[A teacher shows a boy and his parents around a school. The principal shows them into an office.]

NARRATOR: Meet Matthew. Matthew is going to start Year 4 next year. His family has just moved into the area and is investigating new schools for him. They think they have found one that would be very suitable. The school has excellent computer facilities and this feature appeals to them as IT is one of Matthew's particular interests. 
The family has also heard through their social networks that the school has a very supportive inclusive environment, which has become an increasingly important consideration since Matthew was diagnosed with a mild acquired brain injury. Matthew's mother has a vision impairment. 

[Matthew and his parents sit at a table with the principal and teacher.]

MOTHER: Thanks so much for meeting us. It was a lovely surprise. 
PRINCIPAL: I like to meet all prospective students. It helps parents and students decide if our school meets their needs. And I appreciate you telling us about Matthew's diagnosis last week. It makes it smoother for everyone if we can start the appropriate processes early on. 
FATHER: Yeah, it was easy enough. We just filled in the form you gave us and we gave you all the information we could. 
PRINCIPAL: So, you've had a tour of the school with Margaret, our learning support teacher. 
MOTHER: Yes, thank you. Margaret showed us around the facilities and some of the programs that you offer here. 
FATHER: Matt was particularly interested in the computers you had in the classroom. 
PRINCIPAL: So, you like computers, Matthew? 
MATTHEW: Yeah, they're really awesome. 
PRINCIPAL: Well, we're very proud of our technology. We upgraded all our classroom computers and purchased new tablets at the beginning of the year. I like the tablets best. What do you think? 
MATTHEW: Yeah, they're really good. 
PRINCIPAL: So, tell me more about Matthew's experiences at school so far? 
FATHER: Well, you know, Matthew's been at school for a few years now and he's been doing generally well. In some areas, Matthew likes a bit of support... 

[The meeting continues.]

NARRATOR: Matthew's parents tell the principal and learning support teacher about Matthew's interests, strengths, his progress and needs, and hear about the academic, sporting and support options available to Matthew at the school. 

MOTHER: It does sound like you have some interesting programs here and some very supportive staff. I think it would be a really good fit for Matthew's needs. 
PRINCIPAL: We do like to think we support our students well. Is there anything else you need to help to decide about Matthew's enrolment? 
FATHER: No, I think you've covered everything. And you also mentioned that we would have a planning meeting if we accepted the enrolment. 
PRINCIPAL: Yes, of course. If Matthew comes here, we'll work with you to organise support and discuss the types of ongoing adjustments Matthew might need. For now, though, thank you for filling in the paperwork and signing the information release form that Margaret spoke to you on the phone about. 
MOTHER: Yeah, thank you. And thanks for providing these in the larger font. 

[Matthew's mother looks through large print documents.]

NARRATOR: Acting on previously supplied information, the school has made adjustments so Matthew's mother can access school documents. Following the meeting with the principal and support teacher, Matthew's family have all the information they need to make an informed decision about enrolling Matthew at the school.