Jack is an important member of his local community where his presence is welcomed and known, where he is missed when he is not around and where he is loved.
As Jack moves through his teenage years we want him to continue to be a vibrant part of his local community where he continues to develop relationships, make contributions that are appreciated and broaden his roles that are typical for his age. For example, being a friend, brother, year 8 student, downhill skier, soccer player, neighbour, Jiu Jitsu student are roles that are important now.
We want Jack’s education at his local school to be rich in learning through being a true member of his class and the broader school community.
We see school as a place where Jack’s friendships will flourish and his academic education in line with the National curriculum will be supported. We want school to be a place that nourishes Jacks confidence, where he experiences success, learns from disappointments and grows alongside his peers of the same age without a disability. We envisage Jack will experience and understand the responsibilities associated with many socially valued roles at school relevant to his interests in leadership, dramatic arts, visual arts and community service.
We see 2016 as a year to further progress Jack’s reading skills. Being a competent reader will contribute to Jack’s chances to attain his driver’s licence, gain his independence to navigate the community and open up options for future employment. As Jack is a recent bike rider we envisage Jack riding to and from school with local friends and becoming a mountain bike rider with the school club.
As Jack is a recent bike rider we envisage Jack riding to and from school with local friends and becoming a mountain bike rider with the school club.
When Jack becomes a young man he hopes to get his first job at the local café or as a lifeguard: he is keeping his options open. Jack also dreams of pursuing a career in business and attending University. Jack wants to further develop his business skills through his new lawn mowing enterprise.
We are confident Jack will continue to be an active and curious young man with many interests and broad life experiences that will see him well through his enthusiasm for life.
We envision Jack initially living the single life, flatting with other University students, enjoying the nightlife, actively involved in his community. This may lead to a life of marriage, living in his own home that Jack dreams will be by the beach.
Whatever Jack decides, we will support him to have the kind of home and work that is meaningful, that upholds his hopes and dreams that encapsulates the good things of life. Jack’s future is full of possibilities – the world is his oyster. We are looking forward to watching Jack’s future unfold and discover where he makes his mark in the world.