This issue includes articles about two residents in the 4018 postcode who live in Taigum but are involved in activities at the Fitzgibbon Community Centre. This highlights the Centre’s role in the broader community, and the work of these “honorary Fitzies” is relevant beyond their local area.

Supporting Special Needs Students at Home and School – Kahlile Barringer

I’ve been working in education for a long time, but I’ve been a teacher in a traditional school setting for only six years. Before that, I worked in adult education and training. By the time our youngest son Alex got to about three, it was becoming apparent that he had some developmental delays. By the time he turned four, we had a diagnosis of autism for him. For a few months, I took a break from working at TAFE to focus on early intervention and getting Alex ready for school. He began in a mainstream setting, which was really challenging for him. He had a lot of dysregulation and could only attend part-time for a while. A child who is well-regulated can attend to play, social interaction and learning. In Alex’s case, dysregulation would often present as extreme levels of anxiety or distress, or hyperactivity or sensory sensitivity. At that time, he was largely nonverbal, so much of his dysregulation stemmed from frustration and his sensory needs not being met.

When Alex started school and things didn’t go well despite everyone’s best efforts, I learned to advocate for him. I learned about how schools work and are funded and how they are required to meet the needs of children with disabilities. One day I thought, “If I can take what I’m learning and improve things for other children like my son, that’s a worthy life.” So I enrolled in another degree, this time in special education. Alex was five and Jack was seven, so I enrolled part-time. Early in my degree I did a placement in a local Special School and loved it. I thought, “These interventions are what my child needs.”

Throughout my four-year degree, which I managed to complete in five years (mid-2019), lots of assessment was being done on Alex’s needs, but he was still struggling with school. We moved him from our local mainstream school to Bracken Ridge State School, a mainstream school that we found to be safe, smaller, inclusive and has specialised levels of support and better resources and knowledge around disability. Alex was successful there for a couple of years, but it became apparent that a Special School was best for him, so I went through a convoluted process to have him verified for entry to a Special School. In the final year of my degree I had done a teacher excellence and special education program, which was geared around recruiting teachers to go into Special Ed. This led to a permanent placement in a Special School for my first teaching job. I did that for five years, until fairly recently.

Even after Alex left Bracken Ridge State School, I loved what they did there so much that I stayed on as a teacher aide, working casually in the Special Education unit while finishing my degree and working my other job. After I graduated and started working at the Special School, I kept in contact with many of the staff. Last year I received a call from the Bracken Ridge deputy principal asking if I could fill a six-week vacancy for a teacher with a high level of understanding of disability. My principal agreed to cover me for those weeks—and I’m still at Bracken Ridge a year and a bit later.

Education policy has changed greatly in the last five years. Special schools cater specifically for children with an intellectual disability, but students with disabilities are encouraged to join their peers in the general classroom, with adjustments being made for their inclusion. This requires understanding and support. My role at Bracken Ridge is acting head of inclusion. I’m responsible for scheduling extra support teachers and teacher aides for students with disabilities. I support two classes (one grade level). I co-teach alongside their teacher and make adjustments for the students, or I provide specific support for some on a one-to-one basis or in an alternative program. Usually it’s in-class support to help these students connect with their peers and access the curriculum. Once a week, the teacher and I get some structured time to discuss the students, focusing particularly on English and reading and writing, because that will affect almost every other area of the curriculum. The teacher indicates what support I could provide, whether it’s taking a small group, circulating and assisting various students, or taking some for a movement break because they need that to be able to reengage.

The teachers’ union has just balloted members on a proposal to strike. This is about adequate resourcing to prevent teacher burnout, which is real and epidemic. Queensland teachers are the second lowest paid in the country. Another aspect is red tape reduction, as teaching has become increasingly complex. Having students with disabilities in a mainstream setting with their peers is wonderful, but it comes with workload. For example, it involves a lot of planning for those students to be successful, but if it is not backed up with time and physical human resources, as well as specialised equipment and other things that kids need, we’re not doing it with fidelity. That can lead to even more teacher stress and burnout if they feel they’re unable to meet the needs of all the kids.

