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An example of how I've adjusted a task
is for maths.

An outcome might be to
order numbers one to 20
and match with the quantities,
so I'll adjust that by saying,
to order and identify
numbers zero to five,
and to match the quantities
from zero to five.

So I've just kind of
shortened the outcomes
and just make it more achievable.


- Knowing that especially with
my child's classroom teacher,
she's aware of what my child needs.


They're really happy to let me know
with improvements or something she's done
that she hasn't done before,
so that's great.


The adjustments I make in my
classroom are visual prompts,
so I use a visual timetable.


I also have a first and
next chart that I've made
for one of my students.

I've made a key chain that I wear
which has visual signs, like stop.


I've made social stories
about going to the toilet,
about lining up,
about myself, introducing myself.


Because of the visual
supports and adjustments
that we make at school,
students are able to be included in things
such as lining up before and after school.

They are able to sit down on the mat,
and be included in
school dances, you know,
the Christmas concerts,
our school assemblies.


Just by showing simple visual prompts
and maybe even making a story,
like a social story,
it allows them to be included
and feel a part of our
family at St Joseph's.


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