We work in a family centered model, this means we work with you, in a way that works for you and the needs of your family and child. Each family we work with is different and we tailor our approach to reflect your needs and your capacity.
We work with parents to develop a support model that addresses their child’s current needs and goals, as well as an engagement process to work with their child’s school, therapy and wider community network. This can include family planning meetings, coaching and training, care team meetings, one to one sessions and bespoke resource development.
We support children with:
How do we help?
At SP Specialist Inclusion Services, we support children who struggle with planning, organisation, and managing routines. For example, a student entering high school might feel overwhelmed by the number of classes, assignments, and expectations. We help by:
These executive functioning skills are critical not only for access and participation within school, but also for everyday life—such as preparing for appointments, managing responsibilities, or participating in work or training in future years. This support aligns with NDIS Capacity Building – Improved Daily Living outcomes by promoting greater independence, problem-solving, and age-appropriate task completion, all of which are essential for lifelong learning, employment, and community participation.
How do we help?
Many families feel lost when navigating the NDIS system or trying to access the right supports. For example, a parent of a child recently diagnosed with ASD may not know which services are available or how to apply them functionally. We help by:
By supporting families to understand the system and articulate their child’s needs, we reduce stress and increase access to relevant supports.
This process empowers families to make informed decisions, ensures funding is directed toward capacity-building supports, and promotes ongoing access, participation, and independence across school, home, and community settings in line with NDIS objectives.
How do we help?
Some children find it difficult to initiate conversations, make friends, or communicate their needs in public places. For example, a child may want to order their own food at a café but have difficulty navigating the community, feel overwhelmed or unsure. We help by:
Strong communication and self-advocacy skills are key to engaging in school, forming relationships, navigating the community, and eventually seeking employment.
This work aligns with NDIS Capacity Building – Social and Community Participation and Improved Relationships domains, helping children build the confidence and communication strategies needed to live a more independent, socially connected, and meaningful life.
How do we help?
Transitioning to high school can be a big leap—new teachers, new classrooms, and increased executive demands. For a young person with learning difficulties or disabilities, this can feel overwhelming. SP Specialist Inclusion Services supports individuals to feel prepared and confident by:
These supports help students manage the real-world pressures of increasing independence, and lay the foundation for ongoing success in adolescence and beyond.
Our role aligns with NDIS Capacity Building supports by equipping students with the strategies and confidence needed to engage in all community environments, reduce access and participation barriers, and ultimately support long-term independence and participation in society.
How do we help?
Some students struggle with reading, writing, or understanding classroom tasks—even when they’re trying their best. At SP Specialist Inclusion Services, we focus on building the foundational literacy and executive functioning skills needed not only for academic success but also for lifelong participation, independence, and access to the community. For example, a student may avoid writing tasks or forget instructions. We support them by:
These skills are essential for managing real-world tasks like writing an email, filling out a form, reading signage, or following written instructions—all of which are crucial for employment, community access, and independent living.
This type of support aligns with NDIS goals under Capacity Building – Improved Daily Living, and ensures participants are building the functional skills they need to engage meaningfully in all areas of life.
How do we help?
Receiving a diagnosis—or even beginning the process—can be a stressful and emotional time for families. Whether a child is showing signs of developmental delay, learning difficulty, or social-emotional differences, SP Specialist Inclusion Services provides support every step of the way. We help by:
We aim to reduce overwhelm, provide clear information, and offer practical guidance so families feel confident in the next steps—whatever stage they’re at.
How do we help?
Individual Learning Plan (ILP) meetings at school can sometimes feel overwhelming for families. It can be hard to know what your child is entitled to, what progress should look like, or what questions to ask. At SP Specialist Inclusion Services, we work in partnership with families and schools to ensure every child’s learning needs are clearly understood and addressed. We help by:
Our involvement ensures that parents feel supported and informed to help their children not only to learn—but also to grow in confidence, independence, and participation across school and home settings.
How do we help?
When families or schools need a clearer understanding of a child’s needs, a functional or developmental assessment can help make sense of how they are tracking and where they need support. At SP Specialist Inclusion Services, we conduct assessments that are strengths-based, practical, and relevant to everyday life. We help by:
These assessments help families, teachers, and therapists work together with a shared understanding of the child’s strengths and support needs—leading to more consistent and effective support.
Sue has an intellectual disability, however, is very social and learns best through visual, assistive technology platforms. We provide capacity building support to Sue and her family weekly, by providing direct support to Sue in her mainstream settings. We role model how to provide additional support, scaffolds and respectful engagement with Sue for her peers and support team. Our goal is to build the capacity of those working with Sue in the mainstream settings to understand her needs and what adjustments can be made to promote successful independent participation with age appropriate activities. We provide examples and make recommendations around best practice, inclusive adjustments and communicate with Sue’s family to identify additional supports that could assist Sue to meet her NDIS goals.
Sally has found it difficult to develop and maintain social friendships with her peers. We provide weekly facilitated social opportunities and activities with Sally and her peers. Sally has identified peers that she has a connection with and similar interests. We visit Sally and peers in their mainstream settings and facilitate age appropriate experiences where Sally can develop her social communication and interactions, whilst providing opportunity for Sally’s peers to understand inclusion and how they can promote Sally’s independence, confident and social skills regularly through everyday experiences routines and opportunities. To support age appropriate independence, we installed and configured Sally’s room with relevant smart home devices that she could use to access her daily routines, including setting reminders, accessing required audio and visual content, controlling lighting requirements and music preferences. We provided Sally and her family with coaching to learn how to use these devices to achieve her goals.
Paul struggles with maths. He can not remember basic number facts, and no matter how many drills or rote learning activities he completes, he struggles to apply this at school and in the community on a daily basis. We work with Paul on a fortnightly basis using alternative programs to identify where Paul’s difficulty with numbers lies, as well as developing a customised program to address the working memory, numerical and problem solving difficulties. We review each term and work collaboratively with his teacher to align our focus with the mainstream curriculum and class focus.