[In a schoolroom, a teacher works one-on-one with a primary school boy. Text: "Susan Masterton, Joondalup Education Support Centre". 
The boy's eyes shift from the book and wander around the room. Susan uses gesture and physical contact to try and focus his attention.]

SUSAN: Hi! What have we got today? James, "I want the car." James, looking. C-, c-, car. James, looking. Looking here. James, open eyes to me. Eyes to Em.  

[A blonde woman is interviewed. Text: "Elizabeth Hore, Joondalup Education Support Centre."]

ELIZABETH: James is 10 years of age. He has cognitive functioning skills within a one- to two-year age range. However, he has some gross motor skills that approximate his chronological age. He just loves his scooter riding. 

[Susan and James use a tablet.]

SUSAN: What would James like to do? 

[James taps the tablet screen.]

TABLET: Your turn. Bubbles. 
SUSAN: My turn for bubbles? That'd be quite nice, wouldn't it? 

[Susan fetches a picture chart.]

ELIZABETH: James meets the requirements for determination of an intellectual disability. He also has ataxia, which can impact on his balance and motor coordination. 

[Susan puts the picture chart in front of James.]

SUSAN: What would James like? 

[James taps on the chart.]

SUSAN: Bubbles? 

[Susan gets the tablet. James taps its screen. She gently holds his hand high and uses the tablet. His eyes are fixed on its screen.]

SUSAN: Let's see what we can do then, if we come back to here. Good boy. 

[Colours appear on the tablet screen. Susan holds up a red toy and a blue toy. James taps the screen, then chooses, the red toy.]

TABLET: Colours. 
SUSAN: What colour would James like? 
SUSAN: Red? Good boy. Can James find red? 

[Elizabeth is interviewed.]

ELIZABETH: James's participation is supported by extensive teaching and learning adjustments. So that we can cater for his safety and wellbeing. As well as developing his communication skills and for his social and self-management skills development. 

[Holding the red toy, Susan points at two pictures on the picture chart. James chooses one. Susan blows bubbles from the red toy. James pops the bubbles.]

SUSAN: Are we going to pop or blow? Pop or blow? Are you ready? Come on. Pop! Pop! Pop! 

[Elizabeth is interviewed.]

ELIZABETH: James has an individualised special education program which caters for his class, all learning areas, and for his participation in the playground. James has an individual work area in the classroom where his resources are used and stored away, so that he may focus on the individual tasks and the resources that he needs at any particular time. We use parameter prompts to help him with his speech. He has an extensive range of visual aids that will help him with his routines to be followed, will help develop his communication skills, will help him with his socialisation and self-management skills. James' toileting and self-management skills are supported by the use of visually-sequenced displays and specific Makaton signing. 

[Susan gives James the tablet. He taps the screen.]

SUSAN: Do you want to do reading or colouring? 
TABLET: Read a book. Read a book. 

[Susan moves the tablet away and opens a picture book. James stares at the pages.]

SUSAN: OK, well, we're going to read the book. What will we find? "Zero eggs in the nest as Zade takes a look." 

[Susan brings back the tablet. James looks at the book, then taps the tablet.]

SUSAN: Let's have a look. 
TABLET: Farm animals. 
SUSAN: Can you find the chicken? 
TABLET: Horse. 
SUSAN: Where's the chicken? 
TABLET: Horse. 
TABLET: Goat. 
SUSAN: Oh, nearly. Chicken. 
TABLET: Goat. 
SUSAN: Chicken's here. Looking. 

[Elizabeth is interviewed.]

ELIZABETH: James's family work with speech pathologists and occupational therapists involved with the therapy focus...and the school also has visits and plans a program that supports the family goals. James also has school-based support from a speech therapist and occupational therapist.