[A brunette teacher wearing a maroon vest sits at the head of a table in a classroom. A workbook lies open before her.]

TEACHER 1: OK, opening your workbook to Lesson 39. For the Year 8s, you need to just use your first sheet. I'm going to read the instructions. You're going to fix the run-on sentences. A run-on sentence in Part A names the person more than once. Mitchell, what does a run-on sentence do? 

[The teacher is interviewed.]

TEACHER: Mitchell's a Year 9 student with a diagnosis of autism spectrum disorder. He's currently working at about a Year 3/4 level. He's also got the intellectual disability diagnosis as well. 

[A teacher with long curly hair sits at a large table alongside Mitchell, a dark-haired student. The teacher slides pages of diagrams toward Mitchell.]

TEACHER 2: Good morning, Mitchell. Now, we'll start on our ASDAN program for New Horizons, OK? I've got some independent work for you to start. So it says here, "Show you know the difference of the body parts. Name the body parts." So what goes here? 

MITCHELL: Students. 

TEACHER 2: That's your name. So name on the top. 

[Mitchell writes his name at the top of the page.]

TEACHER 1: Mitchell is on a highly structured, functional learning program. He accesses the mainstream curriculum for elective subjects, and he generally comes into our FLAT, which is our Functional Learning and Teaching Room, where he focuses on the functional learning using the ASDAN programs. He does direct instruction, he does multi-lit and all of his skills is based around what he's going to need in the future for work readiness and post-school stuff. 

[Mitchell's teacher points to the page.]

TEACHER 2: Good boy. Alright, I want you to list the name of the body parts. What's the next picture? 

MITCHELL: Body. 

TEACHER 2: Yep, good. Keep going. 

[Mitchell writes a note, then leans back in his chair.]

TEACHER 2: Do them all, please. 

[Mitchell cranes his neck and studies the teacher's back.]

MITCHELL: Back. 

TEACHER 2: Good. 

TEACHER 1: Mitchell has the access and regular visits with his OT. They've come in. His speech therapist, the regional therapy team have all come in and basically have all had an input in the fact that the programs that we're providing him are also complementing their programs outside the school as well.