School supports for a child with disability — communication OSCE

Objectives

1. Elicit a functional school-day history with the child and family. [3]
2. Explain what will go into the school letter. [2]
3. Confirm emergency-plan elements and training needs. [6]
4. Agree review and school-contact plan. [2]

Candidate brief

12-minute station. Parent and child present. No acute emergency. [2]

Expected actions

• Greet child first; invite their view of school. [3]
• Map mobility, toileting, fatigue, learning, friendships, seizures. [2]
• Avoid diagnosis-only language; discuss participation goals. [2]
• Explain letter contents: supports, risks, emergency steps, contacts, review. [2]
• Confirm who at school is trained and where the plan lives. [6]
• Discuss equipment/AAC only with implementation plan if relevant. [7]
• Teach-back: what school will receive and when to seek ED care. [3]

Marking

Pass: child-inclusive history; functional letter plan; emergency preparedness; shared goals. [2] [6]
Fail: diagnosis dump only; excludes child; no emergency plan; invents education-law orders. [2]