[George and another staff member greet Finn and his mother. They sit at a table.]

NARRATOR: Plans for Finn's transition to his new school are progressing well. The school has consulted regularly with the family and Finn's current school. They have all discussed an independent external assessment. With the assistance of an occupational therapist, the school has planned practical adjustments for fine motor tasks such as writing and keyboard use. Finn's mother is now attending a meeting with George and the school's deputy principal to discuss the transition further. 

MOTHER: Well, that sounds great. We really feel like you're doing anything you can to make the school accessible for Finn when he arrives. We're really pleased about that. 
DEPUTY PRINCIPAL: Yes, we're really happy to. All of the changes that we've been making for Finn will benefit other students as well and their families too. 
MOTHER: Hmm, well, we really feel like it's getting ready in time and that we're so glad that he's coming to his local school. 
DEPUTY PRINCIPAL: Yes, thank you. We're really happy with the preparations that we've made so far. 
GEORGE: A couple of last things, though. We need to look at providing some personal care support for Finn. So talking about conversations with Finn's previous school, we need to...some of the adjustments we need to make are assisting Finn with eating and dressing for physical education activities. We believe the education assistant can manage these supports. 
MOTHER: That's right. Yeah. 
GEORGE: And to help with class work, we've also spoken to the occupational therapist about providing some assistive technology to help with his fine motor activities and using digital curriculum materials to support with his learning. 
MOTHER: OK. That's good. 
DEPUTY PRINCIPAL: The most important thing is that we're adequately meeting Finn's needs as far as learning outcomes go and access to activities. And also, of course, to develop independence. Is there anything else you'd like us to consider? 
MOTHER: No. I think that's everything. But if anything else does come up, we could discuss that at the next review meeting? 
GEORGE: Yeah, that's right, we will meet regularly to discuss Finn's progress and see how he's going and discuss any changes that need to be made. The school have identified a couple of other adjustments we'd like to make regarding classroom management, so I'll put some options down on paper and we can discuss those on a later day. 
MOTHER: OK, thank you. 

[The meeting continues.]

NARRATOR: The school and Finn's parents are designing a specialised support plan for Finn. This includes adjustments by the school and possibly arranging for outside special services. This was based on their knowledge of Finn and on advice from Finn's current school and special needs consultants. The school now needs to consider and balance the interests of all parties.