[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text: "Nationally Consistent Collection of Data on School Students with Disability." A white map of Australia contains the title 'Levels of adjustment'. A marker appears on the south coast of Western Australia. The sun shines on the leafy school grounds and on a sign reading, "Ashdale Primary. 'A school of excellence'". A red-haired woman sits in a school library. Text: "Neisha Bosch, Students with Additional Needs Coordinator, Ashdale Primary School, Darch WA."] NEISHA BOSCH: An example of extensive adjustments that we make for a student with a physical disability; he uses a kaye-walker and a wheel-chair to move around the school, so we've had to consider the play environment for him and had some minor works done. We also have to consider every day in the classroom making sure the space is very safe for him, allowing extra room for him, and all of his teaching and learning tasks are having to be adjusted for him. So not only does he have a physical disability, he also has a vision impairment, so we have to make sure that all of his school work is enlarged, it's a print that he's able to read, and he uses additional resources such as slope boards to assist him with his learning. [The school's undercover play areas contain a variety of play equipment.] NEISHA BOSCH: An example of a substantial adjustment would be a student that we have in pre-primary who has Autism Spectrum Disorder. He is very active and we need to make sure that we've got some boundary training in place for him. He requires one-on-one assistance at recess and lunchtime to make sure he's safe and stays within the boundaries. During class time, he's on a visual time table and he uses the ‘first-then’ strategies to support him in doing his learning. So he’ll do an activity and then he has a reward or a break time. He's also given regular sensory breaks in and out of the classroom to meet his sensory needs. We actually have quite a number of students who require supplementary adjustments. So in the classroom this could look like reduced curriculum or reduced outcomes for the student. Quite often we need to alter the work they're doing so that maybe if they're doing a page of work, it's not quite so busy. There's a lot less on the page for them so that they don't feel overwhelmed. Quite often our students who require supplementary adjustments do so in the area of their social and emotional learning. So we take them out for small group work with an education assistant and actually work through some social skills or some situation analysis with them. An example of a teacher using QDTP in the classroom for a student to make adjustments would be a student in our upper school classes who have hearing impairment. So these students are at expected level, they're able to access the curriculum in the same ways as their peers. We've made adjustments to make sure that they are in the purpose built classrooms so that the level of sound around them is reduced. And also the teacher wears the FM or the amplification system to ensure that they're able to hear everything the teacher's saying. So our student with hearing impairment in junior year, so in the year one, they still need supplementary adjustments to make sure they're accessing their learning. So the teacher uses the equipment they require in the FM amplification system. But they also need breaks from the classroom to make sure that they're not sort of getting overloaded or overwhelmed, and they still need some one-on-one support from the education assistant. Particularly in their speaking and listening skills which are still developing. [A blonde woman is interviewed in the library. Text: "Christy Craig, Deputy Principal, Ashdale Primary School, Darch WA."] CHRISTY CRAIG: It looks different with every child. There is no one size fits all. There is no one single approach. And even within a school year, we change what that support actually looks like, which is responding to the child's needs, their context, their particular circumstances at that point in time. [The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." Text: "Supported by the Australian Government. © 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government.]