Resources for educators, families and support people

See, Ask, Include — teacher discussion guide

See: What do we notice about a person before we know them?

Ask: Why is it important to speak directly to someone and ask before helping?

Include: What could we change in our classroom, playground or activity so more people can take part?

Class activity

Ask students to choose one place at school and identify a physical, communication or social barrier. Then design one practical improvement.

Helping children talk about difference

1. Start with what the child noticed.
2. Use respectful, simple language.
3. Explain that support needs vary from person to person.
4. Encourage questions without making one person explain everyone.
5. Focus on belonging, consent and asking what helps.

Conversation starter

“Tom’s chair is important, but it is only one part of his story. What are some important parts of your story?”

Supporting voice and choice

• Speak to the person directly.
• Ask before assisting.
• Offer real choices with enough time to respond.
• Do not confuse needing support with lacking ability.
• Record communication preferences and what a good day looks like.

Reflection question

Did my support today increase the person’s voice and control, or did I unintentionally take over?

Tom’s origin story

Read, listen or use Easy Read mode to explore how Tom’s stories, family and imagination helped every adventure begin.