Our Approach

What it means:
Ableism means treating people with disability unfairly. It's when people expect someone with disability to do the same things as someone without disability, without any changes. This happens when systems, supports, or attitudes are based on the idea that people without disability are “normal” or “better”. These systems are made for people without disability, and people with disability are expected to change to fit in.

Ableism can be easy to see, like discrimination. Discrimination means treating someone unfairly, like not giving someone a job just because they have a disability. Ableism can also be hidden, like when services ignore access needs, or only help if someone acts a certain way.

What this looks like in behaviour support:
In traditional behaviour support, ableism can show up when:

• Behaviour is seen as a “problem to fix” rather than a way of expressing distress or unmet needs

• When the behaviour support plan focuses on compliance or "normalising" a person's behaviour, rather than understanding the person's experience

• Supporters are told to “manage” behaviour without learning how to connect, understand, or partner with the person

• People are expected to follow programs or routines that don’t match their sensory, communication, or cognitive needs

How we work differently:
We take a neuroaffirming and rights-based approach. This means:

• We see behaviour as a form of communication; something that tells us there is a need for the person. We pause, listen and understand what the meaning is behind the behaviour we see.

• We focus on reducing distress, not reducing difference (who the person is)

• We work with supporters to make changes in the environment and supports around the person. We don’t try to change the person themselves

• We respect each person's autonomy, culture, and communication style

• We reject “one-size-fits-all” approaches that ignore disability experiences

We challenge ableism by listening to people's lived experience. We ask the person what they want and get their consent. We work with them and their supports to create spaces where they can thrive as the person they are.

What it means:
A capable environment is what we call the type of support around a person that helps them to thrive. These are supports put in place that help people do things more easily, safely, and with more independence. We focus on changing the environment to adapt to the person’s needs. We don’t expect the person to change who they are to fit in the environment.

What this looks like in our work:
We want to learn about the places where you live and spend your time. We work with the person and their supporters to find what’s working and where we could make changes. This might include changing routines and trying new strategies.

We learn how the person communicates and support changes to their environment when needed. Our focus is around supporting the person so they can do what matters to them. In our work with you, we look at what might help things feel easier, calmer, or more successful.

• We look at what helps or gets in the way of a person’s coping, wellbeing, learning, and relationships.

• We change the environment (not the person) to reduce the things that don’t help (barriers) and distress.

• We will think about lighting, and noise levels. We make visuals, and communication supports (AAC) to help the person be able to understand and express their needs.

• We know that setting up routines and strategies that make the experience predictable and supportive is very important.

• We know that some experiences can feel to hard (too many demands) or ask too much from a person. We support their social needs and use clear strategies that make things more easy. We work with the person to lower demands, so they can cope and take part in their own way.

• We also help supporters to learn what makes a space feel safe and right for the person.

• Capable environments are not just about “making things easier”. It is about learning and recognising what a person needs to do well and have a good day.

What it means:
Co-developed means create our strategies and plans with the person or community, not for them. It values lived experience and shared thinking. Co-development is about working in partnership. It means the person with disability (and their supporters) are involved in shaping the supports and reports that affect them.

How we use this in practice:
We work alongside the person and their key supporters to build goals, plans, and strategies. We don’t assume what’s best. We ask, listen, and build together. Every voice matters, especially the person’s own. We focus on relationships not just reports, because real change happens through collaboration.

What this looks like in our behaviour support services:

• We don’t create behaviour support plans on our own. We develop plans with the person, their family, and key supporters.

• We explore what a good life looks like for the person. We use that as the basis of our recommendations and strategies.

• We make sure to include the person’s voice. This could be through talking, photos, art, writing, videos, or using AAC.

• We create plans in formats that are meaningful and accessible. This might include plain English versions, visual plans, and versions tailored to support workers or family.

• When we write clinical assessment reports, we use direct quotes from the person or family wherever possible. Our focus is on what the person wants, needs, and feels, not just on what others notice.

What it means:
Neuroaffirming means accepting and respecting how each person’s brain works. Everyone’s brain is different. This includes how we think, feel, sense the world, communicate, and connect. We believe there is nothing wrong with being different. Our job is not to “fix” people. Our role is to support them in ways that uphold dignity, autonomy, and joy.

Being neuroaffirming means supporting people without trying to make them appear “normal”. Instead, it’s about recognising strengths, meeting support needs, and celebrating neurodivergent identities.

