At the beginning of September 2018, our team embarked on a trip across Arnhem Land, NT to deliver a 1-day PLPC program in two very remote locations.
Maningrida
Maningrida, known as the heart of Arnhem Land, has the largest Aboriginal population of any remote community in the country. During wet season, the community is home to 3500 people. The traditional landowners are the Kunibidji people yet there is a complex range of 16 languages spoken in the region with English very much a second or third language.
We ended up with two other very remote schools chartering in for the day from Ramingining and Galiwinku. All three schools brought families who had a child diagnosed on the autism spectrum. Each family had vastly different experiences in their autism journey. Maningrida additionally invited families who had a child with other learning differences and disability.
One of the highlights was that the children were very much a part of the day keeping occupied in the room, allowing their families to participate in the day.
A stand out was the respect and dedication each of the 18 participants gave to every activity and discussion. It was evident from the discussions that teachers often had no idea how the child coped and communicated at home as opposed to at school, and came up with plans to learn the home sign language and to build more awareness of autism in the community.
A highlight was the use of the My Child template in the Storybook and asking parents and teachers to introduce their child/student. Here we ask for what makes the child happy, how do they practice their culture, what are their strengths, their interests, their skills and knowledge, what do they like about school, what do they like to do out in the community. It has been a highly effective check in by bringing the attention straight to the child and celebrating all that is strong and positive in their lives. In turn, families and staff have learnt so much about the young person.
One comment from a teacher during the morning check in:
“The child I know, his family tell me he loves being out on country, he loves being with family”.
We have also been working with The Ladder of Family Engagement, and it has come alive during a session where we invite the host school Principal to speak and reflect. The Maningrida Principal shared honestly and openly about how they can as a school community take one-step at a time together. He said:
“Where are we on the ladder?” Somewhere in the middle involving, consulting. We need more days like this! People travelled here to share each other’s stories. Here for children – so fantastic. Engagement and connection - much more needed’
Local people to Maningrida engaged by asking,
How are we going to get to the tol?’
The trip from Maningrida to Nhulunbuy allowed some deep reflections from each of the team members and we were ready in Nhulunbuy to change up a few things, adjust a few activities and be mindful of our pace and delivery.
Nhulunbuy
The highlight for us as a team in Nhulunbuy was being able to recruit a new delivery team member, Melanie Mununggurr-Williams, a traditional Yolgu Matha speaker from the remote community of Yirrkala. Melanie was able to engage the local School and join the other Nhulunbuy schools for this workshop in the role of interpreter and facilitator. Melanie was confident to share her personal journey, and participants all connected strongly with her.
One activity, which has become a wonderful addition, is using the Jar of Life analogy during the self-care slide. We use large stones, pebbles and sand to demonstrate and then allow tables to engage in actively reflecting on the importance of looking after yourself.
This workshop stood out as we had a very diverse mix of participants, however the respect and time given to each activity to both be patient to the needs of some while still providing material to keep others moving forward was a fine balance. Everyone connected on a deep level.
‘Every table engaged, a very moving session for some, and the individuals were gently held and acknowledged by PP team and by the others (staff) on their table. Writer observed a culturally and psychologically safe space; authentic, deep listening, acknowledgement, words offered back to acknowledge, no rush.’
Another new activity we have been trialling as a result of a consultative focus group are Commitment Cards. These visual commitments form the lead up to the partnership plan. In Nhulunbuy, we laid the cards out on the floor and the community moved together as one and stood strong together as they carefully chose their commitment.
Some of the actions the groups took away include:
1: working together – communication and using The Storybook to communicate about child
2: keep going, using The Storybook feel like islands in Autism knowledge, so many teachers need to know
3: making time together – family member said she has watched and observed teacher and mum working together all day and it’s been so great
