[Footage of a school crossing guard, and children and teachers in classrooms. Text: "Inclusive Classroom School Resource. Teachers and families working together." 
A blonde woman is interviewed. Text: "Julie Jones, Principal."]

JULIE: Normally we would try to find out as much as we can about the child and the family, and that would usually involve myself and probably one of my APs who works with integration and liaises with all the services. That would involve us having a meeting with the family and working really hard on giving the message that it's a partnership, that we don't just have the children at...get the children at 9:00 and then they go home at 3:30, that it's much more than that - that we actually take in the whole family and that we would like the family to work with us in partnership. And that partnership includes the child, of course. 

[A dark-haired woman is interviewed. Text: "Kathy, Parent".]

KATHY: I think partnership is really important, so a mutual respect and understanding and working together - really looking at it from a team approach, taking the parents' advice and knowledge about the child and then the parent also learning from the teaching and the school about education and how a child learns and really drawing the strengths of everybody together to make the best possible outcome for the student.
Sometimes it's about being proactive in strategies - rather than waiting for the problems to occur, listening to the parents about what the potential issues are, because it's much easier to fix a potential, to set something up so it's not going to be a problem, than to fix a problem when it occurs. 
So being very proactive about your strategies, I think, is really important, and once again, making sure that communication's happening. Even children that are verbal don't necessarily have the capacity to report back home what's happened. So don't presume that the student or the child can actually report back home accurately what's going on. 
And just being aware that, you know, communication between the staff and the parent is really vital to make the relationship and the partnership work. Because it is really about partnership, working together with a school and working together, using each other's knowledge and experience and trying to make a program that'll work for that individual child. 

[Students work in a classroom. 
Text: "Produced by The Association for Children with a Disability and Fertile Films with support from Department of Education and Early Childhood Development. 
Copyright, The Association for Children with a Disability and Fertile Films. Melbourne, Australia."]