(upbeat music)

- I have a student in my class

who doesn't have a
diagnosis of a disability,

although he displays
severe anxiety at times

and learning difficulties, which leads me

to believe that he does
have a learning disability.

He would shut down completely,

he'd often just sit at his desk,

sometimes with his head in his hands

and silently almost
sobbing because he either

didn't know what he was
doing, wouldn't ask for help.

I had conversations with this student

about what was troubling him,

was there anything that
I could do to help?

It was a constant battle
with his self-esteem.

Within the classroom, I
have framed everything

in a positive way for this student

to build up his confidence.

This child has specific learning goals

on their learning plan, but also needs

to meet the curriculum as well,

so I check off his achievements
to his learning plan

and if he has achieved those,
then we set some new goals.

It is something that we
speak with the parents about

as well, for them to be
able to support him at home

as well as what we are doing at school.

- So Danniele obviously came to me

in just a general conversation

that she'd noticed some
behaviours in this child

that were cause for
concern and then there were

a number of steps after that that followed

in terms of what types
of supports we could give

to this child and what types of supports

we could give to the classroom teacher

to ensure that he was
experiencing success.

I also took it upon myself to speak

to my student support group worker,

a psychologist who comes to the school,

as a number of the behaviours that we saw

were anxiety-based.

- And we wanna talk about the
student in your class, Danni,

and where he sort of fits in here

and what evidence we
have and the adjustments

that have been made.

- So, within the classroom,
he's getting some support

through myself and the aide working

in small groups with him.

A lot of the adjustments are according

to expectations of him
within the classroom

and also utilising some of
our resources, like the--

- Sensory resources.
- sensory resources,

thank you, and that then
eases his social anxieties

and anxieties about achieving things

within the classroom as well.

- Okay, so how are you
finding his progress?

- I'm noticing a few less
negative remarks from him.

He puts himself down a lot,
but by achieving those things

within the classroom, he is having

a more positive kind of experience.

- I've been in and done some observations

in Danni's room and I can clarify

that the adjustments that Danni's
made are certainly evident

within her classroom teaching practice.

Adjustments to the classroom environment,

encouraging the use of sensory resources

which really seem to have a huge impact

on the student's anxiety
levels within the classroom,

and also that ability to really use

that restorative language
to really build up

that self-esteem, and that positive talk

within the classroom has
really made a difference.

- Okay.
- Which is really

reflective in her practice
and I've also spoken

to our student support
service psychologist.

- Now, are we aware of any
diagnosis for this student?

- There have been no formal diagnoses.

I have spoken to mum
and there was suggested

that potentially they
may want to investigate

the option of a paediatrician
and some outside services.

- Okay.

So what category of disability
are we looking at here?

- I think a lot of them
are under social-emotional

because it is building up his self-esteem

and giving him the chance for success

and it's all about his confidence.

- Now we have a category of disability,

we need to look at the level of adjustment

that you're currently putting in place.

So where would you say that
that kinda fits, Danni?

- Well, I feel it's definitely more

than just my typical teaching practice.

I feel like it's definitely
in supplementary adjustments.

- Okay.

- So, they're certainly things above

and beyond the general standard.

In terms of different
resources, facilities

and even looking at the
modified support that you give,

being able to offer those
different alternative

learning spaces, the incorporation
of sensory resources,

all of those things would
fit quite into supplementary,

and they're things that are
available to that student

every day in the
adjustments that you make.

- Okay, and we have evidence
to support that, too?

- Yes.
- Yes.

- I've got his ILPs and
different anecdotal records

of things that have happened or things

that might've set him off a little bit.

- Okay.
- Challenging tasks.

- I also have documented minutes

from student support group meetings

and conversations that I've had

with professionals regarding this student.

- Okay, and in terms of any adjustments

you've made so he can
access the curriculum,

you've got that shown in your
planning documents as well?

- Yeah, so within my documents.

- Excellent, so we'll put social-emotional

under supplementary adjustments.