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I think the important thing for building relationship with his family and NDIS early childhood partner is the communication. It is important to have the discussion about Jason so that educator can know better about him and show concern about Jason. It is also teacher's responsibility to observe and discuss with the family and early childhood partner to know the progress of Jason's development.

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Role play( suitable for 4+ years old)
Divide children into groups, this can be spontaneously or organized, and then define different theme of role play for these groups, children could choose the characters involved in this theme and educators could provide relevant costume and prop for children to select themselves. Different themes could provide diversity and could find out the children’s potential preference regarding scenarios and environment.

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Using sand to paint and write is a good learning experience. Children can work cooperatively in small groups. By holding the sand and spreading out on a piece of paper, children can create their own artwork using their creativity. They can write a letter or a word and say the sound each letter. It also provides an opportunity to develop fine motor skills. Working in small groups ensures each children participate actively and allows them to help their peers.

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Water bead play - children can run their hands through the cool and slippery beads and try to pick up them up (fine motor) and educators can introduce language around how they feel, look (the colours), their shape etc

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As an educator, the most important things are communicating and sharing. Pay attention to the Jason, and observe him carefully to memory some important changes. Set up good relationships with parents and early childhood partner by sharing informations they observed Jason in center. As them for advise and support parents and early childhood partner to encourage Jason develop in the center.

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Read a texture book with the different textures for the children to touch where there's also a story that came with it. Then, an educator can ask open-ended questions or maybe ask the children to collect some things that have a similar texture that's in the room and explore it further. Asking the children to collect these things shows their fine motor skills. And asking them open-ended questions might further develop their communication skills as well.

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Like what others have said above, communication is probably the most important. Secondly, a duty of care; to make sure the child is not neglected completely or left isolated. Educators would have to be more watchful depending on the child's situation and learn to adapt to their needs where appropriate.

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Reframe terms such as 'developmental delay' and 'underdeveloped' to areas of focus and shift to a strength based approach.

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For Jason, I think the play dough activity will be the suitable experience for him, because this activity is mainly focus on his fine motor skills and it can combine the literacy interaction within this such as sociodramatic play to encourage children to make the 'food' in his life and know their name (vocabulary), use play dough to make 'name biscuit' to let them to know the letter in his name (alphabetical knowledge), also, through this activity, children will engage in the small group collaboration with some adult's scaffolding, this is good for the verbal communication and motor skills development.

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I think it's important in this situation to keep strong communication between all the parties. By having that discussion, and as an educator, supporting the family as best as you can, and being open to implementing different strategies into the class that will assist with Jason's progress, will help to strengthen and build on that relationship with the family and the NDIS early childhood partner.

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Using simple sensory activities - for example, starting with the difference between rough/soft and eventually switching to complex activities. I would also use beads and put them in a plastic wrap - so, the child can feel the movement and texture. Another activity would be 'No mess painting' - putting scoops of paint in a plastic zip bag and adding a paper inside. This will help the child notice - how two colours change to form another colour.

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Establishing communication is the most important. As an educator, we have to cautious about the work, treat every child fairly and carefully, and ensure that all child’s needs are not ignored.

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Using bean bags that are made of different materials and filled with different objects (eg. rice, chickpeas, sand) that make different sounds and have different textures, a game of hot potato (throwing and catching) could be played. Children can use their fine motor skills when feeling the different textures and holding the bean bags in different ways as well as gross motor skills when throwing and catching. This can be combined with describing words such as sensory vocabulary, or descriptive words like "big" throw or "low" throw, to match the actions in the game. However, a lot more could be done with these sensory stimulating bean bags!

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I agree with Jamie that deficits  can be addressed through a strength based approach and through terms that may be less overwhelming for caretakers. For example: Jason yelling at other children and hitting out could be communicated by he prefers working alone, he speaks in a loud tone, he is very physical. You could also detail the things he does well and maybe address his limits. Addressing goals or achievements of Jason could also be helpful.

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A reading corner could be incorporated into the classroom, with pillows, soft toys etc. to make it feel cosy and like somewhere to enjoy sitting. The book shelf should contain a variety of picture books, including texture books and texts with diverse characters to represent the group.

