(gentle music)

(harmonic music)

- So we're here to look at the data levels

for the NCCD for your student,

where we think he sits in
terms of level adjustment

and category of disability.

- So obviously this student
has been at our school

for quite some time and
had some earlier supports

and interventions in place as well.

Particularly around certain learning tasks

and at different times during the day,

there was certainly some evidence there,

that there was some needs
to support this student.

- When things became
challenging he, the behaviour,

it started to escalate.

- Yeah.

- He couldn't cope with
change in the classroom.

He can't cope with things
being a challenge for him.

- Yeah
- Okay

So it's quite complex with
him as well, isn't it,

in terms of what's going on.

- Yes.
- So there is a diagnosis?

- Yes, so I've spoken to, we've
had a number of SSG meetings

and I've spoken to both of his parents,

obviously keeping that communication open

and having those
conversations was important.

Since doing that my recommendation

was that they see a paediatrician,
which they have done

and he does have a diagnosis of ADHD

as well as his ASD diagnosis as well.

And they have put supports
in place for that.

He's also accessing at the
moment behavioural psychologists

and obviously his
assessments were completed.

He's had a cognitive and speech assessment

through our support
group services as well.

- Okay, so as a result of that information

that we've gathered from all
of those different sources.

- Yes.

- What supports have we put in place

so far in the classroom?

- Yep, so in the classroom,
one of the big things

that came out of some of his assessments

and particularly his work with
his behavioural psychologist

was his sensory needs.

So a lot of the resources that Dani and I

have been utilising in the classroom

relate around to the sensory
needs, alternate workspaces,

making sure that he has you know.

- A safe space.

- A safe space in a cohesive
working environment for him,

often given certain types of brain breaks

and things like that.

And he works quite closely

with some of the integration support

and the ES staff in the classroom,

and he's part of the
additional literacy programme

as well to support his development there.

- Okay, great.

All right, so which category of disability

are we looking at for this student?

- We're looking at cognitive,

'cause that's where his challenges are.

- Yeah, we tend to feel
that their behaviour tends

to escalate when there are challenges

in the learning environment

and that the cognitive support

and the modifications to the curriculum

really does support all
those other areas as well.

- Okay, great, and is that supported

by what the paediatrician has also said?

- Yes, that there has been a diagnosis

of learning difficulties as well.

- Okay, you talked a lot
about his sensory difficulties

and manifesting in social
emotional outbursts.

- [Dani] Yeah.

- But you feel confident
that's in cognitive,

and you've got evidence to prove that?

And in terms of that is backed
up by what the paediatrician

is saying as well?

- I've got work samples
and anecdotal notes

within particular times in the classroom.

- Okay, great.

- And also his IEP.

- Yes, yeah, his IEP,
individual learning plan.

- Okay, so now that we've chosen
our category of disability,

and I'm happy with your reasoning

around choosing cognitive there,

we need to look at our
level of adjustment.

So where you think that that sits, Dani.

- I would say it sits in
substantial adjustments,

just looking through the list here.

- Yeah.

- It is more than just supplementary,

he does have a lot of one on
one time with both myself,

the ES staff, some volunteers that come in

and run a literacy programme with him.

He does have personalised instructions.

He does have a modified
programme that he works to,

so it's all very substantial
within the classroom.

- Okay, and if we look at
student characteristics as well,

even though these are just a guide,

we can see that under substantial

he does fit into some of these examples.

- Yeah.

- And his needs are greater
than those in the supplementary.

So in terms of frequency,
you believe that it fits

more into substantial adjustments?

- Yes.

- And we're looking at
frequent assistance,

close supervision in highly
structured situations.

- Yeah.

- Adjustments to enable
him to access learning.

- Yeah.
- Yep.

- Frequent teacher directed
individual instruction.

- Yep.
- Yep.

- Yeah, fantastic.

- And even the access
to bridging programmes

as part of the specialised
literacy support programme

that he's part of.

- Fantastic, okay.

So you're confident to
say that we're sitting

in substantial adjustments?

- Yeah.

- And under the category of cognitive?

- Yeah.
- Yes.

- Yeah, fantastic.