What this looks like in our work:
We value all ways of communicating, learning, and regulating. We help supporters understand sensory needs, stimming, or shutdowns. We never use shame or force to change someone’s way of being.

• We start by listening to the person and the people they trust. We work to understand how they see the world, how they communicate, and what matters to them.

• We keep the person’s rights, preferences, and consent at the centre of everything we do. 

• We know that behaviour is a form of communication. We don't try to stop or change behaviours that are different. We look for what the person might be showing us about their needs.

• We don’t use therapy to make people appear more “normal”. We always avoid compliance-based approaches that encourage masking. We don't set goals that focus on hiding a person's true self or changing them to fit neuro-normative standards.

• We support the use of all communication styles, not just speech. This includes body language, scripting, sign, AAC, typing, pictures, and more.

• We focus on creating environments and routines that lower distress and sensory overload. We work to find the ways that help the person feel safe and understood.

• We don’t measure success by how “independent” someone becomes. We value interdependence, shared decision-making, and supports that fit the person’s needs.

• We work with families, support staff, and educators. We help them understand and affirm the person’s unique way of being, rather than trying to change it.

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At the core of being neuroaffirming:

• We listen to neurodivergent voices and those with lived experience.

• We co-create supports with the person, rather than doing things to them.

• We celebrate diversity, and we never use therapy to make someone fit in by changing who they are.

What it means:

Person-centred means we build our support around the person. We focus on their values, likes, needs, goals, and what matters most to them. When working with young children, we use a family-centred approach. This recognises that a child’s wellbeing is deeply connected to the people around them.

What this looks like in our work:
We focus on what is important to the person and what is important for them. We listen, ask, and build support that fits their life, not just their diagnosis. We check in often to make sure things still feel right and adjust if needed.

When we support children, we work with the whole family. We take time to learn about your family's routines, values and goals. We want to know what a good life looks like for your child and your family as a whole. We support parents and siblings to feel confident and included, while keeping the child's voice and rights at the centre.

Our supports are flexible and shaped by what works best for the person and their supporters. This could be building connections, reducing stress, and supporting growth in everyday life.

What it means:
A rights-based approach means knowing that every single person has rights. All people have the right to safe, make choices, have privacy, be included, and be treated with respect.

What this looks like in our work:
We stand up for people’s rights. We make sure any support does not take away freedom or dignity for the person. If safeguards are needed, we clearly explain these and make sure they are the least restrictive option. We support teams to understand rights and use strategies to uphold the person's rights in practice every day.

• We see every person as a rights-holder. People should not have to earn respect, safety, or inclusion.

• We challenge ableism, restrictive practices, and any beliefs that people with disability should just accept care. We stand up for their rights and help their supporters to advocate for this too.

• We make sure that safety and support don’t come at the cost of autonomy.

• We help people get information, join in, and speak up. This means they can say no and live in ways that matter to them.

• We think about power - who has it and how this is shared. We focus on upholding the rights of the person at the centre.

What it means:
Supported decision-making means helping a person make their own decisions, with the right support. It means knowing everyone can make choices with the right help and enough time. This might be giving information in simple ways, talking through options, or including trusted supporters.

What this looks like in our work:
We take time to understand how someone makes choices, and what support they need to feel confident and in control. We help the person to share their decisions using words, pictures, gestures, or actions.

We also support their team to listen and respect these choices. If a choice might be unsafe, we work with the person to find safer options, without taking away their voice.

We involve trusted people like family, support workers or friends, in this process. We encourage them to support the person, but to try not to speak for them.

• Even when someone needs a lot of support, they can still be included in decisions that affect them.

• We help them think about what they want now and what the outcome may be. We help them think about what helps them stay safe and feel good later.

• We work with their trusted supporters, so we can build on their expertise and knowledge.

• We work with people of all ages. We help build confidence and independence, while also valuing support from others. We believe people can grow and make choices with the right help, while still making sure they are safe.

Supported decision-making does not mean letting someone do anything they want, whenever they want, without support or limits. Instead, it means:

• Helping the person understand the options in a way that makes sense to them

• Supporting the person to think through the outcomes or risks of each choice

• Supporting the person to feel safe and confident when making decisions

• Making sure the person’s thoughts, ideas and voice are heard, and they stay safe