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Playing team games such as tug-of-war or building a huge sandcastle together or even some simple sporting games with teams. In my placement centre, we implemented a homemade basketball net for one of the children because they loved throwing balls at others. Instead of berating him, we changed the subject of his focus to the net and not the other children. He enjoyed playing with the balls and the net and we commended him for not hurting other children. So many in this case, creating a homemade football or soccer net? Or even doing things like yoga together as a group can help him with his playing and communication skills.

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Edible finger paint recipe
It is an edible finger painting formula that uses scented jelly powder and is safe for infants and toddlers. For a wonderful sensory experience, the smell, taste and feel are all very good. At the same time, the jelly powder does not contain any additives, colour and taste are natural, only fruit.

First, we put each flavour of fruit jelly powder in a small dish, add some hot (not boiling) water, and stir with a spoon until it's as thin as a finger painting. Since this is jelly powder, it thickens very quickly, so we need to experiment with how much water to keep it from solidifying.

We should be careful not to encourage babies to eat large amounts of this paint, even if some of the taste is completely harmless.

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Set up a reading corner, allowing children to decorate the nook, such as plush toys, their own drawings, etc., or allow children to provide books they think they are interested in.

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To support and stimulate Jason's language and emergent literacy challenges in the classroom, we could provide visual guides around the room that indicates routines so that children can expect and predict what's coming next. We could also have photos of children in the room so that they can identify themselves and recognise others.

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Musical play, teacher can bring a book such as < row your boat> and explain the lyrics and teach the children to sing.

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I also believe open, consistent and effective communication between all parties is critical in building a positive relationship. In addition, a willingness to assist where possible/actively asking questions (to both the NDIS early childhood partner and Jason's family) regarding how I can effectively support Jason's learning is important. As discussed in today's lecture, as the educator it would be important that my discussions with both parties were centred upon purely observations/records (it is not appropriate to provide an opinion/make inferences pertaining to a diagnosis).

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Organizing a writing activity will help children develop fine skills. For example, write the names of favorite fruits, favorite small animals, etc.

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Being at the regular disposal of Jason's family will be important to further his development. At regular sessions throughout the week, giving feedback about what Jason had done in the day will help to inform them about what they can develop at home. If there are areas that require improvement, filling Jason's family in on these areas means they can utilise these areas at home, without leaving it all up to the educator. Asking Jason's family about any improvements or areas that require attention will aid in the decision making and planning process for what the educator can do with him in the classroom. It is also important to have the same relationship with the partner, so they too are up to date with how Jason is improving or where he requires further assistance. Open communication between all 3 parties helps to ensure nobody is left unsure about what planning and implementing is required for Jason's development. A range of communication methods including phone calls, emails and face to face meetings can determine how much detail all parties receive. It may also require a digital portfolio for all parties to contribute to on a regular basis. By maximising shared knowledge and information about Jason, he will have the best chance of later transitions without the need of further specialised intervention.

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One way to embed multi-sensory literacy learning in everyday learning is to create a process chart/diagram for activities which have clear defined steps and images to help children better understand the procedure. Practical language/vocabularies can be implemented in the diagram so that children can correlate the words with representational images.

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Paint with palms or thumbs on a big roll of white paper. Teachers can demonstrate the action first by drawing shapes, letters or even some daily objects by using only palms and thumbs (like rabbits or sun), ask questions and label the drawing.

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One option would be to make the activities that Jason finds difficult. Using bigger objects, like larger paint brushes, or even finger/hand painting could help, as well as, perhaps using paint to colour in a large shape. Another option would be to avoid those activities until the skills have been developed and focus on Jason's strengths. By communicating with family you could find activities that involve fine motor skills and that Jason already enjoys and gradually increase the complexity and difficulty of them until Jason improves. Otherwise engaging in tactile, sensory activities with embedded literacy and using parralell talk and narration could help. These can be done in large or small groups really.

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As educator, we are better to have frequent observation of Jason and report some special things. Then we need to communicate with the family and exchange information or strategies with early childhood partner to effectively help Jason.

