Neuroinclusion

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Neuroinclusion

Neuroinclusion offers neurodiversity-affirming allied health and training across Australia. Online, clinic and in-person options available.
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We support potential, self and formally diagnosed neurodivergent individuals to thrive and embrace authenticity.

21/02/2026

Dysgraphia is often unsupported and misunderstood ✍️

It isn’t about not trying hard enough.
And it definitely isn’t fixed by “just practise more handwriting.”

As occupational therapists, we know written output is only ONE way to demonstrate knowledge. When writing is neurologically effortful, we adapt the task. ✍🏽✨

Here are dysgraphia-affirming strategies that actually help:

• Don’t correct their writing in red
• Circle errors rather than adding crosses
• Provide feedback about written tasks privately when possible
• Use a scribe during writing tasks
• Utilise talk-to-text apps and programs
• Offer oral presentations as an alternative
• Increase time to complete written tasks
• Use visual aids like dotted thirds or halves
• Modify pencils with supportive grips

When we reduce shame, we increase capacity.
When we adapt the environment, we unlock potential.

If you’re supporting a child who finds writing exhausting, frustrating or overwhelming, you’re not alone.

👉 Read our latest blog post on the website for more information about dysgraphia and how occupational therapists can help.

21/02/2026

OCCUPATIONAL THERAPY ASSESSMENTS 👇🏼

Not all assessments are created equal and no single one tells us the whole story.

✨ Norm-referenced assessments:
Compare a child to a large sample of same-aged peers.
Helpful for identifying significant differences and supporting access to funding or services.

✨ Standardised assessments:
Administered and scored in a consistent way.
Useful for reliability, tracking progress, and communicating clearly with other professionals.

✨ Non-standardised assessments:
Observations, play-based sessions, parent interviews, educator input, functional tasks in real environments.
This is where we see the real child including their strengths, interests, regulation, sensory profile, and daily life skills.

But here’s the truth 👇🏼

Especially in early childhood, development is rapid, non-linear, and deeply influenced by environment, relationships, regulation, and opportunity. A score on one day in one room doesn’t capture the whole picture.

A truly neuroaffirming, ethical OT assessment is:

✔️ Holistic
✔️ Contextual
✔️ Strengths-based
✔️ Multi-method
✔️ Collaborative with families

Because children aren’t percentages.
They’re people.

And our assessments should reflect that. 🌈🧠

17/02/2026

Can you think of any other swaps? 🔄

Our language is a powerful tool that can change our feelings, thoughts and behaviours with ourselves and others. The language we use has the ability to empower, inspire and affirm those we love, care for, teach and support. This is vital for proactively supporting our mental health. With research indicating over 80% of neurodivergent individuals also having a coexisting mental health condition, this is an integral part of being neurodiversity-affirming. We can still be objective and factual whilst utilising language that is strengths based.

The examples in my visual are:

1️⃣ Won’t follow instructions BECOMES capable when self-directed
2️⃣ Can’t sit quietly or still in the classroom BECOMES seeks movement and sound to regulate and learn
3️⃣ Struggles with transitions and change of routines BECOMES requires supports with transitions and changes
4️⃣ is defiant and stubborn BECOMES Self-advocacy skills are developed consistently
5️⃣ Can’t make friends BECOMES prefers independent play

09/02/2026

Can you relate?

💦 Wet ↔ dry transitions can be dysregulating for neurodivergent people.

For some nervous systems, moving between wet and dry stacks multiple stressors at once:
temperature shock, unpredictable sensations, loss of autonomy, executive load, and time pressure, all when the body already feels vulnerable.

What this can look like:
• distress after bathing or swimming
• avoidance of showers or handwashing
• meltdowns during dressing
• shutdown when rushed to “move on”

These responses are protective, not manipulative.

When we slow the transition, offer warmth, choice, predictability, and reduce demands, regulation becomes possible again.
Support the nervous system first as skills come later.

Understanding the why changes how we respond 💛

06/02/2026

✨ Meet Paris ✨

Paris is one of our amazing Occupational Therapy Assistants and a final-year OT student with a big heart for helping people live more independent, meaningful lives 💛

She’s especially passionate about the connection between mental and physical health, and how everyday routines can have a huge impact on wellbeing. Paris brings a calm, holistic approach to her work shaped by her love of the movement, yoga, meditation, and beach time ☀️🧘‍♀️

She’s all about balance, growth, and making a positive impact, and we’re so grateful to have her on the Neuroinclusion team.

📣 Good news: Paris currently has immediate capacity at our Success Clinic on Tuesdays and Wednesdays.

💌 To book in or find out more, email us at
admin@neuroinclusion.com.au

Let’s get started 🌈

02/02/2026

Here’s a Part Two caption that’s educational, affirming, and flows naturally from the first post 👇

—

PART 2: More practical tools to support separation anxiety at school 🤍

When a child is struggling with separation, they’re not being “difficult” — their nervous system is asking for safety, predictability and connection. These strategies support regulation while building confidence over time:

• Practice positive affirmations
Simple, rehearsed phrases (“I can feel worried and still be safe”) build internal reassurance.

• Use the school bag as a transitional object
A familiar item that travels between home and school can hold connection and comfort.

• Frequent, individualised check-ins
Short, planned check-ins prevent anxiety from escalating and show the child they’re held in mind.

• Provide a role of responsibility
Jobs create purpose, belonging and a reason to stay engaged after separation.

