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For children
Activities are adjusted to the child’s communication, interests, pace and current participation.
Day Program Literacy and Numeracy
Learning made practical.
DPLAN connects functional literacy, numeracy and communication with purposeful activities. Facilitators draw on relevant university study and backgrounds in education, social work or psychology.
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Thoughtful guidance informed by relevant university study and experience.
Who DPLAN is for
Designed around children and family-led enquiries.
DPLAN may suit children whose disability-related goals include functional literacy, numeracy, communication and participation through meaningful activities.
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With families
Families can share useful everyday goals and what motivates the child, while the child’s choices remain central.
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Relevant university backgrounds
Facilitators draw on relevant study or backgrounds in education, social work or psychology when planning activities and observing participation.
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Clear program scope
DPLAN does not replace school teaching, tutoring, educational assessment or specialist therapy. Suitability and funding are reviewed individually.
Plan it. Measure it. Make it.
Learn by doing
Real projects make skills worth using.
Children use reading, numbers, communication and problem-solving in an engaging project suited to their age and interests.
Everyday reading
Pictures, useful words and simple steps connected to the activity.
Useful numbers
Quantities, time, matching and simple money concepts.
Choices and communication
Asking, choosing and sharing information during the task.
Confidence to participate
Achievable steps that make progress visible and worth celebrating.
A DPLAN session
Structured, practical and observable.
- A clear activity with a practical purpose
- Literacy or numeracy embedded in the task
- Communication and participation opportunities
- Facilitators draw on relevant study and experience
- Support adjusted to the child’s pace
- Observations shared with family when consent or authority allows
A child’s voice matters
Encouragement without pressure.
A child can pause, choose between activities and communicate in their own way. Staff notice uncertainty, protect dignity and celebrate progress without turning every moment into a test.
Families can ask questions first without committing to the program.
Getting started
From enquiry to a suitable program plan.
Share learning goals
Tell us about practical skills, interests, communication and areas where support may help.
Review program fit
We consider group suitability, support needs, funding, schedule and current availability.
Agree on participation
If DPLAN is suitable, we clarify goals, routines, communication and progress observations.
Could DPLAN support practical learning goals?
Ask about program fit, current availability and the next intake conversation.