use their mouth, hands, and feet, the most sensitive parts of their body, to actively explore a wide variety of objects and materials. They are exposed to different textures, weights, and temperatures, which builds their tactile "vocabulary" and understanding of the physical world.

6.1c Visual Skills

Developing Awareness and Attention

The development of vision begins with building awareness of, and attention to, visual stimuli. Ākonga are exposed to high-contrast images and objects to encourage them to notice and respond to what they see, which is the first step in learning to use their vision purposefully.

Learning to Fix and Track

If their vestibular system can process head position, and ākonga can use their eye muscles, they can develop the foundational visual motor skills of fixing their gaze on a stationary person or object and following, or tracking, it as it moves. This ability to control eye movements is crucial for gathering visual information about the world and for interacting with people and objects.

Practising Gaze Shifting and Scanning

If fixation is possible, ākonga practise visually shifting their gaze from one object to another and begin to use either their eye-gaze or a tactile scan of their immediate area to locate and identify desired objects. This represents a move from passive viewing to active visual searching or curiosity about the visual world.

6.1d Auditory Skills

Developing Auditory Detection and Discrimination

Ākonga develop their ability to detect sounds in their environment and begin to discriminate between different types of sounds. Through repeated exposure and association, they learn that sounds have meaning, for example, a ringing bell signals that an activity is about to start.

Learning Auditory Localisation

A key auditory skill developed in this phase is localisation, which is the ability to identify the direction from which a sound is coming. This is practised by encouraging ākonga to turn their head or body towards a sound source, a foundational skill for orientation and safety.

Fostering Listening Skills

Ākonga develop their listening skills through enjoyable activities such as listening to stories and songs. They also begin to recognise and respond to familiar sounds in their environment, for example a vacuum cleaner, and the distinct voices of familiar people.

6.1e Integration and Concept Development

Using a Multi-Sensory Approach

Ākonga begin to integrate their senses to identify familiar people or personal possessions. They learn to combine the unique taste, smell, touch, and sound of a person or object to confirm its identity, demonstrating the beginnings of sensory integration.

Understanding Cause and Effect

The fundamental concept of cause and effect is learned through direct sensory experiences. For example, ākonga discover that their action of shaking a rattle results in the sensory consequence of hearing a sound, teaching them that they can have a direct impact on their environment.

Grasping Object Permanence

Through play and exploration, ākonga develop the cognitive understanding of object permanence – the knowledge that objects continue to exist even when they are not being actively seen, heard, or touched. This is a critical milestone in cognitive and conceptual development.

Providing Structured Sensory Experiences

Ākonga sensory development is supported through structured programmes and routines. Activities like TacPac (a sensory communication program), time in a sensory room, and consistent daily routines provide predictable and organised sensory experiences that help them process and make sense of sensory information.

Theme: Expanding horizons of knowledge and collaborating. The focus is on sensory discrimination, integration, and using senses for learning.

In the Tupu phase, ākonga begin to discriminate more finely between different sensory inputs and learn to use their senses more purposefully to participate in activities and make meaningful choices.

6.2a Internal Sensory Skills

Furthering Body Awareness

Ākonga continue to develop vestibular and proprioceptive awareness through more complex movement and play activities. This refined internal sense of their body's position in space is essential for confident and safe movement. Ākonga become more aware of their internal feelings.

6.2b Tactile Skills

Refining Tactile Discrimination

Tactile discrimination skills are developed through targeted activities. Ākonga practise naming different textures, matching identical textures by touch, and identifying simple shapes using only their sense of touch. Programmes like Matimati Mīharo can be used to systematically build these skills.

Developing Pre-Braille Skills

Ākonga are introduced to the concept that Braille dots have meaning. They develop the fine motor skills and tactile sensitivity needed for future literacy through a variety of early Braille activities that prepare their hands and fingers for reading.

Building Confidence in Tactile Information

Through practice and successful experiences, ākonga are encouraged to trust the information they get from their hands (or cane). They learn that their sense of touch can provide reliable and accurate information about the world, building their confidence in their tactile abilities.

6.2c Visual Skills

Developing Visual Discrimination

Ākonga develop their ability to discriminate between the similarities and differences in visual stimuli. They can begin to sort objects by size, contrast, colour, shape or texture and identify a specific picture or object, demonstrating a more refined use of their vision.

Learning to Use Vision Effectively

Ākonga are explicitly taught how to use their vision effectively to gather information from their environment. This includes learning strategies for scanning, tracking and locating.

