Celebrating Skill Building and Meaningful Engagement: Jenny’s Journey in the Kitchen

March 6, 2026

At helpz, we know that when participants are supported to learn new skills, incredible things can happen. One of the most inspiring recent examples comes from Jenny, who has been participating in a food‑preparation skill development program as part of her Behaviour Support Plan. What began as a small step into the kitchen has quickly grown into a journey of confidence, capability, and connection.

 

Jenny has been working closely with her Behaviour Support Practitioner, Linda Newfield (pictured with Jenny below, bottom left), and her team of support workers learn essential food‑prep skills - chopping vegetables safely, following simple recipes, organising ingredients, and using kitchen tools with growing independence. Each new skill has not only strengthened her practical abilities but has also had a ripple effect across other areas of her life. For Jenny, the kitchen has become a place where independence is celebrated. As her confidence has grown, so has her sense of self‑esteem and accomplishment. These are more than just skills; they are the foundations of greater quality of life. When participants are able to take charge in meaningful activities, their activities, their world becomes bigger, more inclusive, and more connected.

 

Meaningful engagement is one of the most powerful tools we have in behaviour support. Research and practice consistently show that when participants discover new interests and have opportunities to learn, create, and contribute, behaviours of concern often decrease. For Jenny, the structure and enjoyment of food preparation has provided purpose, routine, and positive interactions, each contributing to a calmer and more empowered daily experience.

 

A huge part of Jenny’s progress can be credited to the thoughtful work of Linda, who has developed a comprehensive cooking program now being implemented with several clients across the service. Linda’s program focuses on hands‑on learning, clear visual supports, adaptable tasks, and a strengths‑based approach that celebrates progress rather than perfection. Support workers have shared how helpful the program has been in guiding them to deliver true Active Support - breaking tasks down, offering just‑right assistance, and creating moments of success for every participant.

 

One of the most valuable aspects of Linda’s program is how it empowers support workers. The structure, guidance, and practical strategies allow staff to feel confident implementing Active Support in real time, making everyday activities more engaging and more inclusive. By equipping support workers with the right tools and frameworks, we strengthen our whole system of care. Participants benefit. Staff feel proud of their work. Families see meaningful progress. And the outcomes, like Jenny’s growing independence, speak for themselves.

 

Jenny’s story is a beautiful reminder of how skill development, meaningful engagement, and committed support can create lasting change. Her journey shows us that independence grows from opportunity, confidence grows from support, and inclusion grows when everyone is invited to participate in ways that matter. Here’s to Jenny, to Linda’s incredible cooking program, and to all the staff who make moments like these possible every day.

 


News & Insights

Check Our Latest Resources

Disability Awareness Hub: Depression and Intellectual Disability: The Signs We Might Miss

