Tilting the Seesaw for Learning Support Coordinators

This post-course survey is seeking your opinion on your recently completed Learning Support Coordinator course (LSC). This information helps Autism NZ to improve our courses as well as support our applications to various bodies for support.

This survey contains nine questions and should only take you approximately 5 minutes to complete.

Below are the Autism NZ objectives for the ‘Tilting the Seesaw for Learning Support Coordinators’ course:

Broaden understanding of autism and use of strengths and interests to engage students in learning.
Develop simple and alternate ways to make communication clear using:
- Adaptation of communication styles
- Visuals
- Social stories
- Technology
Increase understanding of inclusive strategies that support students and help build an inclusive school and kura
Recognise and reframe expressions of distress including using emotional regulation techniques
Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau.

Question Title

* 1. How relevant are the following objectives in giving you the knowledge and skills you need to support teachers and whānau?

	Not relevant at all	Somewhat relevant	Relevant	Very relevant
1. Broaden understanding of autism and use of strengths and interests to engage students in learning	1. Broaden understanding of autism and use of strengths and interests to engage students in learning Not relevant at all	1. Broaden understanding of autism and use of strengths and interests to engage students in learning Somewhat relevant	1. Broaden understanding of autism and use of strengths and interests to engage students in learning Relevant	1. Broaden understanding of autism and use of strengths and interests to engage students in learning Very relevant
2. Develop simple and alternative ways to make communication clear usings	2. Develop simple and alternative ways to make communication clear usings Not relevant at all	2. Develop simple and alternative ways to make communication clear usings Somewhat relevant	2. Develop simple and alternative ways to make communication clear usings Relevant	2. Develop simple and alternative ways to make communication clear usings Very relevant
3. Increase understanding of inclusive strategies that support students and help build an inclusive school, kura, and cluster environment.	3. Increase understanding of inclusive strategies that support students and help build an inclusive school, kura, and cluster environment. Not relevant at all	3. Increase understanding of inclusive strategies that support students and help build an inclusive school, kura, and cluster environment. Somewhat relevant	3. Increase understanding of inclusive strategies that support students and help build an inclusive school, kura, and cluster environment. Relevant	3. Increase understanding of inclusive strategies that support students and help build an inclusive school, kura, and cluster environment. Very relevant
4. Recognise and reframe expressions of distress including using emotional regulation techniques.	4. Recognise and reframe expressions of distress including using emotional regulation techniques. Not relevant at all	4. Recognise and reframe expressions of distress including using emotional regulation techniques. Somewhat relevant	4. Recognise and reframe expressions of distress including using emotional regulation techniques. Relevant	4. Recognise and reframe expressions of distress including using emotional regulation techniques. Very relevant
5. Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau.	5. Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau. Not relevant at all	5. Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau. Somewhat relevant	5. Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau. Relevant	5. Provide a network to connect with other LSCs to share ako and resources to support teachers, learners and whānau. Very relevant
Were these lessons also relevant for neurotypical students?	Were these lessons also relevant for neurotypical students? Not relevant at all	Were these lessons also relevant for neurotypical students? Somewhat relevant	Were these lessons also relevant for neurotypical students? Relevant	Were these lessons also relevant for neurotypical students? Very relevant

Question Title

* 2. How relevant is the course content to what the teachers have been asking for?

Not relevant at all

Relevant

Very Relevant

Clear

i We adjusted the number you entered based on the slider’s scale.

Question Title

* 3. What resources or strategies have you shared with family and whānau?

