Teacher Stories

“Earlier, I would sometimes look at a behaviour and immediately think about how to manage it. Now I first ask myself what the behaviour might be telling me.”

Structured learner information helped the teacher look beyond individual incidents and consider learning, sensory, executive-functioning and environmental factors.

Better-informed classroom strategies and more individualised support.

“I knew my student was struggling. What I didn't always know was why.”

A structured learner profile helped the teacher see information across multiple dimensions and communicate more effectively with the special educator and family.

Better collaboration and more targeted classroom support.

“Earlier, I knew a child was improving, but sometimes it was difficult to explain exactly how.”

Structured progress monitoring helped document changes in participation, accuracy, speed and independence.

More measurable and transparent progress conversations.

“Some children who were reluctant to participate suddenly wanted to try again.”

Interactive and movement-based activities created a more active learning environment and new opportunities to practise skills.

Increased engagement and new opportunities for active learning.

“The biggest change was that inclusion stopped feeling like the responsibility of one person.”

Shared information and structured processes helped teachers, special educators and leadership collaborate towards shared goals.

Stronger collaboration and a more school-wide approach to inclusion.