Most up-to-date research shows that autism and attention deficit hyperactivity disorder (ADHD) (whether that’s the inattentive or hyperactive type) co-occur in ninety-five percent of children with autism. Symptoms of ADHD can make a child appear “naughty”. Kids with the more autistic symptoms of social withdrawal, lack of communication, rigidity in thinking, and obsessive interests and routines often fly under the radar. Yet they might really struggle to fit in and read social cues, and they are very distressed when their routine changes or during transitions between activities. When Alex started school and had to wear a uniform for the first time, the sensitivity of that uniform was distressing.

If a child has difficulty with communication, they’ll often have difficulty with literacy. Then the learning difficulties can sometimes become apparent as well, and that can lead to an investigation into the cause(s). We’re teachers, not doctors. So if I think some of those behaviours are apparent in a student, I have a conversation with the parents and say “This is what I’m noticing in the classroom, and this is what I find is preventing Tom from being able to engage in learning or to build relationships with his peers. Have you noticed this at home?” I never suggest a specific diagnosis, but I always then say “Have you spoken to your GP about your concerns, or is your child accessing any support outside of school?”

One improvement in policy and how schools work in the five years I was out of the mainstream setting is the resourcing model. Students no longer need a formal diagnosis to access support and funding. As teachers, we just need to have a reasonable belief that there is an undiagnosed disability affecting their cognition or social and emotional wellbeing to the point where we’re having to put a lot of support and adjustments in place for them to access the curriculum. It’s all about being able to learn alongside their peers. Then we receive a bucket of funding as a school—it’s not allocated per student—and we can put in place systems, processes, programs and human resources.

Anything you implement that is aligned with trauma-informed practice will benefit all children at the school. Tier One support is for every child. Our school does that super well. We greet every child at the classroom door in the morning. We do a morning circle and wellbeing check-in on every child before we start learning. For children who need more than that, we have youth workers, teacher aides and inclusion teachers who provide extra support, readying these students to learn. We embed mindfulness into our practice, as well as games and brain breaks. Many schools would consider these practices as Tier Two or Three. It is a point of difference at Bracken Ridge that I love. Also at Tier One, another point of difference at our school is that we teach students what is known as the hand model of the brain. It’s basically teaching them about their brain and the functions of their brainstem, amygdala, hippocampus and prefrontal cortex—right from pre-prep and using these technical terms. So cute little five-year-olds will say “I’m not thinking clearly cause my lid is flipped and my amygdala is in control.” We also teach parents this model. Neuroscientist Dr Dan Siegel says that if you can name what’s happening in your brain, you can engage in strategies to help.

With Tier 2, students might need extra support. In a curriculum setting, we might provide a reading intervention group, for example. In a social and emotional wellbeing setting, this might take the form of supported play. So a small group that struggles with social skills in the playground might come at lunchtime and have supportive play with a teacher or youth worker helping them with that. Or it could take the form of additional levels of check-ins. A student might need us to follow up after every break to ensure that everything’s okay, help them problem-solve and regulate their emotions to get ready to learn again. A behaviour flow chart familiarises students and teachers with certain behaviours that indicate a student is on the way to an escalation and needs strategies put into place. Or the student might need a safe space in school where they can go if upset, or a break card that they can present and take a break from the classroom. They might need accommodations in the classroom, such as earmuffs or wobble stools. At Tier Three, students require very individualised support and intervention. In such cases, we usually engage with people outside of school to help us provide that (e.g. occupational therapists, doctors, guidance officers, psychologists or wider community stakeholders).

Children aren’t born with the ability to self-regulate. Co-regulation is a step to self-regulation, so we model it with them where possible. Sometimes it’s just our physical presence nearby. Sometimes it’s validating their feelings and helping them feel heard, then talking and suggesting strategies they can choose from to help them feel better—whether it’s breathing, a drink of water, or going for a run. In the moment, it’s really hard for kids to self-regulate, so we do a lot of that teaching when they’re regulated and ready to learn. In that way, it can become more accessible when they’re in a state of dysregulation. One of many things I love about my school is that being neurodiverse is like having blue eyes or glasses. It’s just another characteristic. The younger people coming through are really accepting.