Early Exploration of Low Vision Aids

Ākonga are introduced to the early exploration of low vision aids. They may begin to use simple tools like a dome or bar magnifier to optimise their vision efficiency and access print or pictures more easily.

6.2d Auditory Skills

Discriminating and Associating Sounds

Auditory skills become more refined as ākonga learn to discriminate between different sounds and associate them with specific meanings. For example, they learn that the sound of the microwave beeping means food is coming, or the sound of a specific doorbell means a visitor has arrived.

Developing Selective Listening

Ākonga begin to develop the crucial skill of selective listening. In a noisy environment, they learn to tune out background noise and focus their listening attention on a specific voice or sound for sustained periods.

6.2e Integration and Self-Regulation

Integrating Senses for Meaning

Ākonga become more proficient at integrating their senses to understand and respond to familiar interactions and activities. They can combine what they see, hear, feel, and smell to participate more fully and appropriately in their daily routines.

Using Sensory Information for Choice Making

Ākonga begin to use the sensory information they gather to make meaningful choices. For example, they might choose a particular toy based on its interesting texture or select a food based on its appealing smell, demonstrating that their sensory exploration is becoming more purposeful.

Developing Sensory Self-Regulation

Ākonga develop an awareness of their own unique sensory needs. They begin to establish a personal sensory profile, learning whether they are sensory-seeking (enjoying lots of input) or sensory-avoiding (preferring less input) in different situations. This is the first step towards sensory self-regulation.

Theme: Seeing ourselves in the wider world, advocating with and for others. The focus is on developing independence in using sensory skills and tools.

In the Kōhuri phase, ākonga learn to use specific tools and strategies to access information more independently and begin to advocate for their own sensory needs.

6.3a Internal Sensory Systems

Awareness of own Body

Ākonga are aware of their emotional and physiological needs.

6.3b Tactile Skills

Developing Tactile Literacy Skills

Ākonga begin their formal journey into literacy through Braille. They work on improving their tactual sensitivity and developing smooth tracking skills along a line of Braille. This may be supported by structured programmes, e.g. Language of Lines or the Mangold Developmental Program of Tactile Perception.

Beginning Keyboarding Skills

Ākonga are introduced to touch-typing skills. By learning the layout of the keyboard and developing muscle memory, they begin to build an important skill for efficient and non-visual written communication.

6.3c Visual Skills

Independent Use of Visual Tools

Ākonga develop the ability to use low-tech options, like magnifiers, independently to gain information from print and images. They no longer need constant prompting and can retrieve and use their tools as needed to access their learning materials.

Adapting and Modifying Resources

Ākonga gain a degree of technological independence by learning to adapt and modify digital resources to suit their own vision needs. For example, they can independently use the accessibility features on an iPad to enlarge print or increase contrast, taking control of their own visual access.

6.3d Auditory Skills

Developing Auditory Skills

Ākonga begin to develop their auditory skills and understand how to leverage this strength. They learn to recognise when listening is the most efficient way to access information (e.g. using audiobooks when they are experiencing visual fatigue) and when to use other sensory approaches.

Using Auditory Environmental Cues

Ākonga develop the ability to use the ambient auditory cues in their environment for orientation and safety. They learn to interpret the sounds of traffic, the echo in a hallway, or the hum of a vending machine to help them figure out where they are and what is around them.

6.3e Integration and Self-Advocacy

Developing Independence and Responsibility

Ākonga develop independence across all areas by taking on more responsibility for their personal sensory equipment. This includes learning the routines for caring for their glasses, cleaning contact lenses, or managing their hearing aids, demonstrating personal responsibility of their tools.

Beginning to Self-Advocate

Ākonga develop an understanding of their own specific sensory needs and, with support and coaching, begin to self-advocate for them. They might learn to ask a teacher to describe a picture, or request to sit in a quieter part of the classroom.

Taking Learning Risks

Ākonga are encouraged to take learning risks by being prepared to try out new sensory strategies. They develop the resilience to experiment with different tools or techniques, understanding that not every strategy will work perfectly the first time.

Theme: Having a purpose, being empathic and resilient. The focus is on strategic use of senses and technology and building problem-solving skills.

In the Rākau phase, ākonga become more strategic in their use of sensory information and assistive technology to access the curriculum and participate in the community.

6.4a Internal Sensory Systems

Recognition of own Body

Ākonga recognise their emotional and physiological needs before they are overwhelming or urgent.

