empowering educators for diverse classrooms
“Where Diversity Meets Excellence in Learning and Partnership.”
At Celebrate T21, we believe every learner deserves access to an inclusive, supportive and engaging education — where diverse strengths are recognised, partnerships are purposeful, and outcomes are strengthened through collaborative practice.The Kaleidoscope Project - — in pursuit of excellence in education through inclusive partnerships — brings together children, families, educators and support teams to strengthen inclusive learning through personalised support, evidence-informed strategies and a commitment to meaningful participation in everyday learning environments.
Our approach is grounded in an education-focused Total Communication philosophy, which means we use multiple communication modes including speech, visual supports, gesture, Key Word Sign and other aids to support children’s understanding and expression in ways that make sense for them. In a Total Communication approach, the aim is to match communication tools to individual needs so children can participate, connect and thrive, whether they are building early language skills or accessing the curriculum.
Kindergarten
Transition Support
Starting kindergarten is an exciting milestone — and our Kindergarten Transition Support is designed to make that transition smoother, more confident and more connected.
We work collaboratively with:
• Children — building confidence, routines and foundational skills for participation in early learning settings.
• Families — supporting preparation, confidence and advocacy at home, with practical strategies that embed into everyday life.
• Educators and early learning teams — providing coaching, resources and scaffolding to support inclusion in classrooms and playful learning environments.
Our tailored support is child-centred, strengths-based and focused on fostering participation, engagement and belonging as children build their early learning journey.
Professional Learning & Capacity Building
We provide professional learning (PD) that goes beyond workshops — designed to be practical, classroom-relevant and linked to educators’ daily experiences.
Our professional learning includes:
• inclusive pedagogy and differentiation strategies
• embedding Total Communication and Key Word Sign in everyday teaching
• coaching and follow-up support
• collaborative planning with educators and support staff
This capacity-building is delivered in ways that support reflective practice, immediate use of new strategies in context and ongoing professional dialogue.
Primary School Support
For children already in primary school, we offer tailored supports that help strengthen engagement, participation and learning outcomes.
We partner with:
• Classroom teachers and support staff — embedding strategies that make curriculum access, routines and participation more inclusive and achievable.
• Families & Allied Health Teams — promoting consistent communication approaches and shared strategies between home and school.
• Children — helping build confidence, self-advocacy and functional skills that support learning and social connection.
This service extends beyond single workshops — we offer ongoing, in-context coaching and professional learning so that strategies become part of everyday practice and children experience real, observable inclusion in their classrooms.
Partnership at the Centre
The Kaleidoscope Project champions true partnership — where children, families, educators and support teams work together with shared responsibility and open dialogue.
Our work is designed to build collective capacity so that educators feel confident, families feel supported, and children experience learning environments that respect their strengths, differences and potential.
*Featured above
The Kaleidoscope Award winners for their pursuit of excellence in education, through inclusive partnerships
throughout 2023 and 2024 goes to Melissa Reskic and Fiona Jordan.
Total Communication
Philosophy
Our use of Total Communication supports learners by using multiple modes of communication that work best for each child — including speech, gesture, visual symbols, routines and sign — depending on individual needs and preferences. The goal is to ensure every learner has meaningful access to language and interaction, which in turn opens doors to participation, learning, connection and belonging.
This approach acknowledges that communication is not one-size-fits-all, and that by valuing varied ways of expressing ideas and understanding information we create richer, more inclusive learning spaces.
Key Word Sign &
Supported Communication
Communication is at the heart of learning and participation. We embed Key Word Sign (KWS) — a trusted multimodal communication strategy where signs are used alongside speech to highlight essential concepts — into daily routines, learning activities and classroom interactions.
Key Word Sign benefits include:
✔ supporting understanding and expressive communication for children with diverse needs
✔ reducing frustration by giving children varied ways to express wants, needs and ideas
✔ reinforcing spoken language with visual and gestural aids
✔ supporting vocabulary development and participation in group contexts
By teaching and modelling Key Word Sign collaboratively with educators, families and children, we help make communication accessible, consistent and embedded across environments — increasing inclusion and engagement for all learners.
Why Choose Celebrate T21 Education Support
• Child-centred, evidence-informed supports that align with real learning contexts
• Collaborative coaching and professional learning for sustainable practice change
• Total Communication and Key Word Sign embedded in everyday interactions
• NDIS-aligned capacity-building support for eligible plan-managed or self-managed participants
• Focus on confidence, participation and outcomes that matter in school life
Together, we create learning experiences where diversity enhances practice, partnerships strengthen outcomes, and every learner is supported to participate and belong.