<?xml version="1.0" encoding="UTF-8"?><rss xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:atom="http://www.w3.org/2005/Atom" version="2.0"><channel><title><![CDATA[Insight OT Consultancy]]></title><description><![CDATA[Mysite]]></description><link>https://www.insightotconsultancy.com.au/blog</link><generator>RSS for Node</generator><lastBuildDate>Tue, 12 May 2026 06:26:27 GMT</lastBuildDate><atom:link href="https://www.insightotconsultancy.com.au/blog-feed.xml" rel="self" type="application/rss+xml"/><item><title><![CDATA[Beyond being there: Rethinking what inclusion really means.]]></title><description><![CDATA[“Inclusive education” sounds reassuring. It reads well. It feels like progress. But for many families, it doesn’t match what their child experiences each day. Because inclusion isn’t something that just sits in policies or on posters. It’s a child walking into a classroom and either being able to participate and thrive, or just merely survive. It’s whether they can get through the day without shutting down, melting down, or being quietly left on the edges. It’s whether someone understands...]]></description><link>https://www.insightotconsultancy.com.au/post/beyond-being-there</link><guid isPermaLink="false">6a02a0afe8ad7aab1e5b704e</guid><pubDate>Tue, 12 May 2026 03:44:43 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/6a836b_4c870881918748b999416123b35acf15~mv2.png/v1/fit/w_480,h_480,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>clairehollonds</dc:creator></item><item><title><![CDATA[Why independence is often misunderstood in schools]]></title><description><![CDATA[Independence is one of the most commonly used words in childhood. We talk about fostering it. Encouraging it. Expecting it. In schools especially, independence is often seen as a marker of readiness - something children are expected to demonstrate early and build upon quickly. And in many ways, the intention behind that focus makes sense. Independence can support confidence, participation, and a sense of agency. But in practice, the way independence is often understood can become surprisingly...]]></description><link>https://www.insightotconsultancy.com.au/post/insights-why-independence-is-misunderstood-in-schools</link><guid isPermaLink="false">69a1fcb050fcf4a427a053b2</guid><pubDate>Sat, 28 Feb 2026 11:31:46 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/6a836b_190be32dfc644088bfa9e41e7eedd87d~mv2.png/v1/fit/w_410,h_410,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>clairehollonds</dc:creator></item><item><title><![CDATA[Child-focused occupational therapy is evolving]]></title><description><![CDATA[Occupational therapy has always been about helping people participate in the things that matter to them. That hasn’t changed. What is changing - quietly but meaningfully - is how child-focused practice is beginning to look. For a long time, child focused OT has often been framed around skills. Fine motor skills. Emotional regulation skills. Social skills. Independence skills. And while skills absolutely matter, many clinicians are starting to recognise that focusing on isolated skills alone...]]></description><link>https://www.insightotconsultancy.com.au/post/insights-child-focused-ot-is-evolving</link><guid isPermaLink="false">69a204849d34acb7c4351332</guid><pubDate>Sat, 28 Feb 2026 02:47:22 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/6a836b_65e4f209075f42b685382ee48cc15f6d~mv2.png/v1/fit/w_410,h_410,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>clairehollonds</dc:creator></item></channel></rss>