SP Specialist Inclusion Services logo

“Inside of you is the power to change the world.”
-Roald Dahl

Experiences & Stories

What do we do and how do we do it?

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:

  • Autism Spectrum Disorder
  • Trisomy 21
  • Learning Difficulties (Dyslexia & Dyscalculia)
  • Dysgraphia
  • Developmental Delays
  • Language Delays
  • Foetal Alcohol Syndrome
  • Trauma
  • ADHD& ADD
  • Executive Functioning Difficulties
  • Cerebral Palsy
  • Acquired Brain Injury

Examples of how we support some of our families:

Tim has a complex diagnostic history. His co-morbid diagnosis impacted on his ability to keep calm under stressful circumstances. He has trouble engaging in activities and expectations that he sees no logic or sense in. Tim has a team of allied health professionals supporting him and his family, but continues to struggle socially in high school, as well as with his independence to manage his workload. We work in collaboration with his parents, his therapy team and school to understand the daily challenges that Tim experiences. We provide one to one support to Tim to develop his executive functioning skills to grow his independence . This includes time management skills to manage competing priorities, developing scheduling skills to use a calendar, learning how to segment tasks into smaller, more manageable expectations , working sequentially through complex tasks, developing written structure and support to develop and capture expressive language . We provide regular communication to Tim's parents and therapy team relating to Tim's progress and what additional support or interim steps are needed to provide best practices recommendations and support Tim to work towards his NDIS goals and Individualised Learning Goals.
TimEarly Adolescent - Multiple Diagnosis
Tim
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.
SuePrimary Aged - Genetic Disorder with presenting learning difficulties and intellectual disability.
Sue
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.
SallyTransitioning to High School - Trisomy 21
Sally
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.
PaulPrimary Aged - Academic Delays
Paul
Previous
Next
specialist inclusion services - Tim

Tim

Early Adolescent – Multiple Diagnosis
Tim has a complex diagnostic history. His co-morbid diagnosis impacted on his ability to keep calm under stressful circumstances. He has trouble engaging in activities and expectations that he sees no logic or sense in. Tim has a team of allied health professionals supporting him and his family, but continues to struggle socially in high school, as well as with his independence to manage his workload. We work in collaboration with his parents, his therapy team and school to understand the daily challenges that Tim experiences. We provide one to one support to Tim to develop his executive functioning skills to grow his independence . This includes time management skills to manage competing priorities, developing scheduling skills to use a calendar, learning how to segment tasks into smaller, more manageable expectations , working sequentially through complex tasks, developing written structure and support to develop and capture expressive language . We provide regular communication to Tim’s parents and therapy team relating to Tim’s progress and what additional support or interim steps are needed to provide best practices recommendations and support Tim to work towards his NDIS goals and Individualised Learning Goals.

Sue

Primary Aged – Genetic Disorder with presenting learning difficulties and intellectual disability

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.

specialist inclusion services - Sally

Sally

Transitioning to High School – Trisomy 21

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

Primary Aged – Academic Delays

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.

ABN: 80 619 788 359
Copyright ©2021. All Rights Reserved.

Your team, Your goals, Your success.