[A teacher with brown bobbed hair stands before a class. She points at text projected onto a whiteboard. A student, Ted, sits at the back of the class.]

TEACHER: What we're going today is the SRA cards, so you've got your instructions on the board there, step by step. We've greeted, we've explained everything, you know where everything is. 

[The teacher is interviewed.} 

TEACHER: Ted was diagnosed with ASD in October of 2014. 

[TEXT: "How did you identify that Ted had additional learning needs?"]

TEACHER: Alright, so through documentation on the SEN planning and so on, there is obviously a record. But through his assessments, for example, his writing tasks. The other thing I noticed as well is, socially, Ted especially, when he's finished a task, he'll go, "Yes!" And, you know, he'll do things. And then it's almost as if afterwards he suddenly looks up and then he realises that he's done something perhaps socially unacceptable. And you also notice it in the other kids, especially the kids who you later realise were in primary school with him. They will treat Ted very, very over-kindly, almost as if they're aware that something is a little bit different. But that would be the way socially, academically and, as you guys saw in the session over there, he will get stuck sometimes and instead of asking for help, he will then not ask and he will just keep on focusing or get distracted instead of asking for help. 

[In the classroom, the teacher stoops beside Ted's desk. The boy reads printed information on a card.]

TEACHER: It's numbered up to 15, isn't it? 

[The teacher draws lines across Ted's answer sheet.]

TEACHER: So we're going to do it over here, up until 15. Does it make sense to you? OK. So this is going to be number 52. 

TED: OK. 

[The teacher reads a text on Ted's desk.]

TEACHER: Alright. "Paula Carson is a cartoonist. Her cartoons are about brave adventurers. Mario Sanchez, her assistant, is the copy machine operator." 

[TEXT: What teaching and learning adjustments are in place so Ted can access the curriculum?]

TEACHER: Right, so first time is a big one. He will be given a much simplified task sheet, so step by step, usually bullet points, with practically, "What do I do to do each step?" Colour's used a lot as well, so I'll have to colour code where he has to fill things in. He'll be given extra time. When we work with him in the classroom, he does not like having the teaching assistant next to him. He doesn't really like the hovering approach. He prefers to have a sort of float in and out.