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Having a designated teacher that the student is familiar with that they can go and visit for familiarity.

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Speaking with the CRT at the end of the day to see how the student went during the day. You can also speak with the student about how they did. What worked well?

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Prefacing the CRT with potential ways the student may react (if at all possible) and ways to calm the student down if they become overwhelmed (eg. regular routines, place to calm down).

Ways to engage stimming activities into daily practice.

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Self- reflect on our delivery of the instruction. Should it have been written/communiated to parents? Given more time?

Student may be confused or feel uncomfortable in the'wrong' uniform. Be empathetic to how they may be feeling.

Begin by reassuring the student and letting them know 'it's not the end of the world'. ''it's not going to affect how you will experience the excursion'. Is there anyone at home that could bring in your correct uniform?'

Consider that a 'lost property' uniform may feel even more uncomfortable/sensory overload.

Next steps: Giving notice for uniform expectations one week before. Ensure that students understand the instruction e.g. 'what do you need to remember for tomorrow?' e.g. a message on SeeSaw.

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full run down of what will happen at the athletics day and what is expected
what are each of the events? how will they work?

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meeting with sports coordinator, principal etc

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Talking to his parents/carer about how to mitigate loud sounds e.g. getting headphones for him during the bus rides

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Give the CRT as much information as possible: usual routines, boundaries, what the student is allowed to do in the classroom, triggers (if known), if the student has a good learning buddy, relationships within the classroom.

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how are you feeling about the coming week?
how did you feel throughout the week?

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Check in with him - asking if he is on task and if not, ask why

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Check in with him - asking if he is on task and if not, ask why

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Considering inclusive activities to ensure that Adam is able to participate

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session with the class about what to do if you're by yourself in any situation 

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session with the class about what to do if you're by yourself in any situation 

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buddy system
ES staff
checking in with classmates

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Meeting and apologies and next steps with other staff and students.

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Chatting with Adam's parents about how to handle potential stressors/ routines

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swap the house so they can be with their friend 

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swap the house so they can be with their friend 

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To have two students in the class who are close to Adam as his Helping Buddies, to let them stay together most of the time because the teacher might not be able to spare enough individual attention for Adam. 

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To have two students in the class who are close to Adam as his Helping Buddies, to let them stay together most of the time because the teacher might not be able to spare enough individual attention for Adam. 

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If it's at all possible, pop in to the classroom in the morning to introduce the CRT and help the student transition (ideal scenario)

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If it's at all possible, pop in to the classroom in the morning to introduce the CRT and help the student transition (ideal scenario)

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Sending home a schedule/putting out an announcement at the end of Term 1 to ensure that parents are aware of what the trip will entail.

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Make sure that the instructions are clear and understood - write them on board

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Make sure that the instructions are clear and understood - write them on board