2026 T1 Session 2- Finding Solutions and Planning Community Engagement

 Session 2 focused on developing confidence and positioning carers/participants to be intellectual holders of knowledge to impart onto others to broaden each other's understanding of disability. Positioning participants as active agents to help problem solve and impart knowledge, drawing on their own knowledge and experience, moves away from a disability support system that often situates parents and carers as passive receivers of knowledge - empty vessels that need filling void of their own intellectual knowledges. 

Problem solving scenarios enabled collaboration between members drawing from a vast range of experiences and knowledges. In such a space knowledge was provided from individuals from backgrounds that include early education, special education, multilingual education, experiences as parents and grandparents, fulltime carers and support workers. 

Beyond problem solving the steps to address the scenario presented, discussions were had on divergent ways of feeding, communicating and achievement of milestones. It was noted that there is a pervasive ableist centric view that drives disability support and the disability community, even though it shouldn't. Often parents and carers feel under pressure for their child to achieve certain milestones as there is not enough promotion of divergent narratives of achieving particular milestones. Feeding and communication were examples heavily discussed. One of the root causes of stress and overwhelm is the lack of existence of narratives on divergent ways of feeding. The lack of normalisation and drawing on  those "that have walked the walk" or are "still doing the walking", creates shame, "mum guilt" and wanting to hide one's child's ability, for fear of judgement from ableist assumptions. 

Provision of discussion on the child's feeding and communication journey in the MyTime Penrith space provides a counter to pervasive ableist assumptions that creep into disability support. It situates carers as the controllers of a counter narrative that is very valid. In this space and activity, it enabled participants to recognise and affirm divergent ways of feeding and communication. Such continuation of narratives and storytelling will hopefully alter dominant views.

"You and your child will get there in their own unique way".

"I choose to ignore and not be affected by what society thinks I should do because my child has a disability and doesn't fit neatly into societal expectations". 

 The safety and trust in the space provided participants the ability to be honest without judgement and unveiled the many divergent parental acts that have occurred. This activity also provided catharsis, release, healing and self belief in participants as viewpoints and situations were validated, emboldened and recognised. 

Problem Solving Scenario Approach as a strategy brings forward carer knowledge as well as empowerment of the individuals, as well as propelling counter narratives with wellbeing benefits. 

We enjoyed a very educational discussion led by Tanya who is mum to Oliver. We got to learn who Oliver is and the ups and downs of Tanya's disability advocacy journey. One key point was that supports are not enough, that you have to make do with what you have and devise new and divergent ways of operating to make it work for your child.

Tanya shared her tips to getting authentic support workers who actually see and respond to your child as well as routines she has developed which have immensely helped and saved time when needing to do hospital stays. These included the creation of a "cheat sheet" of information and relevant documents to pass onto medical staff to save time and efficiently address Oliver's needs. Summary of her session can be found here: https://mytimepenrith.blogspot.com/2026/02/australian-story-tanya-and-oliver.html 

The discussion also focused on gestalt language processing and alternate ways of communication. Tanya mentioned that Oliver is nonverbal but engages in alternate ways if communication and receiving information. These involve gestures, eye gazes, vocalisations and gestalt language processing. When you get to know Oliver and pay attention to him, you realise he is communicating with you in many ways. During the session, Oliver initiated a play activity where he got Jenny (facilitator), Sidney (support worker) and Luna (child of a parent who regularly attends the flexihub) to play a circle chase game. Tanya says people who don't know Oliver are not aware how much he understands and processes because he is non verbal. Discussion further ventured online with Kieran (educator and carer who cannot attend sessions due to work) reflected on his own practice as a teacher when working with students in the support unit. If society embraced and understood alternate forms of communication, there would be better access and inclusion. 

Information on Gestalt Language Processing

*I will add more info on gestalt language processing when I find it

We didn't get around to planning for the community engagement but I am in talks with Braddock to run joint community engagement morning where they'll invite the parents and carers of children with disability from the school to attend a morning tea with activities which we will help to facilitate and run. Allocation for time on planning this will be on the agenda for our next session. 

Thank you again to Tanya and Oliver for sharing their journey with us!