[Mr Parsons meets with another teacher. John joins them.]

NARRATOR: Mrs Flutsch agrees with Mr Parsons that they need to review the class to make it accessible for John. She consults one of the visiting specialists in the area and organises a meeting with John and Mr Parsons to discuss the course delivery and assessment and options for John to demonstrate achievement of the learning outcomes. 

JOHN: It's not that I find it boring. It's just that I find it really hard to stay focused during class lectures. 
MRS FLUTSCH: But that's alright 'cause there's a few other options we could look at. And Mr Parsons told me that you have a lot of strategies that you've worked out for yourself anyway. 
JOHN: Yeah. I like podcasts and listening through my headphones. It makes it easier for me to concentrate. Like if I zone out, I can just go back and rewind, or pause it and go and do something else. It just makes it so much easier for me to focus. 
MRS FLUTSCH: The school has a digital audio recorder and I can easily record my lectures for you and at the end of the day, I can send them on to you. 
JOHN: That sounds great. 
MRS FLUTSCH: Good. 
MR PARSONS: Actually, I think all students would be able to use that, you know, for studying for exams. 
MRS FLUTSCH: Yeah. 
JOHN: Visuals help me a lot too. If I could have something on my tablet to look at instead of having to look up to the class and look down to the tablet again, that would really help me out. 
MRS FLUTSCH: Easy. All my visuals are electronic. I've already got them all electronically, so all I'll need to do is reformat them to suit your tablet and then I can send them on to you and you can use them. What do you think about that, Mr Parsons? 
MR PARSONS: It sounds like a great idea. Is there anything else? Oh, actually, I think you're going on a excursion to the art gallery soon. Will we have to make any adjustments or anything for that? 
MRS FLUTSCH: No. In fact, the art gallery have got it all sorted out. They've already got everything electronic - they have interactive exhibitions there, they've got things like text, visuals, video, animations, and the curator has told me that all of that's already available online, so you can get access to it easily. Would that be helpful to you, John? 
JOHN: Yeah, that would be really helpful. It would make it easier for me to revise, so I wouldn't need anything extra. 
MRS FLUTSCH: What about the quizzes themselves? How are you going with that style of assessment? 
JOHN: Usually with that sort of assessment format, I get more time in class to do that and that usually works fairly well for me. 
MRS FLUTSCH: We could do that, but I don't want the quizzes to take too long. They're actually designed to be a week-by-week reflection, so without extra preparation. 
MR PARSONS: What about a take-home quiz? Would that work? 
MRS FLUTSCH: No, we can't do a take-home quiz. Not in this situation. It would be seen to unfairly advantage John over the other students. There will be other options. What about a reflective journal? Have you done them before? 
JOHN: I've never tried a reflective journal. It sounds interesting though. 
MRS FLUTSCH: If you agree, and once I've explained the idea to the class, we could try that straightaway and then everyone in the class could choose whether they wanted to do quizzes or reflective journals, which gives everybody the same...