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- know about the clinical developmental assessments of the student
- Child's family background e.g experience of trauma
- Strategies that have used before and positive outcomes that have been achieved
- What communications they have had with parents and what the future plans for implementation to support the student.
- What criteria do schools use to determine which health professional is required for supporting the student
- Provision of onsite support and external support

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Multiple pressures including limited time, many students and priorities

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Group 9 - Kiran, Ivy, Irene, Susan and Kate

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Group 9 - Kiran, Ivy, Irene, Susan and Kate

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That we would like to communicate more - accessing teachers/communicating with teachers would be appreciated.

We would like to provide background knowledge to support making the link between the assessments and diagnosis.

To provide more of an insight into discrepancies if there is one.

To know what I am doing already to support fine-tuning suggestions for practice moving forward - youtube video links or videos for how to do it.

Recommendations for how to implement the strategies in the mainstream classroom (practical, feasible and timely)- how can I do this while trying to teach all the other students (strategies for whole class as well as individual).

When strategies are being implemented - what I should be looking for as a teacher when I am doing this for it to be impactful.

More opportunities to share data collected from the school.

More regular conversations between teachers and external supports. Time together to be able to create supports together.

Look for similar strategies that can be applied to our context - shared from the external support.

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Understanding Context
Allied Health Professional also work at Special schools. Mainstream may not have as much knowledge.
Each classroom is different and what is reported at home may be different at school.
Implementation of program to be realistic
Working along side the teacher.
Global picture of the classroom
Others may need just as much equal support.
Flexibility of discussions. Understanding time restraints that teachers already have. To be mindful of prearranging meetings.
Strategies already in place
Schools could be more facilitating
Do differently:
Discussions with teacher
Rearrange meetings.
Discussions alongside parents and teachers.
Provide PD for implementations.

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Who do we refer to when something is not quite right with a student?
How do we analyze student's reports correctly?
Speaking with specialists on students' backgrounds eg if they have a learning difficulty.
Why do specialists never contact us about more information with background info on the student?
Why do goals not align with the specialists and teachers?
How do we implement and improve issues like working memory and implement recommendations with a classroom full of students?
How do we have an influence on medical doses and impacts of behavior especially when parents don't always tell the truth. (eg with this medication your teacher should see....)
When do specialists discuss impacts from children with the teacher and not just rely on the parents perspective?
Can more after school appointments be provided for students so they are not missing out on learning?
When do specialists organise to discuss the student and be part of the consultation?
Can they come into the school and make observations about the child?

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Reality of the classroom - Big class sizes, contact with up to 100 students per day within secondary settings means it can be impossible to implement interventions. Limited contact between class teachers and clinicians. Impacted by hierarchy of leadership teams
Accessible language/understanding - staff may not understand/be able to interpret reports
Time - classroom teachers have limited time to refer to/interpret reports for 1 student let alone a small group

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- Sometimes a report is not enough, we need dialogue
- the intricate requirements of the teacher's role
- the recommendations aren't always possible
- we need more of a relationship, to work together

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More communication between external professionals and school staff would be very beneficial even if it is only through emails.

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- Understanding the bigger picture and considering the culture of the classroom/the needs of the other students.
- Understanding when to give feedback (at the end of the session doesn't necessarily work as classroom teacher might be busy with class)
- Mindful of strategies - do they align with the classroom/school philosophy?
- It is very difficult for parents to have their children diagnosed/intervention put in place

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Group 10- Lisa, Cheryl, Nicole, Xiaoge, Julia

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Group 10- Lisa, Cheryl, Nicole, Xiaoge, Julia

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- make advice age relevant. For example from a high school class where a child was recommended to make play-dough letters.
- give advice in lay-terms, explicit and tangible
- coordinate a good time to relay information. Email is a good pathway, not during teaching-time
- the health professional needs to understand the operational capacity and constraints of the classroom before making recommendations.
- communicate what they will do during the visit, so the teacher can assess whether it is appropriate for the setting
- make time to learn about the child from the teachers who know them best

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Group 7  - Gavin, Danielle, Claudia, Rania, Emily

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Group 7  - Gavin, Danielle, Claudia, Rania, Emily

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- send students for evaluation and recommendations back - wish clinicians knew the time constraints secondary teachers had with their teachers - time bound strategies
- feedback from specialists - could we have consultation before recommendations so they align with context. Or time to read the read the report and then have a follow up conversation.
- Early childhood - dilema - parents in denial on students growth, we do liase with speech path - we would like help in the language in how to communicate students capabilities in first term progress reports
- Preps students - support for early intervention of students with difficulties.
- help with language in transitional statements from early childhood to primary, then primary to secondary.

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Group 14-
-  strengths and challenges when working with students
- provide realistic ideas or recommendations/solutions that can be implemented easily
- communicate more frequently
- informal and formal communication
- both written and verbal feedback
- explanation of formal terms and how they relate to students
- school context- be knowledgeable. specific school considerations

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* How the condition impacts student's learning
* What strategies teachers can employ to facilitate learning
* Provide after school clinics - so students don't miss school
* Remember we are not trained in their specialty
* Parents and leadership should be aware of this expertise
* partnerships need to be ongoing and often - what do they need to do to support school
* Health professionals give strategies/expectations - that are not realistic in a classroom setting
* OT suggests a strategy - weighted blanket are not able to be used. Be aware of what we can and can't do
* Understand school policy

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Health Professionals working with the school and the schools programs
- Working with current evidence based recommendations