In my professional placement at a special needs school, I was working with students with multiple disabiltes and the main aim was to foster communication and independence. Under the guidance of my mentors, I familiaried myself with each of the ILPs and key learning area goals for each student. I also became familiar with the profile of each student which gave me insight into how to plan and implement lesson sequences that will lead to the outcomes of increased communication and mobility. Theme based ‘big idea’ learning was adopted where by the theme of growing was embedded with in all key learning areas. For guided reading a big book narrative on the story of a tadpole that changed into a frog was converted into PPT and shared daily- with sound effects, role play and enthusiastic acting to maximise meaning making. Students were moved transfered from their wheel chairs to their standing frames for the session as standing is vital for the optimum functioning of body organs. The concept of lifecyles of a frog were explored through a PPT ‘Book on growing‘ for science and for writing, students used aphabet aids and their core vocabulary of yes and no to write, with the assistance of a scribe, about the changes in a frog lifecycle. Gross motor session followed and students were transfered and assisted through a circuit that allowed for the three stages of the frog cycle to be role plaged allowing the student to practice their phsio excercises. Next the students had to move into their working chairs to a container of warm sago which simulated frog eggs for their sensory play session and for practicing writing the letter of the week. The sensory experience was continued with tasting and eating of sago custard and tacos. The letters R and T were learnt using art, craft materials that provided sensory learning experiences all within the theme of growing. Care was taken to include plenty of opportunites to grasp- pouring jug handle, gluestick, pva bottle, spoon. Grasping is the foundation skill of independence- which will later lead to grasping a fork, toothbrush, a handle to sit up and stand up. As with the philosophy of conductive education, every learning experience was embedded with the goals of mobility and independence and it was ensured that each student was treated with respect, as it was assumed that their silence and difficulty with speech was not a reflection of their capacity to understand concepts or their ability to learn.