Lucy is working on some mathematics work set by a casual teacher, and she tells you that she is finding the work much too hard. You have seen Lucy's Individualized Educational Plan (IEP), with her teacher's permission, and know that Lucy has a diagnosis of a mild intellectual disability. Question 3: Describe 5 different ways that you could support Lucy with her mathematics learning. Scenario 4 You have a new student in the school, Tim, who has Attention-deficit/hyperactivity disorder (ADHD) and Oppositional defiant disorder (ODD). You have been asked to support Tim student three days per week because staff know that you have had a lot of experience in the past few years with a student with those two disorders. Question 4: Why is it important that you do not assume that you know all the strategies and supports that you will need to provide for this student, and that you carefully read Tim's Individual Learning Plan (ILP) to investigate, with the Learning Support Team, Tim's specific strengths and challenges?