[Vincent's parents and his early intervention worker sit at a table with two women.]

NARRATOR: Vincent's parents and his key worker are meeting with Jan, the director of the local early childhood program. Also attending is Kirsten, the physiotherapist who supports the program and school. The meeting is to discuss the results of Vincent's trial attendance at the program and to consider what adjustments might be required for his full-time participation in the program and the primary school in the following years. 

[Jan turns to Vincent's parents.]

JAN: It must be daunting making this decision. about Vincent's future. We've all really enjoyed meeting him. He's such a character. 
MOTHER: It has been a great experience for all of us considering how nervous we were when we started thinking about it. And you've all been just so supportive. Paul thinks it would be cool to have his brother at school with him in the near future and Vincent is beside himself at the thought. 
PAUL: Yes, the trial has been a big help. Just working through the logistics of getting him here has been invaluable. 
JAN:  I'm sure that this is actually just the tip of the iceberg right now, but what we want to do is be certain about all that's required if he attends here next year. We will be able to get additional support, but I guess it's about making sure that we can use all the resources really, really well. Let's discuss what we've learnt already. 
WORKER: Well, we all agree that we'll continue to plan for Vincent's transition to primary school and that will include regular meetings with the primary school to make sure that they are ready and able to provide the education in that environment. 
MOTHER: And we know that we will need access to a toilet that suits his needs and the staff need to be trained to help him use it. And also he needs to be changed. 
JAN: We've thought about that and we really think that what the best thing could be is a mobile pod. The mobile pod does meet the standards and if it works out, it will be a relatively simple matter to move it up to the primary school with him. We'd also give the staff lots of training and we'd also maybe see if he needs either an electric hoist or an electric change table as well. We've also talked to the cleaners about a nappy bin removal service. 
MOTHER: Oh, that's great. Thank you. 
PAUL: Great. And can we continue getting support from our early childhood intervention service? 
JAN: Yes, I've spoken to the service and they've said it will be fine to continue. 
PAUL: I'm confident Vincent's physical needs will be met. My remaining concern is about his learning needs. The specialist setting is set up to help him reach his potential. I'm just not sure you have the capacity here. 
JAN: I really understand your concern. I think we can work together to meet his needs. Your early intervention has come up with so many great ideas and what we can do is work with their staff to train our staff to really make sure that they can meet the needs that Vincent has. We'll also have ongoing meetings to plan and review his educational program. 
PAUL: That's great. Obviously, the special school is our fallback position. We've found the principal there very helpful. 
JAN: Of course. Kirsten, have you had a chance to finish your report on Vincent yet? 
KIRSTEN: Yes, here it is. I understand that you want to develop Vincent's motor skills further. I've provided for that. I'm happy to explain the report in more detail to you once you've had time to go through it. 
PAUL: Thanks. 
JAN: Obviously, today we're just touching on really broad principles. If you decide to enrol Vincent here, we'll develop a plan that addresses all the ideas that we need to have documented, ready for his full-time attendance at the school. WORKER: Is there anything else you need to clarify? 
PAUL: Not really. Vincent will be able to access the support he gets at home and it looks like you have strategies to help him access the services he needs. 
MOTHER: We haven't had a reason not to enrol him here, so fingers crossed.