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important to organise constant face to face meetings with the NDIS early childhood partner AND the family. Having a learning journal or portfolio that the educator can use to showcase the development of jason. These meetings could focus on what the family and NDIS partner believes the type of activites jason enjoys. Making sure to spend 1 on 1 time with jason to develop a strong relationship.

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Set up a large piece of white paper on the table/wall to let a small groups of children coorporate to complete the painting together. Different kinds of tools should be provided to help Jason develop his fine motor skills, such as brushes, sponges or toothbrushes. Pour different colors of paintins in a plate. Jason and his friends can therefore coorporate to paint, enhance their language skills and fine motor skills.

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For Jason and his friends, the story can be divided into several small cards, first let them look for the pieces of the story together in the classroom, which can exercise their fine motor development, and then let them collect the small cards together, put together a story and tell it.

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The most important thing is to share and observe carefully. We need to communicate with family members, provide support to the family as much as possible, and exchange information or strategies with young children.

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We can set up a special corner in the room that children can decorate anything by themself to show personal characteristics. For example, they can paste any posters they liked, show any storybooks they read more often, share any favorite little objects (toys)... All set up will provide guidance on literacy skills that children can develop...

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I agree with my peers. In order to help Jason’s disability, he can convert his shortcomings into advantages. If he often yells at others, Jason can help educators convey information.

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In order to build a positive relationship with this family and NDIS, one of the important things is to figure out what kind of support they exactly need or their biggest worry. Then, according to the situation, providing targeted solution/strategies to the family. In addition, following the assistance provided by the professionals， this will not only help the family and the child, but also benefit the educator in better managing the situation.

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In a small group, set up a shared learning experience with making play-dough. This can include lots of containers that are labelled with images and pictures of step by step instructions for the children on the table. This can be a child-guided experience where they get to explore the different textures and colours and make different objects out of play-dough. This activity will enhance Jason's fine motor skills whilst working on a rich literacy learning experience with images and text set up to help guide and build on Jasons vocabulary.

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Again this comes back to how we imagine and frame our children as universal. A strength-based approach rather than viewing Jason's skills as "underdeveloped" can shift how educator develop strategies to build on his ability.

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Jason needs to build strength in his hands and to build relationships with his peers. He could be part of a group of children given the responsibility of cleaning the windows with wet sponges soaked in warm lemon fragrant bubbly water. Or be given the responsibility of soaking the face washers for lunch time in fragrant warm water and wringing them out ready for use. Squeezing water out of cloths and sponges builds hand strength. These group responsibilities would build his self esteem too.

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The family will need support and reassurance. I would welcome the NDIS partner into the educational space and make all staff aware of all advice. Open communication and shared knowledge would give the best outcomes. I would ensure that we were all working together from a positive strengths based perspective. I would make smaller learning goals for Jason so that visible progress could be seen often.

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For improving his speech and language skills I would try singing group songs. Like the Wombat group song mentioned in this weeks lecture. This also fosters group cohesion and bonding. Within these songs I would introduce finger movements, clapping with a partner, xylophones, puppets etc for the children to do while singing that would help work on his fine motor skills.

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As for the case of Jason, dancing activity might be helpful because dancing movement would enhance not only gross motor development but also fine motor skills. For example, some dancing movements might involve griping or stretching fingers, which would greatly benefit young learners' writing skills in the future. Besides, alongside the instruction, children acquire various vocabularies about body movements. What's more, dancing is an energy-consuming activity, which might channel Jason's extra energy and deter him from conducting some aggressive behaviours.

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First and foremost, the most important thing is active and regular communication. There needs to be regular (dependent on how often the child comes in) communication between the early childhood centre and the family around how he was during the day, anything that was particularly important etc. However, educators need to be careful in how they communicate with the family. Communication must always be respectful and on an equal-playing field. Educators should never play the role of 'all knowing' which is why there needs to be an ongoing relationship with the NDIS early childhood partner as well. The experience and knowledge of all three parties would ensure that Jason's needs are met during kindergarten.

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The key to building a strong relationship here is communication, empathy and respect. We cannot assume or jump to conclusions so much work needs to be done to understand Jason's parents as individuals and as a family to fully understand their concerns or how they will cope and support Jason. This would then affect what support you would give or recommend for them.

