What does that look like today?

My organizing principle and also the one we use at Move About is that we support the people who support the kids.

And that influences everything we do in our work.

We've always supported parents to support their kids.

We've always said the goal of OT is not to be good at OT.

And we've always had a really strong mentoring framework because our team are the ones supporting those families.

Kath and I were lucky to get really amazing supervision in my first role when we were working in Chicago.

Is there one specific story that sticks in your head where you knew that what you were offering was having an impact?

I think that there's just going to be so much of a huge domino effect from all of these changes that we might not even necessarily see it coming in the classroom, but it's coming.

Yeah, I think so.

With the bill going through the Senate, there's a few big things that I think we should be aware of.

Firstly, they're moving away from therapist recommendations when they're assessing the needs of people with disabilities and moving more to an NDIS, more standardised assessment and checklist format.

The challenge with this is that disability isn't always obvious on a checklist.

It often depends on the person's environment and their relationships and also the supports around them.

People aren't always the best judges of what they need either or parents for their kids, especially if they've had years where they've been able to adapt and mask and deal with those things.

Who's helping the teachers? I don't know.

I've sort of launched it

straight into talking about the course, but it is, I can't talk about these things without thinking in a sort of robust way.

So I start out with, it's not just a fix the child kind of model.

Actually, it's about the child fitting into the context.

So, it's a person in their environment, in their occupation, OT say, but that's the activity, right? And so, that's like a three-legged stool.

And when you just focus on the child, it's like trying to sit on a stool that only has one leg.

You're going to fall over.

So what do you wish teachers understood about how children truly learn to regulate?