	Yes	No	N/A
Understanding different sensory needs	Understanding different sensory needs Yes	Understanding different sensory needs No	Understanding different sensory needs N/A
Understanding communication	Understanding communication Yes	Understanding communication No	Understanding communication N/A
Visuals	Visuals Yes	Visuals No	Visuals N/A
Strengths and interests	Strengths and interests Yes	Strengths and interests No	Strengths and interests N/A
Self-regulation	Self-regulation Yes	Self-regulation No	Self-regulation N/A
Story supports	Story supports Yes	Story supports No	Story supports N/A
Inclusion	Inclusion Yes	Inclusion No	Inclusion N/A
Expressions of distress	Expressions of distress Yes	Expressions of distress No	Expressions of distress N/A

Other (please specify)

Question Title

* 4. Rate how often you have used the following strategies we taught in this course to help teachers communicate with, or support autistic or neurodiverse learners?

	I can’t remember this strategy	I haven't used yet	I’ve used once or twice	I use daily with various teachers	This is now embedded at schools I work in
Reframing expressions of distress	Reframing expressions of distress I can’t remember this strategy	Reframing expressions of distress I haven't used yet	Reframing expressions of distress I’ve used once or twice	Reframing expressions of distress I use daily with various teachers	Reframing expressions of distress This is now embedded at schools I work in
Emotional regulation techniques.	Emotional regulation techniques. I can’t remember this strategy	Emotional regulation techniques. I haven't used yet	Emotional regulation techniques. I’ve used once or twice	Emotional regulation techniques. I use daily with various teachers	Emotional regulation techniques. This is now embedded at schools I work in
Using visual communication strategies	Using visual communication strategies I can’t remember this strategy	Using visual communication strategies I haven't used yet	Using visual communication strategies I’ve used once or twice	Using visual communication strategies I use daily with various teachers	Using visual communication strategies This is now embedded at schools I work in
Using social stories	Using social stories I can’t remember this strategy	Using social stories I haven't used yet	Using social stories I’ve used once or twice	Using social stories I use daily with various teachers	Using social stories This is now embedded at schools I work in
Using technology	Using technology I can’t remember this strategy	Using technology I haven't used yet	Using technology I’ve used once or twice	Using technology I use daily with various teachers	Using technology This is now embedded at schools I work in
Adapting communication styles	Adapting communication styles I can’t remember this strategy	Adapting communication styles I haven't used yet	Adapting communication styles I’ve used once or twice	Adapting communication styles I use daily with various teachers	Adapting communication styles This is now embedded at schools I work in

Other (please specify)

Question Title

* 5. In the context of the schools you work with, which of the following apply?

	Yes	No
Primary School	Primary School Yes	Primary School No
Secondary School	Secondary School Yes	Secondary School No
Special School	Special School Yes	Special School No
Māori Medium	Māori Medium Yes	Māori Medium No
Kaupapa Māori	Kaupapa Māori Yes	Kaupapa Māori No
High number of Māori tamariki	High number of Māori tamariki Yes	High number of Māori tamariki No
High number of Pacific tamariki	High number of Pacific tamariki Yes	High number of Pacific tamariki No
High learning needs	High learning needs Yes	High learning needs No
High number of autistic or neurodivergent tamariki	High number of autistic or neurodivergent tamariki Yes	High number of autistic or neurodivergent tamariki No

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* 6. How likely is it that you will recommend this course or another Autism NZ course to educators in the education sector?

Not at all

Likely

Very likely

Question Title

* 7. What strategies could we have expanded on?

	Yes	No
Strategies to influence teachers and leaders	Strategies to influence teachers and leaders Yes	Strategies to influence teachers and leaders No
Assistance with specialist resources for the learner	Assistance with specialist resources for the learner Yes	Assistance with specialist resources for the learner No
Whānau engagement strategies or communications	Whānau engagement strategies or communications Yes	Whānau engagement strategies or communications No
Emotional regulation strategies	Emotional regulation strategies Yes	Emotional regulation strategies No

Other (please specify)

Question Title

* 8. Is there anything else that you would like to say about the course?

Question Title

* 9. I have good knowledge in supporting interpersonal engagement and broader developmental skills in autistic children

Strongly Disagree

Disagree

Neither agree nor disagree

Agree

Strongly Agree