Participant-led disability support in Darwin

I provide individual disability support that uses technology, creativity and practical community activities to build skills, confidence and independence.

Sessions are shaped around each participant’s goals, interests, strengths and preferred way of communicating. I take time to get to know the person and work collaboratively with their family, support coordinator and allied health professionals when appropriate.

I am an independent sole trader and unregistered NDIS provider. My services are available to plan-managed and self-managed participants.

Current vacancies

I currently have three regular vacancies:

• Tuesday morning — three-hour weekly session

• Tuesday afternoon — three-hour weekly session

• Wednesday morning — three-hour weekly session

I prefer to work in Darwin’s northern suburbs, particularly around Casuarina and the Henbury School area. I can consider other nearby locations where the participant and service are a good match.

Who may benefit

My approach may particularly suit teenagers and adults who:

• benefit from consistent one-to-one support;

• want to become more confident and independent;

• have goals relating to communication, organisation or community participation;

• are preparing for further study, employment or greater independence;

• want to use technology more safely and effectively;

• prefer practical, interest-led activities to conventional group programs; or

• are interested in technology, electronics, media or creative projects.

I have experience supporting people with intellectual disability, autism, ADHD and different communication and learning needs.

Before commencing regular support, I meet with the participant and, where appropriate, their family or support coordinator. This helps everyone decide whether my approach is a good match.

What sessions can include

Depending on the participant’s goals, interests and available funding, sessions may include:

• community access and participation;

• organisation, planning and managing routines;

• computer, phone and tablet skills;

• safe and responsible online practices;

• positive and purposeful use of technology;

• travel training and using public transport;

• practical communication skills;

• support using an existing Augmentative and Alternative Communication (AAC) system;

• shopping, cooking, exercise and other healthy daily routines;

• study skills and education preparation;

• employment readiness and workplace skills; and

• creative or technology-based projects.

Activities are selected with the participant and connected to practical goals. The purpose is not simply to complete a project, but to use an engaging activity to develop communication, confidence, digital literacy, problem-solving and independence.

Technology and creative projects

Interest-based projects can include:

• electronics and beginner coding;

• robotics;

• digital art and design;

• photography;

• video production;

• podcast planning and recording;

• safe and positive use of social media;

• online publishing;

• computer building and maintenance; and

• exploring accessible and assistive technology.

A podcast project, for example, might involve choosing a topic, planning questions, recording a conversation, editing the audio and deciding how it can be shared safely. Along the way, the participant can practise communication, decision-making, sequencing, digital skills and working towards a longer-term goal.

Communication and AAC support

I support participants to develop practical communication skills and to use AAC systems that have already been selected or recommended for them.

This may include:

• helping the participant become more confident using their system;

• incorporating an existing AAC system into everyday activities;

• supporting communication during community activities;

• creating opportunities for choice, self-expression and decision-making; and

• working consistently with recommendations provided by a speech pathologist or other qualified professional.

I do not assess, prescribe or provide speech therapy. Where specialist assessment or changes to an AAC system are required, these should be undertaken by an appropriately qualified professional.

Safe and positive use of technology

Technology can support communication, creativity, learning, relationships and independence. It can also expose people to scams, privacy problems, harmful content and unsafe relationships.

I provide practical support with:

• privacy and account settings;

• recognising scams and suspicious messages;

• protecting passwords and personal information;

• understanding what is safe to share;

• respectful online communication;

• responding to uncomfortable or unsafe interactions;

• managing screen time and notifications; and

• using social media in a positive and purposeful way.

The aim is to build the participant’s skills and judgement while respecting their rights, relationships and personal choices.

Study and employment readiness

I can help participants develop practical skills that support participation in education or employment, including:

• organising appointments and commitments;

• using calendars, reminders and task lists;

• preparing for the day;

• communicating appropriately at school or work;

• developing computer and digital workplace skills;

• travelling to education, training or employment;

• breaking larger tasks into manageable steps; and

• exploring interests that may lead to further learning or employment.

I do not provide vocational assessment, therapy or services that are the responsibility of a school, training organisation or employer.

Regular three-hour sessions

Regular support is generally provided in three-hour blocks. This gives us enough time to travel, complete a meaningful activity and reflect on what was learned without rushing.

Session activities, location, price, travel arrangements and cancellation terms are discussed and agreed before services commence.

Every service must be appropriate for the participant, connected to their goals and consistent with their available funding.

Working together

Good support begins with a good match.

I welcome enquiries from participants, families, support coordinators and allied health professionals. An initial conversation gives us an opportunity to discuss:

• the participant’s goals and interests;

• how they prefer to communicate and learn;

• what has and has not worked previously;

• relevant risks and support requirements;

• the proposed day, time and location; and

• whether my experience and approach are appropriate.