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:
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.