[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text:  "Nationally Consistent Collection of Data on School Students with Disability." 
A white map of Australia contains the title 'Types of adjustments'. A marker appears in south-eastern South Australia.
In classrooms, small students use picture books and tablets. A woman with light-brown hair is interviewed in a school room. Text: "Julie Lawson, Special Learning Needs Coordinator, Horizon Christian School, Balaklava."
A large classroom is divided into areas, with different types of desks arranged in small groups.]

JULIE LAWSON: The range of adjustments that you would see in some of our classrooms are, we have quite a few environmental ones, like seating, different size level chairs. We have wobble cushions; we have stools where students sit in the classroom. We have one student who does not cope with the heat and was melting down after lunch, and we worked out that it was in maths, and she was sitting near the door, which is a great place for her to sit normally, but the air conditioner was on the opposite side of the room. So we moved her to under the air conditioner after lunch for maths and there was no more meltdowns. Simple little things like that work often very well. We also have visual schedules. Sometimes it's for the whole class, sometimes it's just for the student, so they know what comes next. 

[In class, two students work alone, writing with pencils. 
A dark-haired woman is interviewed in front of a bookcase. Text: "Eleanor Burford, Teacher, Horizon Christian School, Balaklava."]

ELEANOR BURFORD: We repeat instructions and we do a visual interpretation of instructions. So it would be an oral instruction first, this is what I want you to do. I would write it on the board. Then for some students, I actually colour code, so I will colour code the line I want them to copy off the board. Then me walking around, checking that they are understanding what the task is.

[In a classroom, several teenage students work around a rectangular group of desks. A woman discusses pictures with individual students. Eleanor Burford is interviewed.]

ELEANOR BURFORD: Our classroom support officers are so important here. We can't do what we do without them. The first thing to say is they're actually the ones I would go to about a student because they're often working with that particular student across a curriculum level. That's really important at secondary. We only see them for a short timeframe in a specific subject area. So in order to get a bigger picture about your student, they're always my first port-of-call. What have we observed in other subject areas and how much support are they getting?

We work as a collaborative team, so it's about me providing information about the topic and the unit we're doing, then ways I think I'm going to modify or differentiate that task for that particular student. Sometimes that's an informal chat: “do you think would work for them? Do I need to modify it a bit more? Is it about the word count or is it about accessing information in a different format?” Then when they come into the classroom, which they're fabulous at, it's often they'll come in and I'll set up and say, "This is what we're up to and this is what I would like this student to do. Could you support them with that?"

[The classroom support officer sits with a teenage boy. The students work on laptops.] 

ELEANOR BURFORD: We have quite an important follow up process about adjustments we make. So one of the processes is that when we collect the data, we talk about the differentiation or the changes that were made to curriculum in the previous year. That's really important, particularly if this cohort is new to you and you don't know your students yet.

Certainly I would have to say as a practitioner, it's also about reflecting on your own individual students. So what may have started off as an adjustment at the beginning of the year, you're noticing that, ‘oh, they're improving in that area. I won't adjust so much.’ Or potentially if it still is an area they're struggling with, maybe it's looking at, right, is it less about cutting down the word count and more about helping them with organisational skills. Alright, yes, it's organisational skills. They're not quite competent at bringing their gear, filing their systems. So it's looking at, right, what is the purpose in the process here that we could adjust? So yeah, on a personal level, it's reflecting on your own class. On a whole school level, we have the data from the previous years that we can look at and then the reflection that happens as a staff.

[A small boy clambers down playground equipment.] 

ELEANOR BURFORD: I think it has made me better at doing adjustments and differentiation for students. What I like about the way our school has approached this is that we actually do it as a team, so it's not me writing down the adjustments I made for that student and not seeing anybody else's, and that has been really helpful because we do it as a whole school approach

[A bearded man is interviewed in an office. Text: "Michael Clisby, Principal, Horizon Christian School, Balaklava." Julie Lawson looks on as a teacher works with three small students.]

MICHAEL CLISBY: I think inclusive classrooms are so important for all of our children here because it's a way of caring and sharing, looking after one another, building community and in their life appreciating that we make adjustments for one another all the time. But that sense of strong community and strong belonging, they're the things that are so important as we move forward and that's why we work with our inclusive classrooms.

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government Department of Education and Training. 
© 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." 
The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government Department of Education and Training.]