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Ask Jason and his peers to decorate a box together by using play dough and stickers to help them practice fine motor skills and social interaction.

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Play dough activities to address his additional need regarding fine motor skills

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Lots of stories and literature experiences led by the teacher initially to inspire small group pretend play. Maybe the children can role play using puppets. Soft areas for relaxing and sharing time and books.

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Keep notes so you can quickly remember key information about the child and his family (simple thing such as name of the parents and more complex things).
Be consistant by following up.
Ask if possible to see the report made by the partner so that you can be on the same page as the family.

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I think understanding and communicating are important to build relationship with his family and NDIS early childhood partner. Listen to what they really need and support them.

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Tweezers with different colours of pom-poms could be used to practice Jason's fine-motor skills, and teacher can direct at one colour at once, and so children can use the tweezers to pick up the colour of the pom-pom that the educator has appointed to. Moreover, Name tags of the colours of pom-pom can be sticked on the pom-poms so that they could develop better understanding between texts and objects. (the latter activity is for younger children)

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In this narrative, they talk about what Jason can't do/say. We could have few exemples about what he is good at, what he likes,the activities witout any challenging behaviour he participates in, maybe the relationship with the sister or other people he feels confortable with etc. It will allow us to have a more holistic and strenght-based approach.

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Encourage Jason to participate in different activities in the sandpit can promote fine motor skills. Jason will be required and taught to use different senses while playing in the sandpit (wet sand, dry sand, fine sand etc.). He can learn how to pick up and manipulate tools to scoop up sand or making sand castle. He will have the opportunity to play with others and can learn how to share tools or take turn using tools, and cooperate with friends to create something in the pit. Educators can also provide Jason with a language learning opportunity by making conversation, asking what he is doing, narrate what they are doing, or saying words and use visual representation (e.g., saying shovel while holding one in hand).

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Instead of saying that his fine motor skills were underdeveloped or that he 'shied' away from the activity, we could change the lens and think about why Jason might not be interested. Perhaps he is more interested in active play like climbing or kicking a ball. Educators can then build on that interest and incorporate fine motor skills into that activity.

Jason yells and hits at other children, which shows that he is able to express his emotions. To redirect Jason's emotions, educators can provide an outlet for Jason to express his frustration or stress. Educators can suggest for Jason to engage with musical instruments, like drum play, for Jason to sing and hit the drum.

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A strength-based approach could be used instead of describing as "development delay" or "delay in speech and playing skills". For instance, instead of saying Jason was uncapable in playing or interacting with each other, it could be said that he was engaged in unoccupied play which could be seen in he observing others play while not playing.

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Children are sensitive to multiple sensories. Multilinguistics help children access various approaches to learn a language and literacy. They can draw pictures, listen to music, have drama performances, use technologies etc. Rich discourses and learning means will broaden the opportunies for literacy learning of children.

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I think Jack's problems can be solved by using musical games. Through large groups of musical games Jack can gain confidence and interest, and musical games can incorporate body language, which can range from large body language to fine body training.

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Shaving foam on the table to spread around and draw or write letters in. This would not necessarily come off as a drawing or writing activity so children who shy away from those activities might be more willing to participate. Children would not have to hold any writing utensil, but instead use their hand or fingers to write/draw in the shaving cream. This is also a sensory activity. Educators can ask questions about what they are doing/how it feels while children play. They can also request children to write certain things.

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I would show care and empathy, as well as understanding in the conversation that I have with the family, I will make sure that they feel comfortable and being accepted and understood throughout all the interaction Bette us. I will actively communicate with the NDIS early childhood partner partner as to keep track with the child' situation, and ask questions when it is needed, and apply advices that given by the partner. I would also like to share observation about the child's progress to the families and the
partner

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A matching game using differently characterised objects - allowing the children to match two objects by the same characteristics (ie. matching by colour, texture, number, alphabet etc). Collaboration could require communication.

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Setting up a troth of water and placing rocks, cups, animals and other objects in there for children to play with. Get Jason and some other children to play around in the water with the objects and see how they interact with each other and the ability to share objects. Ask questions such as what animals do you see in the water? And what sound do these animals make? Or if you add food colour what colour did the water turn?

