2026 T1 Session 4 - Planning for the Future

 

This session focused on problem based learning by presenting a real life scenario experienced by one of the MyTime Penrith members. Scenario was deidentified for participants to provide as much impartial advice as possible. 

Scenario was presented to participants which enabled them to draw on their intellectual and experiential knowledge to tackle the scenario presented. Group based discussion and turn taking enabled a vast range of perspectives and insights in overcoming an authentic scenario. The approach provided different viewpoints and entry points of discussion into the layered problems presented. Discussions enabled for validation, assessment and reassessment of views and most importantly positioning carers as agents of change, authority and who have funds of useful knowledge. This exercise propelled critical and creative thinking skills for carers working within the disability world. 

The scenario centred around accommodations for a child with disability within a school setting. Findings, summaries and recommendations from all members can be found here: MyTime Penrith Responses 

The summary of discussion and recommendations were then forwarded to the participant in need. Prior to running the session, the facilitator had sought permission from the participant to run such an activity with their scenario as the focal point. The participant found this useful as it provided new ways of thinking and approaches, as well as validating how they were feeling in the situation. They found comfort that other carers understood their situation as they felt unheard when dealing with the school.

Purpose of Peer Support - A Discussion

Discussion from MyTime Penrith then ventured into the purpose of Peer Support. It was discussed that one of the missing links to disability support is carer education in how the system works. There is no education point where everything you need to know, to be more prepared, is not available. Peer support has the potential to provide that missing link. Peer support models need to actively work to empower voices of carers and situate them as key holders of knowledge. With this carers also need to know the "rules of the chess game". In layman's terms, lack of education and understanding how the system works, means you are "losing pieces before you start moving on the board". It's like being thrown in a dark maze without any light and carers are expected to make our way to the finish. 

Peer Support has the potential to alter and improve the prospects of carers and their positional strength in advocating for their child. The practice of peer support needs to facilitate identity affirming practice as well as the delivery needing to situate carers as active intellectual agents. 

Currently disability support, and consequently peer support works under the hegemonic view that carers lack funds of valuable knowledge to disability support, therefore carers are seen as a deficit stakeholder whom need to be "spoken at" and given information from other stakeholders. This is deeply contradictory for "family centric approaches" and "culturally safety". If carers are continually seen as the deficit in practice and don't receive education and access to carers supports that propel their voices, then disability support will never achieve "family centric" support, "cultural safety" and "cultural responsiveness". 

Discussion furthered into current supports. The best support carers can receive is given them agency and voice. 

How? 

Through equipping them with the right skills and knowledge to strategically manoeuvre the disability support systems we have. Whilst "wellbeing activities" such as craft -colour in etc can provide on the spot support, it does not get to the core why carers are in survival mode. It is a band aid. Carers and their support they receive should not just be a band aid. It should strive to do more. This is for the sustainability of unpaid carers in an increasingly changing and complex disability support system. 

Giving carers the critical and creative thinking skills and knowledge to navigate the disability support maze, as well as working to build their assertive voice, will provide long term benefits wellbeing wise for carers as well as improve their disempowered position in society. 

Carers are the most important stakeholder in a child with disability's life...are they treated as that when it comes to disability supports? When we facilitate peer support, are we providing supports that we think they need as opposed to asking what they really need?

How do you encourage authentic co-design in peer support session with carers when carers are working under the systemic habitus that they are to be passive when it comes to receiving supports? Thus co-design is never an equal playing field. How does empowerment of carers work when carers have never seen or been in a position of power? How do you teach them to have voice and agency when they've never had it from the get go? 

The role of peer support was explored in MyTime Penrith and moving towards the future. Members provided feedback in that they have enjoyed the critical thinking and learning as well as the efforts in situating them as intellectuals and carriers of valuable knowledge. They liked helping to solve the problems in the sessions as they could draw on their own knowledge. They have also enjoyed sharing their stories through the Australian Story series as it made some realise the importance of their stories and that they can be strong advocates. It was noted that they enjoyed engaging in MyTime Penrith as the issues are relevant and that members were learning off each other.

NEW INFO ON HOSPITAL STAYS!

One of the members shared new knowledge about hospital stays. You can contact your local hospital to organise with the closest hospital where you are travelling to when travelling to pass on information about your child. The hospital receiving the information will then devise a plan if there is an emergency with your child. Staff will know who you are etc if you do need to access hospital supports. This saves having to repeat information if you are in an unfamiliar area and at a hospital you have never been to. This is useful as it provides added preparation and support for a child with disability when travelling. 

We also discussed plans for next term. Session 1 will discuss engagements with Braddock PS. We reviewed the activities moving forward. Members were happy to continue the Australian Story series as well as the different learning methods employed so far this term as they enjoy the intellectual stimulation. 

Happy Easter y'all! We are returning 1st week back in Term 2 which should be 24th April!

Jen