Neurodiversity Framework

Thinking globally, being local. Considering student N - a current and on-going request for support.

In considering the Strengths based Blooming Framework, I have chosen student N to base this model around. I have been working with Student N and mum for two years, on and off . (three referrals since the start of Intermediate school, 2020) This student is at the forefront of my thinking and has has high and extremely complex needs . Student N has high and complex needs. I have managed to establish a good working relationship with mum over the previous two years. The home situation is complex, there are complex mental health issues to factor in, N is currently identifying as being male, is Gifted, Artistic and creative, has Attention to Many Things, Autistic, a toe walker until 2021 surgery, will not engage in online learning, or go to class when at school. Disengagement is an on-going concern. My concern is that the entrenched work avoidance will inevitably lead to disengagement from opportunity - both at school and in the wider community.

Armstrong and Ebrary (2012 ) describe sensible and strengths based strategies to achieve success for Autistic learners in the classroom. However, these strategies are challenging to implement at the secondary level where learners move regularly from class to class, teacher to teacher and where there is an expectation of independence, understanding of the rules and a degree of engagement in the process.

Carnahan, Hume, Clarke and Borders (2009) note in the reading about Structured Work Systems that " independence is the key to successful community inclusion and future employment" . They discuss the benefits to children and young people with Autism using work systems to " provide specific directions about what to do .......... while also providing a systematic work routine".

Engaging with the Blooming Framework

Student N is having some needs met. There is Aroha - from mum and from nan and the cousins. There is a high level of disengagement from school . The relationship with Dad is complicated. That needs support. The power struggle between N and mum and issues with alcohol for mum are complex. Both are highly intelligent. They (mother and child) are talented, interwoven, interdependent, complex and vulnerable. I think N bullies mum and I think N feels confused, worried and angry. Recently, N told mum " I just want some attention", yet mum feels that that is all she does.

N needs a higher level of support with input from an Educational Psychologist. This needs to be driven by the MOE -either through Learning Support or through IWS. The family also need support.

What could be the first step?

1. Request management support within Cluster 7 to liaise with MOE to seek clarification on IWS eligibility

2. Make a referral to Family Works - to request a Strengthening Families co ordinated approach