September 22, 2026
When most people think about depression, they often picture someone who looks sad, withdrawn, or tearful. But what if depression doesn't look like sadness? What if it looks like irritability, aggression, refusing activities, changes in sleep, increased dependence on others, or a loss of interest in things that once brought joy? For people with intellectual disability, depression can look very different from what many of us expect. As a result, it is often misunderstood, misidentified, or missed altogether. People with intellectual disability experience the same range of emotions as everyone else. They experience happiness, excitement, disappointment, grief, loneliness, stress and sadness. Yet they are often less likely to have their emotional experiences recognised or discussed. Sometimes this is because communication may be more challenging. A person may struggle to describe how they are feeling, find it difficult to identify emotions, or lack the words to explain what is happening internally. Instead, their feelings may be expressed through changes in behaviour. A person who previously enjoyed social activities may start declining invitations. Someone who was once engaged and enthusiastic may appear tired, withdrawn, or uninterested. A person may become more anxious, frustrated, emotional, or reactive than usual. Others may experience changes in sleep, appetite, motivation or concentration. Because these signs can look different from traditional descriptions of depression, they are sometimes mistaken for "challenging behaviour," a personality change, or simply part of the person's disability. This misunderstanding can have significant consequences. People with intellectual disability are known to experience higher rates of mental health concerns than the general population. Yet they frequently face barriers to having these concerns recognised and appropriately addressed. Too often, emotional distress is attributed to the disability itself rather than considered as a possible mental health issue. This is sometimes referred to as diagnostic overshadowing - when changes in mood, behaviour or wellbeing are assumed to be part of a person's disability rather than signs that something else may be happening. The reality is that depression is not a normal part of having an intellectual disability. Just like anyone else, people with intellectual disability can experience periods of poor mental health, and they deserve access to understanding, support and appropriate care. One of the most important things families, support workers and professionals can do is notice change. Has the person stopped participating in activities they usually enjoy? Have they become more withdrawn? Are they sleeping more or less than usual? Do they seem less motivated, less energetic, or more emotional than usual? Often, those who know the person best are the first to recognise that something does not feel right. Meaningful support starts with listening, observing and being curious. Rather than focusing only on the behaviour we can see, it helps to consider what the person might be experiencing beneath the surface. It is also important to remember that mental health is about more than treatment. Factors such as meaningful relationships, community participation, physical health, choice and control, routine, purpose and belonging all contribute to emotional wellbeing. A good life is not simply the absence of illness. It is having opportunities to connect, contribute and engage in activities that bring meaning and enjoyment. This is why promoting mental health should be everyone's responsibility. Families, disability professionals, educators, healthcare providers and communities all play a role in creating environments where people feel valued, understood and supported. The more we recognise that people with intellectual disability experience the same emotional highs and lows as everyone else, the better equipped we are to notice when something has changed and provide support when it is needed. Because depression does not always look the way we expect.  Sometimes, the most important thing we can do is look beyond the behaviour and see the person.

Disability Myths We Need to Let Go Of

September 22, 2026
Every generation inherits ideas about disability. Some are helpful. Many are not. While society has made significant progress in how we understand and support people with disability, there are still misconceptions that quietly shape the way people are treated, supported and included. Often these myths do not come from a place of malice. They come from outdated assumptions, limited exposure, or a desire to simplify something that is far more complex and human. Perhaps it is time we let some of them go. Myth 1: Independence Should Always Be the Goal Independence is often presented as the ultimate measure of success. But for many people, the goal is not independence. The goal is a good life. A good life might include support workers, assistive technology, family involvement, community participation and ongoing assistance with daily tasks. Requiring support is not a failure. It is simply part of being human. All of us rely on others in different ways throughout our lives. The question should not be, "How can we make this person independent?" Instead, we might ask, "How can we ensure this person has the right supports to live the life they want?" Myth 2: If They Can Do It Sometimes, They Can Do It All the Time One of the most common misunderstandings in the disability community is assuming that ability is consistent. A person may be able to attend a social event one day and struggle the next. They may communicate confidently in one setting but find it difficult in another. They may complete a task independently when rested, regulated and supported, but require assistance when stressed, overwhelmed or fatigued. Capacity can fluctuate. Disability is often dynamic, influenced by factors such as environment, health, sensory demands, stress levels, relationships and available supports. Judging someone based on what they can do on their best day can create unrealistic expectations and unnecessary pressure. Myth 3: Behaviour Is Just Attention-Seeking When someone is distressed, frustrated, overwhelmed or unable to communicate their needs effectively, their behaviour often tells a story. Yet behaviours of concern are still frequently dismissed as "attention-seeking." What if seeking attention is not the problem? Attention can mean connection. It can mean safety. It can mean a need for help, understanding or reassurance. Instead of asking, "How do we stop this behaviour?" we might ask, "What is this person trying to communicate, and what support do they need right now?" That small shift can completely change the support we provide. Myth 4: Communication Means Talking Some people communicate with speech. Others use devices, signs, gestures, pictures, behaviours, facial expressions or body language. Communication is not measured by how many words a person uses. Every person communicates. The responsibility is not only on the individual to communicate clearly. It is also on the people around them to listen, observe and create opportunities for communication in ways that work for them. When we broaden our understanding of communication, we broaden opportunities for connection, choice and self-determination. Myth 5: Disability Is Always Visible Many disabilities cannot be seen. Autism, ADHD, intellectual disability, psychosocial disability, chronic pain, acquired brain injury, neurological conditions and many health-related disabilities may have little or no obvious physical indicators. Because of this, people are often told they "don't look disabled." The reality is that disability is not defined by appearance. Someone's support needs, challenges and lived experiences remain valid whether those differences are visible or invisible. Myth 6: People With Disability Need to Be Fixed Perhaps the most harmful myth of all is the idea that disability is a problem that needs solving. Many people with disability are not looking to be fixed. What they want is understanding. Accessibility. Choice. Respect. Opportunity. Meaningful relationships. Communities where they belong. The barriers people face are often not created by their disability, but by environments, systems and attitudes that fail to accommodate human diversity. When we focus less on changing the person and more on changing the barriers around them, inclusion becomes possible. Let go of the myths Letting go of these myths does not mean ignoring challenges. Disability can involve genuine difficulties, support needs and barriers that require thoughtful responses. But when we replace assumptions with curiosity and judgment with understanding, we create space for something more important than awareness. We create acceptance.  And perhaps that is where meaningful inclusion truly begins.

