Wave 1

a. After the lesson he asked her if she was OK, and whether she could see the chalkboard properly. She admitted that it was difficult- reaching out to Molly was the first support to Molly as the teacher noticed that Molly had a problem.

b. He invited her to sit at the front so that she could see more clearly. He also made sure that his writing on the chalkboard was clear.

c. He organised his lessons so that there was more discussion, with students answering and asking questions, rather than copying.

Wave 2

a. Clifford called her parents in and discussed the issue with them. This was an intervention of involving the parents in Mollys academics.

b.  He talked to her and three of her friends about how they could all support Molly in the lesson. ( Buddy scheme).

c. Clifford encouraged Molly's parents to take her to a doctor and get a diagnosis of her condition so that she could get proper help.

d. He also asked her parents to look at her schoolwork in the evenings and check that she was happy with what she had been doing.

e. Molly was given a magnifying glass by a local charity

Wave 3

a. The school got a visit from a teacher who specialises in supporting visually impaired students who was able to give them more practical ideas for how to support Molly. 

Wave 1, 2 and 3 interacting with one another

a. The students organised a fundraising sale: they all cooked little treats and sold them in the school. With the money, Clifford went to a printing company in the town and arranged for some revision sheets to be photocopied in a large font so that Molly could read them ( Wave 1 and 2 ) Wave 1 is seen where the prints are printed in large prints and Wave 2 where he involves others (community) to support.