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Sensory play in with a theme. Educators can set up a sensory play tray with  certain such as space, farm, construction site with many models and materials including mud, grass, water, sand. For each theme, find related picture books to read aloud to children first, labeling and explaining details in the books and then let the children play with the set sensory tray.

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Have a sensory box containing a few different things eg silk scarf, textured material, cotton ball etc. Each child can take out one item and we can talk about how we describe each item

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I believe that respect is very important start to build a relationship with Jason's family and NDIS early childhood partner since we have to make continuous communication  with them, so that showing our respect for his family who have spent most time with the child, recognized the fact that they know the child the best so that they are more likely to share the detailed experiences and incidents about Jason at home and consequently we could discuss the strategies to face and develop those behaviors.

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Play dough could help Jason develop his fine motor skills and feel the sensory of different objects. Inviting peers to collaborate together could enable Jason to interact with other children and have chances to make friends. Encouraging Jason to talk about his project during the play process, labelling different colors of dough and the feel of it could help Jason learn unfamiliar words.

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It's important to show parents that you care about Jason and his success in his development, learning and building relationships with others. Educators must have genuine conversations with parents and show a willingness to help where they can. Simply remembering that Jason had a session over the weekend and bringing that up privately with the parents will show that you are thinking about Jason and care about him. I think it's important to have these conversations regularly, and not only in formal settings. It's also important to make the parents feel that they are valued and doing well.

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To improve Jason's journey in literacy and language a group session reading an interactive book that has the ability to use their bodies would be of great development. A book that includes singing songs in between narratives or the use of yoga to instruct movement would increase language and motor skills

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As an early childhood teacher, I would implement some activities such as water play or sand play, to let a group of children involved and talk with them while they are playing. For example, in the sandpit, we could encourage children to put more sand in the bucket to make a sand castle by saying "Oh look at the way you put sand into the bucket, shall we make a sand castle?" This could enhance their language acquiring and fine motor skills developing as well.

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Provide children with a big piece of paper, a few brushes and different color paint. Encourage them to paint collaboratively and work in a team.

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Group times centered around music and movement always seem to be most appropriate to use. Having 1 or 2 children not engaged with the group activity can be distracting for those who are. However, this is of no fault of their own as practices should be in-place to ensure the way each individual child learns in supported. Children who have trouble sitting still may benefit greatly from being able to move and sing. Finger movements, larger movements, feeling an object/ body part are all elements that can be used in addition to singing a song to provide a multi-sensory language experience through song.

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I think close communication with Jason's parents and EC Partner is very necessary. In order to build a strong relationship, educators should regularly report Jason's situation in kindergarten to his parents, so that his parents and EC Partner can better track his improvement and make timely adjustments to the problems. In addition, close communication can also make me know how to help Jason better so that he can integrate into the group as soon as possible, learn to communicate and develop physically.

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It is very important to build a relationship with the family and the early childhood partner. Among all the factors, I think trust is the most important thing because the family need to trust the educator  in order to tell me the detailed information about Jason and only trust can help them rely on the educator and listen to my advice, so the parents can implement these strategies being told. I also need the early childhood partner's trust to cooperate with him/her, so Jayson can make big progress.

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I would make sure I have a great working relationship with the family and NDIS to understand what I need to do as an educator to enhance Jason's developmental skills. I would keep record, write notes and take observations for the families convenience to show them updates on how Jason is progressing. Show attention and time to the family to allow them to have trust in your practice and giving them the comfort they need to see progression in Jason.

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The premise of building a relationship is to ensure that the views and ideas of both parties are exchanged. Therefore,  By observing the child's behavior at different times that the family and the kindergarten make sure to have time and opportunity to exchange their findings about the child.

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A book reading activity that has a corresponding activity such as a song or playing musical instruments could be conducted. The story should offer opportunity for children to respond and ask questions. This will allow a safe common activity for children to interact within socially. The matching activity such as a drumming activity will help develop fine motor skills and can be accessible by different skill levels by adjusting the size of the drum. This activity will allow everyone to participate evenly. By conducting a group activity it allows children to learn from each other as well as the teacher, giving them more learning opportunities.

