Gameplan - Language, Literacy & Learning

17/07/2025

We’ve been hearing feedback recently that allied health professionals being discouraged from attending Disability Inclusion Profile Meetings. There are some really important reasons why Allied Health Practitioners should attend these meetings. If you need a respectful letter requesting your allied health practitioner’s presence at your next meeting, here’s one! Let us know if you’ve experienced this...

Request for Allied Health Involvement in Disability Inclusion Profile Meeting

I’m writing to request that [Allied Health Professional’s Name], [their role], be included in the upcoming Disability Inclusion Profile (DIP) meeting for [Student’s Full Name].

[Allied Health Professional’s Name] has supported [Student Name] for [duration] and brings critical insight into their communication, regulation, and functional needs. Their input across multiple domains is essential to ensure the profile accurately reflects [Student’s Name]’s capacity and that adjustments are well-informed and practical.

The Disability Standards for Education 2005, along with the Disability Discrimination Act 1992 (Cth) and Equal Opportunity Act 2010 (Vic), emphasise the importance of consulting with a student’s associates, including relevant allied health professionals, when planning adjustments.

We’re committed to working collaboratively with the school team and trust this request will be supported in the spirit of inclusive and evidence-informed planning.

Kind regards,
[Your Name]
[Relationship to Student or Professional Title]

13/07/2025

Neuroaffirming Holiday Recharge Ideas
Congrats on making it through an 11 week term! Here are some of our favourite ways to reset over the holidays

🧩 Unstructured, slow-paced days
🌿 Nature & sensory-friendly chill zones
🎮 Deep dives into special interests
🧘♀️ Movement without pressure
🎨 Creative expression + quiet time

Rest is productive. Let’s recharge our way. 💛

30/06/2025

When we get messages like this, it makes our year!!!!

19/06/2025

POST ONE of TWO

The YLB conference has provided us with some heartfelt, deep learnings.

None more than Dr Megan Neff’s discussion around understanding the neurodivergent teen’s nervous system which helps to explain why some might gravitate towards self-harming activities in an effort to reach homeostasis.


Every nervous system has a limit to what it can handle—and for neurodivergent teens, it can be easy to tip outside that “window of tolerance”, especially after stress, sensory overload, or social pressure.

When that happens, teens might show it in different ways:

Hyperarousal: feeling anxious, panicked, angry, or having a meltdown

Hypoarousal: shutting down, going quiet, withdrawing, or becoming overly compliant (“fawning”)

Fawning can look like going along with things just to keep the peace—but it can also mean your teen is ignoring their own boundaries to feel safe, which makes them more vulnerable to harm.

19/06/2025

POST TWO of TWO

Why Some ND teens Turn to Substances, Food, Gaming or Self-Harm
Sometimes, teens who feel overwhelmed or disconnected might turn to things like sugar, substances, or self-harming behaviours—not to seek attention, but as a way to feel something, regain control, or release pressure. These are often attempts to regulate a nervous system that’s gone into survival mode.

Harm Reduction = Safety + Connection
If your teen is using self-harm to cope, try to meet them with curiosity, not judgment. This reduces shame and helps them feel safe to talk.

Supportive ideas might include:

Using a TENS machine for intense but safe sensation

Hot/cold water play (e.g., dipping hands in ice water, holding a warm mug)

Exploring other safe sensory outlets like weighted items or movement



Above all, stay connected
What your teen needs most is to feel safe, seen, and supported. Their nervous system isn’t broken—it’s just trying to protect them.

For more information:

The bigger our window of tolerance, the most stress and challenge we're able to handle. Learn more about it here.

16/06/2025

Year 6 Research Study: Supporting the Transition to High School
Do you have a child in Year 6?
You’re invited to participate in a study exploring what supports wellbeing during the transition from primary to secondary school.
Our wonderful SLP researcher staff member Amy warmly invites you to take part in her project.
What’s involved:
1.5 hr online session for your child (survey + assessment)
35-min online survey for a parent/carer
A follow-up next year to track the high school transition
$15 K-Mart voucher for each time point
A non-diagnostic language and literacy report for families
🎥 Watch the short video flyer
📲 Scan the QR code in the flyer or video to register interest — a research assistant will be in touch.
Approved by the human research ethics committees of Curtin University, The University of Melbourne, University of Tasmania and Australian Catholic University.

16/06/2025

Happy Neurodiversity Pride Day! From everyone here at Gameplan! 🥳 🧠 💫

16/06/2025

1. Fire Drills & Loud Noises

Primary School Strategies

Practice with Small Groups First: Let autistic students experience a fire drill in a controlled, smaller group setting before participating in the full drill.

Use a Visual Countdown: Show a countdown timer or signal before the alarm sounds to prepare the student.

Provide a Comfort Item: Allow students to bring a sensory tool (e.g., weighted lap pad, fidget toy) during and after the drill.

Have a Buddy System: Pair them with a trusted adult or peer for reassurance.

22/05/2025

World Biodiversity Day reminds us that diversity is strength in nature and people.
Just as nature thrives with and depends on biodiversity, the human race thrives when we celebrate all the unique ways we think, feel, and connect!! Let every brain be its beautiful, brilliant self. 💚🧠🌏

15/05/2025

Each week we celebrate the incredible and innovative tasks that our staff do! Here’s a ripper!

12/05/2025

We have limited availability for our Wednesday ConnX group!
It’s for early secondary students who thrive in creative, hands-on environments! This group uses arts, crafts, and cooking as a fun and engaging way to explore:
Emotional regulation in real-life situations
Self-advocacy and asking for what you need
Navigating friendships and social problem-solving
All activities decided by the group, for the group with nd mentors and allies!
Our neuroaffirming approach celebrates each young person’s strengths, encourages authentic connection, and supports participants to build confidence in a way that feels safe and respectful.
Please let us know if you’d like to learn more or if you think this could be a good fit for your child—we’d love to have them join us!
See here for more info: https://www.gameplanhq.com.au/sel-programs
Day: Each Wednesday during term time
Time: 4.30-5.30pm
NDIS and private health rebates available.
SEL Programs — Gameplan
Gameplan is committed to helping young people build and maintain relationships to develop their social emotional learning and wellbeing in ways that honour and support neurodiversity.

Gameplan is committed to helping young people build and maintain relationships to develop their social emotional learning and wellbeing in ways that honour and support neurodiversity.

07/05/2025