6.4b Tactile Skills

Achieving Advanced Literacy Skills

Ākonga develop higher-level Braille skills, increasing their reading speed and comprehension. They also become proficient in touch-typing, aiming for a speed and accuracy that makes it an efficient tool for all their written work.

Using Electronic Braille Devices

Ākonga become competent users of electronic Braille devices (notetakers). They can use these powerful tools to read digital books, write assignments, and manage their schoolwork in a portable, paperless format.

6.4c Visual Skills

Interpreting Visual Social Cues

For ākonga with usable vision, this phase involves learning to recognise and understand subtle visual social cues like body language and facial expressions. They are explicitly taught how to interpret this information and respond accordingly in social situations.

Using Access Technology

Ākonga become proficient in using the built-in access technologies on their mainstream devices. This includes mastering touch gestures on phones and tablets, which allows for efficient, non-visual operation of these essential tools.

6.4d Auditory Skills

Developing Auditory Comprehension

Ākonga develop a high level of auditory comprehension. They can listen to and understand the meaning of complex speech, or a detailed set of instructions, and can process this information efficiently.

Proficient Use of Screen Readers

Ākonga become proficient users of auditory screen readers. They can use these tools effectively to access digital information on a computer, including navigating websites, reading documents, and using various software applications.

6.4e Integration and Self-Management

Strategic Problem Solving

Ākonga develop sophisticated problem-solving skills. They can analyse a task or environment and know which specific tools or sensory strategies to use to be most successful, making strategic choices about their approach.

Confident Self-Advocacy

Ākonga confidently and independently advocate for their sensory needs in any setting. They can clearly explain what they need and make effective choices to ensure they have a good balance between accessing information and managing sensory fatigue.

Developing Self-Regulation

Ākonga develop the ability to manage strong emotions and to self-regulate their responses to overwhelming or insufficient sensory input. They can recognise when they are becoming overstimulated or under-stimulated and use strategies to return to a calm and focused state.

Managing a Suite of Technologies

Ākonga can independently manage a whole suite of access technologies for their literacy and learning needs. They can seamlessly switch between a screen reader, a Braille device, and other tools, selecting the best one for each specific task.

Theme: Navigating the pathways and developing agency to help shape the future. The focus is on mastery, self-management, and applying sensory skills for life beyond school.

In the Tāpae phase, ākonga are proficient and independent users of their sensory skills and technologies, fully prepared to navigate the challenges and opportunities of post-school life.

6.5a Internal Sensory Systems

Mastery of own Body

Ākonga recognise and address their emotional and physiological needs in a timely fashion. They are confident to try new things and refine their skills.

6.5b External Sensory Systems

Mastery of a Range of Tools

Ākonga demonstrate mastery and proficient use of a wide range of tools for complex tasks. This includes the independent use of optical devices, screen readers, and electronic Braille devices. They can interpret tactile graphics, ensuring access to all forms of information.

Sophisticated Information Gathering

Ākonga use their well-developed information-gathering skills across all their sensory channels to maximise their knowledge. They can synthesise information from auditory, tactile, and visual sources to build a deep and comprehensive understanding of any topic.

6.5c Integration and Self-Management

Deep Self-Awareness

Ākonga have a deep and nuanced understanding of their own sensory profile and their visual impairment. They know how their sensory system works, how it impacts them in different situations, and what they need to do to be successful.

Full Self-Management

Ākonga take full responsibility for their sensory needs. They make informed decisions about their tools and strategies and completely self-manage their sensory wellbeing without external prompting, demonstrating full autonomy.

Making Adaptive Choices

Ākonga are highly attuned to the sensory cues in any environment. They can quickly assess a situation and make adaptive choices to ensure their own comfort and access, such as choosing a quieter table in a cafe or using glare-reducing glasses on a bright day.

Demonstrating Resilience in Problem Solving

Ākonga show strong problem-solving and resilience skills when faced with new or unexpected sensory challenges. They can calmly analyse the situation, devise a new strategy, and persevere until they find a solution.

Generalising Skills Across Life Domains

Ākonga successfully apply and generalise their sensory skills and strategies across all life domains. They can use their tools and techniques effectively at work, in their studies, and during all their community and recreational activities.

Clear Transition Planning

Ākonga have a clear pathway and plan for using their skills and technologies after leaving school. They have identified the tools they will need for their chosen career or study path and know how to acquire and maintain them, ensuring a smooth and successful transition to adult life.