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Instead of "delays" or "under developed" they can use words like "developmental differences". I also agree with my peers above who mentioned that changing the language of Jason's observable actions would be helpful. Instead of "shied away" perhaps they could say "he frequently chooses to ____".

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I believe that mutual respect and trust are really important, and I will make sure we understand each other's intentions and focus on our work on how to help Jason and his family. And another point is that I will also focus on family's needs.

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One thing that I value in building relationships is respect. Respect can only be provided, however, through understanding the other person's values and intentions. I think this can only be done through listening to the advice of the family and NDIS partner in order to provide room for collaboration. We can then take notes and reflect on how it can be applied to our own values as educators.

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Communication and understanding are definitely the two most important thing to assist Jason's learning and development. Throughout communication between family, center and early childhood partner, a more complete view of Jason's develop can be draw. According to the different stage on his development, adjustion in learning activities can be made in order to promote Josh's develop in a more effective way.

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I would like to first know about the parents expectations on their kid and then present my advice through observation. I think the importance lies in smooth communication (including timely feedback) and execution. Only when all parties share their thoughts unreservedly can they make practical plans to help the family through this challenge.  And how well do they carry out our plans has a great impact on the outcome.

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We can combine technology with the classroom. Things like playing the foot piano (which works like a dancing machine), and interactive tablet-based storybooks.To increase the fun of children's interaction.

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Educators can set up a board that shows children personal preferences. The theme of the board can change periodically. This gives children agency and an opportunity for educators to include this in their planned learning experiences. There can also be candid conversations about these during the day.
This can be implemented in the morning routine as well.

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understand their struggles and where they are coming from. Try not to be judgemental and be respectful. Understand that each child has their own devils to overcome.

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Communication and observation are the most important to build a positive relationship between child care centre and children's family. As an educator, we should take a notice of Jason's learning and development. Regular conversations with Jason's parents are vital to involve parents into children's development.

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Jason’s developmental needs and considered available mainstream supports in the community to support the family. Also, like Jason, it is to be able to play and interact with other children, and to develop his fine motor skills. In the classroom, supporting the diverse needs of group to have rich multi-sensory. Play, read, listen to, there are lots of things to do.

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Setting a dramatic play corner which full of props, costumes and storybooks may help children engage in role play, which helps them communicate ideas to each other and they can read books and enact a role play.

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The way they described Jason in the narrative was opinion-based. Instead of saying what isn't there, I would describe what Jason does.

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Other than focus on the medical identification (developmental delay), we should find out why Jason is not interested in these sports and whether bad experiences in the past have depressed him mentally. Find out what sports Jason likes to arouse his interest.

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Role play based on story books could be a good game for Jason. Educator can be the guider in the game to help children. Children need to play characters in the role play, at the same time, they also need to use motor action, gestures and words to express their characters. Also this game can help Jason to promote the relationship with other peers.

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I think it's important to stay in touch with Jason's family as well as his NDIS early chilhood partner. I should know what development goals that Jason's parents have, what strategies that early chilhhod partner has offered, what the expected progress would be and what i need to do to cooperate. It really matters that we share and exchange the information. And since Jason would spend lots of time in the center, it also important for me to apply some useful strategies to help Jason, and observe and record Jason's behaviours

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In the case of Jason, I think Jason's yelling and hitting out actions some how show that he needs to express his emotions. So I might set up some group activities like singing out loud together, free dancing. These help Jason express his emotions and transfer the expression to learning like vocabularies in the lyrics, rhythm and rhyme, gross and fine motor skills. Role play would also be a good one allowing Jason to express feelings through a character and this helps Jason to build relationships with peers as well. On the other hand, these behaviours show that Jason might not be able to regulate himself properly. So I would further conduct activities like group medidation, invite Jason to help control and regulate the class.

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Instead of focusing on what Jason can not do or has not yet developed, a strength-based approach might help Jason and his families understand more about his  development. The descriptions in this narrative are kind of judgmental and include the educator's personal viewpoints.

