 My name is Jason Holmes on the principle of Harrison School in the north of Canberra. It's a school of around about 1,700 students and it's quite a diverse population that we have at the school. So we have around about 4% of our students who are identified with a disability. The diversity we have in our population is an absolute strength. And one of the things we have found as a school is developed is that that diversity has enabled us to actually start thinking about inclusion across our whole community. And that's been a really rich experience for our staff. Being a new school, so only 7 years old, part of our process 2 years ago was to refine from where we started. So we involved the whole community in a refining process to talk about our school vision, values and our intent. And through that we created and channeled our vision a bit more into inspire, personalise and learn. And that's where the journey of inclusion really comes into personalising for every student. So this was about having systems and structures in place where the needs of every single student could be met. Harrison School has a structure of inclusion support unit. In this unit we have our day split into five lessons. So the students will spend the first two lessons in the unit here. They'll spend the next two sessions in their home room with their peers and the last session back in the learning support unit. But they will also get to spend times if their class has any extra activities such as Japanese or sport, they'll go back and join their classes for those. One of the structures we have in place is around really clearly identifying what the needs of our students are. And so we're looking at them, our students of what they can exhibit in the learning support unit but also what will give them the opportunities for success in the classroom. So we have structures and supports in our team meetings where LSU teachers and classroom teachers can talk together about students and look at okay this is what we see in the LSU, this is what we see in the home room classes, where are the connections and where are the gaps. So where do we then need to target the learning next. And our aim is to be giving more and more access to the content. So as we move along the learning capabilities continuum, we're giving our students more access to the content but we need to know exactly where they are. So those discussions around data walls or around the achievement that they're showing or have been observed in the classroom is really important so that you're targeting at point of intervention rather than trying to adapt the classroom situation to the student. You're looking at what the student can actually bring to the classroom situation and have that starting from strength opportunity. Okay so we're going to talk about Nathan's ILP goals and where he's up to at the moment but why don't we start with his learner profile that'll give us the big picture. We have an ILP in the first term and we set the goals for the year. We have long term goals which is end of year result and there are short term goals. We're reassessed again middle of the year so at the beginning of term three to see how he's progressed and if anything else, any of the goals need to be changed to help get that end result then we will have another meeting and to see how we've gone for the year and that will sort of give the teachers a bit of an indication okay this is where he's at so thinking for next year okay this is sort of what we're going to have to put in place for at the beginning of the year to get him into the classroom right at the beginning of the year. So when planning experiences for the children in the learning support unit we go to the general capabilities and the achievement standards and the learning continuum and we look at where the student is at and sort of plan from that point. For example at the moment we've planned an activity for our two groups of students where they'll come together and have a cafe experience they'll take turns in being waiters they'll take turns in being in a customer so in that they're going to learn how to speak to each other with the right asking the right questions depending on their role there'll be lots of waiting times so they're learning about waiting and taking their turn they'll learn how to record information so we'll be able to get examples of where their writing is up to by writing their own name and writing a peer's name so we'll be able to look at letter formation which are all the things that we get off the learning continuum. One of the really affirming things around the vision that we have for our students for all of our students at Harrison was a parent of a child with a diagnosed disability and she said she's really hoping that one day her daughter is identified as the person that she is rather than the disability that she has and that we talk about her strengths and her interests rather than talking about the difference and the disability that she has and that fits with the idea of inclusion giving all of our students an opportunity to start from success and to build their learning from a point of success and the support that comes in to help them take that little step further.