The Hidden Full-Time Job of Having a Disability

September 22, 2026
Most people think of disability in terms of the challenges they can see. They might notice a mobility aid, a support worker, a therapy appointment or a visible difference in how someone communicates, learns or moves through the world. What they rarely see is the work happening in the background. The forms. The phone calls. The appointments. The waiting lists. The reports. The advocacy. The explaining. The repeating. The planning. The worrying. For many people with disability and their families, managing disability can feel like a full-time job. One that nobody applied for. One that has no annual leave. One that does not finish at the end of the day. Behind every support a person receives is often a long process of coordination and administration. Families may spend hours organising appointments, communicating with providers, navigating funding systems, responding to emails, attending meetings and ensuring supports are working as intended. A simple change in circumstances can generate a surprising amount of work. A new therapist. A school transition. A support worker leaving. A funding review. A change in health needs. Each can trigger a cascade of meetings, paperwork and decision-making. For many people, this work occurs alongside all the usual demands of everyday life. Parents are still parenting. People are still working. Families are still managing finances, relationships, household responsibilities and their own wellbeing. Yet hidden beneath it all is an additional layer of responsibility that often goes unrecognised. There is also the emotional labour. Advocating for support can be exhausting. Having to repeatedly explain a person's needs, justify access to services or provide evidence of challenges can take a significant toll over time. Many families become experts in systems they never expected to learn about. They develop knowledge of funding processes, legislation, assessments, therapies and service pathways simply because they have had to. Not because they chose to. Because someone needed to. What is remarkable is how often this work is done with extraordinary determination. Families continue showing up. Participants continue advocating for their goals. Support networks continue navigating complex systems because they know what is at stake. Opportunities. Safety. Independence. Quality of life. A future that reflects the person's hopes and aspirations. Recognising this hidden work matters. It reminds us to approach people with empathy. To understand that a delayed phone call or missed appointment may not be a sign that someone does not care. It may simply mean they are juggling far more than we can see. It reminds us that support is about more than providing a service. It is about reducing burden. Making systems easier to navigate. Helping people feel heard. Sharing responsibility where we can. Most importantly, it reminds us that behind every participant is a person living a life, not managing a case. A person with interests, dreams, relationships, strengths and ambitions. Because while disability may be part of someone's story, it should never become the entirety of it. The goal is not to spend a lifetime navigating systems. The goal is to spend a lifetime living.