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I think large-scale artwork using paint and paper, and different paint materials (sponges, brushes, stamps) on the floor or outdoor yard would assist Jason in a number of ways. The large-scale work would offer oppurtunity to collaborate and work with his peers, and the use of different paint materials would allow Jason to build fine motor skills. Taking the painting away from a specific table or easel might also ease the pressure and avoidance Jason has of doing painting and drawing activities and instead become an invitation to add to the classes artwork rather than his own work being singled out.

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It is important to have regular meeting with the family and NDIS early childhood partner to keep everyone at the same pace, identify and understand the goals for the child and what strategies we use to support the goal achievement. It is crucial to share information with family and other professional so that all of stakeholders can know the child's learning and development, and discuss the ways to support and scaffold the child's abilities.

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The best way to re-imagine the deficit language used to describe Jason is to re-evaluate the educator's own values. Understand that that a strength-based approach would be more appropriate to support and guide Jason's language development. Instead of focusing on what he cannot do or what he is missing out on, focus on what he could do and what could be done to scaffold him.

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When building a relationship with this family, it is important to converse with the family. These conversations can first start off with getting to know the family, talking about what they did on the weekend etc. Likewise, the family can get to know more about me as I also share information. This can help to build rapport and trust in the relationship. It is also important to be in contact with the NDIS EC partner, and to communicate with them.  It is important to know the shared goals of the family and NDIS partner, as this can also help me to ensure I am supporting Jason as well.

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The classroom has labels with words and pictures everywhere so that students constantly connect written language with the things they represent. Teachers display these labels based on student needs and interest to provide children with disabilities support in the classroom.

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Building block play (create a play environment for 3-4 children to building blocks.)- when children engaged in the building block play, they use their hands to grab, hold, and put the blocks. They raise their arms and move their fingers to manipulate their finger. As Jason's fine motor skills were underdeveloped, this activity can exercise Jason's fine motor skills. Besides, as Jason was unfriendly to his peers, putting him in a parallel game environment(they build block closely but can without conversation) allows him to adapt to getting along with his peers peacefully and further participate in cooperative games.

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Fish Letters and Words from Water
Put ABC blocks/cobblestones with letters on it into a small water tank. Children fish out blocks from the water tank to form words.
This includes water play/constructive play, which tend to be interactive. Chindren can feel different texture (e.g., wood, water, stone) in this experience.
The process could be:
1. One kid pick a word on board set up by teachers and read out the letters.
2. Together, children would fish the blocks with the right letters on it out of the water tank. In this process, they can collaborate. (e.g. I got a "S"/ I had "T"/ teacher may also say: What do you have here? Is that a Y ?)
3. Participating in the collaborative play with peers is an learning opportunity for Jason to interact and learn how to get along with other children. Grabbing the stones trains his fine motor skills, preparing him for pencil holding.

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Engaging Jason and other children to use muisc play and dance play. Letting Jason and other children to play with different music instruments, children can also enage childnren to improvise a piece of music together.
Teacher can then take this small group of children outdoors to a nearby pond if there is one avaialbe, and have a race about who can throw the pebbles
the farthest in the pond, and engage children to listen to the sound pepples hitting on the water. In this learing experience, teacher can label the names of different instruments, different soudns (crisp, low, loud, quick, slow), and the names of the plants / flowers/animals outdoors.  Jason and can also expresss his ideas through different modes of communication (msuic, movments, gestures) to interact with other children and teacher.

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Teacher can invite a indegenous artist from the community (follwoing indegenous protocal) to the class, and engage Jason and other children to listen to artist's stories, and open up sustained shared conversation among children, teacher and the artist(s) to share their own stories, then children can explore how to make art works with different materials (natural or man-made )with the aritst togehter. In this way, for Jayson, he can express his ideas through multi-sensory experience (the object he holds can be extended to tree barks, leaves, instead of paint brush, pens) in multimodal ways. It can also engage children with multiliteracies by inviting children with multiple perspectives and worldviews.

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I agree with my peers above, instead of focusing on what Jason can't do or can't perform well, the langaugue we use should focus on what Jayson can do. For example, changing "his fine motor skill is underdeveloped" to "he is learning to use his hands to grasp small object little by little", by doing so, teacher position Jayson as capable and shares the same rights with other children.