I began supporting E* as his shadow teacher in a mainstream preschool, where my role was to help him integrate into class routines. Very quickly, I realised his support needs were too high for integration alone. Instead, I balanced shadowing with direct teaching — focusing on sensory regulation, toileting, communication, and structured play, while giving him opportunities to join peers when possible. 

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E*  had a speech delay. He made many sounds and noises, but his words were not yet functional for communication. Over time, with gentle prompting, sensory play, and structured routines, he began to use words in more meaningful ways. His biggest breakthrough was the day he came to me, pulled my hand, and said, “Teacher, come” to bring me to the playground. For a child who had once struggled to use language to connect, that moment carried enormous weight. 

Each morning began with structured sensory play, which became his predictable routine. Before long, he would go straight to the sensory bag himself, pulling out what he wanted. That sense of choice gave him confidence and regulation.

As our sessions continued, E*'s task tolerance grew steadily with positive reinforcement, he achieved toilet training, and he became more cooperative with structured learning. After six months, I handed him over to a special needs school with a clear transition plan, knowing he was ready for the next step in his journey.