Neurodiversity in OSHC: Embedding Inclusion

This practical and reflective workshop is designed to create opportunities for Leaders & Educators to embed Inclusion, understand the impact of communication, and embrace neurodiverse strengths

This workshop will help participants deepen their understanding of inclusion, neurodiversity, and the barriers that neurodivergent individuals may experience.

Participants will explore and unpack the symptoms and traits associated with ADHD, ODD, PDA, and Autism, as well as Executive Functioning skills and the emotional drivers behind dysregulation.

Shifting from a “fix-it” approach to a strength-based mindset, educators will leave with practical, real-world strategies to consider multiple perspectives in supporting neurodivergent colleagues and children. This approach enhances workplace culture and embeds inclusive practices into daily routines.

Key Topics Covered:

  • Understanding the science behind neurodiverse minds: traits, truths & myths
  • Moving beyond “fix-it thinking” to embrace strength-based practice
  • Executive functioning: challenges and tips for neurodiverse teams
  • How honest, empowered communication transforms culture and trust
  • Practical strategies for embedding inclusion into daily practice.

 

In this 2-hour interactive workshop, leaders and educators will:

  • Deepen their understanding of inclusion and neurodiversity within OSHC settings
  • Unpack the traits and behavioural expressions related to ADHD, Autism, ODD, and PDA, and how these intersect with emotional regulation and executive functioning
  • Recognise common barriers to inclusion and reflect on how bias or misunderstanding may influence communication and support strategies
  • Learn to shift from “fix-it” or deficit-based approaches toward strength-based, neuro-affirming practice
  • Develop practical communication tools to create psychologically safe, trusting, and collaborative workplace cultures
  • Strengthen their practice to support neurodivergent children and colleagues with empathy, clarity, and consistency
  • Walk away with real-world strategies to embed inclusive, reflective, and ethical leadership in daily practice
  • Links to MTOP Principles & Practices


This workshop supports the implementation of the following My Time, Our Place (Version 2.0) Principles and Practices:

  • Principle 1: Secure, respectful and reciprocal relationships - By promoting emotionally intelligent and inclusive communication among teams and with children
  • Principle 2: Partnerships - By encouraging collaborative approaches to supporting neurodivergent individuals and fostering inclusive team cultures
  • Practice: Holistic approaches - By recognising the whole child and educator—including emotional, cognitive, and social needs
  • Practice: Learning through play and rich engagement - By considering how environments and interactions support or inhibit diverse learning and behavioural expressions
  • Practice: Ongoing learning and reflective practice - By empowering leaders to reflect on their communication, leadership style, and assumptions about behaviour

 

Recommended Audience: OSHC Coordinators and Leaders looking to strengthen inclusive leadership and communication within their teams, Educators working in Out of School Hours Care (OSHC) who support neurodivergent children and want practical, strengths-based strategies, Services aiming to embed inclusive, collaborative workplace cultures and align with the National Quality Framework (NQF), Whether you lead a team, mentor others, or work directly with children, this session will support you to lead with empathy, communicate with impact, and foster inclusive environments for both staff and children.

  • No future dates available.

About the presenters

  • karen-malyon
    Karen Malyon

    With more than 30 years of experience across Early Years, OSHC, and inclusion in South Africa, the UK, and Australia, Karen has witnessed first-hand the profound impact that inclusive, respectful, and strengths-based practice has on children, educators, and teams.

    Driven by a strong sense of vision, values, and purpose, she is passionate about creating environments where children, families, and educators feel a deep sense of belonging. Karen’s greatest motivation comes from seeing both children and educators grow in confidence and joy. A lifelong learner herself, she values collaboration, reflection, and continuous growth in every space she works in.