• Celebrate success of all sizes
Showing up, staying five minutes longer, trying again — progress isn’t only full-day attendance.

• Photo of caregiver in pencil case or diary
A visual reminder supports object permanence and emotional safety.

• Engage special interests in activities and chats
Connection comes faster when we meet children in what lights them up.

• Predictable seating arrangements
Knowing where their body will be reduces uncertainty and cognitive load.

• Read books and watch videos that normalise separation difficulties
Seeing themselves reflected reduces shame and builds language for big feelings.

🧠 Key reminder:
Independence grows from felt safety, not pressure.

Save this post to share with educators, therapists and families 🤍

31/01/2026

Separation anxiety at school is REAL and it’s challenging for students, caregivers, educators and all of those involved 🧠💛

📚 School kids (especially neurodivergent kids!) often need extra support to feel safe and confident when they separate from their caregivers.

Here are 10 practical tools to ease that worry:
1️⃣ Predictable goodbye ritual
2️⃣ Visual timeline of the day
3️⃣ Transitional object that holds connection
4️⃣ Safe person check-in
5️⃣ Gradual separation support
6️⃣ Body-based regulation tools
7️⃣ Consistent arrival task
8️⃣ Language that anchors safety
9️⃣ Connection points during the day
🔟 Collaborative plan with home

These strategies help children feel seen, safe, and supported so they can focus on learning.

💡 Comment below if you’d like a Part 2 with 10 more tips

31/01/2026

Things our neurodiverse team stopped apologising for 👇
(and how we knew inclusion was real and not just written in a policy)

✨ Needing both structure and freedom
Clear scaffolding when tasks are new. Autonomy when confidence grows. One size never fits all.

🤝 Requesting (and accepting) help
When help is genuinely welcomed, asking becomes safe and support actually flows.

💭 Taking feedback personally
We’re deeply invested humans. Capacity shifts. Emotion is information, not a flaw.

🎧 Needing to be alone or block out others
Regulation, focus and processing sometimes need space. That’s respected and not questioned.

🌿 Actually using our leave
Rest isn’t a reward. It’s how we sustain high-quality work and care for the people we support.

❓ Asking lots of questions
Curiosity over assumptions. Clarifying over guessing. Questions are collaboration.

💡 This is what an inclusive workplace looks like:
Not masking. Not apologising. Not “pushing through.”
But being supported as we are and doing our best work because of it.

28/01/2026

✨ PERTH FAMILIES ✨
You’re invited to something we only do once a year 👀

Do you have a question or want a new perspective on whether occupational therapy is the right fit for your child? This is for you ✨

🧠 FREE Initial OT Clinic
📍 Osborne Park
⏱️ 15-minute in-person consult
🤍 With our Director, Claire Britton

This is for new paediatric clients only who want to explore whether neurodiversity-affirming OT is the right fit. There is no pressure, no obligation, just connection and clarity.

🗓 Saturday 14 February 2026
⚠️ Only 5 spots available (they go fast every year)

💬 Comment below or
📧 Email admin@neuroinclusion.com.au ASAP to secure your place.

Because access shouldn’t be hard and the first step matters. 💛

26/01/2026

Do you notice or know an adhd who experiences this? 💭

ADHD & black-and-white thinking 🧠⬛⬜
Also called all-or-nothing thinking, this ADHD cognitive style can make life feel like success or failure, perfect or pointless, calm or completely overwhelmed.

It’s a nervous system shortcut built for speed and safety.
But when everything lives at the extremes, the grey space (flexibility, regulation, self-compassion) gets squeezed out.

ADHD support isn’t about “thinking positive.”
It’s about building neurodiversity-affirming strategies that expand the grey so your brain can breathe.

Follow for neurodiversity-affirming ADHD education that centres nervous systems ✨

23/01/2026

🍽️ Neurodiversity-affirming meal times are about regulation, safety, and positive relationships with food.

A truly neuro-affirming meal time means everyone is supported to meet their unique nervous system needs so that engaging with food feels safer, more familiar, and more enjoyable.

That can look like:
✨ Being in the same space to co-regulate (only if it supports regulation)
✨ Using preferred interests & technology to build positive associations
✨ Seating that supports posture and sensory needs
✨ Sharing meals with people who feel safe and familiar
✨ Older family members supporting calm connection
✨ Doing parallel activities to reduce pressure to eat
✨ Food that honours individual needs and preferences without shame

Because regulation comes before nutrition goals.
Connection comes before expectations.
Autonomy comes before “rules.”

💛 If you want practical, neurodiversity-affirming strategies you can actually use at home, we’ve created a brand new ebook to support meal times with compassion and flexibility.

👉 Comment MEALTIMES or DM us and we’ll send you the link!

19/01/2026

Do you agree? 👍

It’s not the volume of your voice.
Not the firmness of your tone.
Not the fear of your punishments.

✅ It’s the strength of your connection that creates real behavioural change.

When people feel safe, understood and respected, their nervous system settles.
And when the nervous system settles, learning, regulation and understanding can actually happen.

Behaviour is communication.
Connection is the intervention.

Especially for neurodivergent children and adults who have spent a lifetime being corrected instead of connected. 🤍

Connection and coregulation is always the best tool for behaviour support. This is regardless of age, neurotype, culture and identity. Everyone deserves to feel seen, validated and included as their true self 🧠

Save this. Share it. And let’s do better than compliance.

Address

1 Merino Entrance
Perth, WA

Website

http://www.neuroinclusion.com.au/

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