My work can involve being subjected to challenging incidents. The prefrontal cortex doesn’t develop in humans until around the age of twenty-five (sometimes later for males), and adverse childhood events impact the development of the prefrontal cortex. If a child has a disability or trauma background, they’re far more likely to have difficulty with emotional regulation. My school has a highly compassionate teaching staff. Teachers are the defining feature in the classroom, and how we respond can escalate or de-escalate the situation.

Parent education is vital. When Alex was about six, my husband and I took a Positive Parenting Partnerships course run through the University of Queensland—a pilot program for parents of children with disabilities. The program was evidence-based, and it was helpful to learn extra strategies, connect with other parents and receive affirmation of things we were already doing. The course also aligned with what I was learning in my degree. One of the biggest takeaways was that even though it’s really hard to teach my son when he’s six and completely distressed, if I don’t teach him the skills and learn to work on how I respond now, one day he’ll be sixteen with that dysregulation—and it’s going to be a lot harder then. Today he’s incredibly far from where he was, to the point of being able to name some of his emotions and engage in some strategies himself despite his intellectual disability and high communication barrier.

Sometimes we do a heap of work in Grades 1, 2 and 3, and it pays off in Grade 10 or 11. The NDIS has been a game-changer in that space, including its early intervention focus and skill development. Needs for support as an adult can be lower if someone receives early intervention. Four or five years after Alex’s autism diagnosis he also received a diagnosis of intellectual disability. So he will need lifelong support, and that’s okay. He’s in Year 11, and as he prepares to finish school, we’re really thinking about his future. He doesn’t properly understand the concept of a job, so at this stage paid employment is not a goal. However, we very much want him to live a life that’s full of meaning, connection and service, because they’re our values. With support, we’re working towards him doing volunteer work. He’s doing a Certificate One in agriculture, and he’s done some enjoyable work placements, like Meals on Wheels. Many young people with autism can and should and will be able to contribute to society very meaningfully. Employers nowadays have a much better understanding of the value and strengths that people with disabilities bring to the workplace and an understanding of the adjustments (which aren’t laborious) they can make to include people. Support for neurodiverse people includes routine visual schedules, checklists, predictability, a calm environment and so on. In some industries, being neurodiverse is seen as an asset—the ability to analyse data quickly, see patterns that others can’t or retain facts longer.

Alex is unembarrassable and authentically himself in every context, and there’s nothing I’ve shared that I wouldn’t talk about with or in front of him. When he was five I set up a Facebook page called Autism Adventures with My Cheeky Monkey, and I’ve been writing little stories and snippets. As I was learning about autism and seeing his beautiful innocence and some of the ways he views the world, I wanted to share that. The pseudonym Cheeky Monkey still fits him to a T. And never have I written anything negative about Alex. I was very mindful that I never wanted him to read anything that would be upsetting or make him feel I didn’t love every moment of being his mum. Alex is a really cool human. And we’re blessed to have a high level of support through NDIS, the Special School and lots of good people around us who are our “village”. I honestly think everyone who spends time with Alex is changed by him for the better. And he’s been my greatest professional development, hands down. When I’m sitting with parents whose child is struggling, I’ve been in that situation. I understand when they are upset and frustrated. I know that’s coming from advocacy for their child, not as an attack on me as a teacher or the school setting. They just want what’s best for their child, and when they know I do too, the good stuff can happen.

Teaching is kind of like being a parent in that it’s exhausting and rewarding, and you don’t always see the benefits of everything immediately. But you get to see kids do things that you didn’t know they could do, and you know you had a part in that. It’s pretty awesome.

Audio Describer Tash Hayes: A Volunteer Making a Difference in People’s Lives

Audio description (AD) helps visually impaired people enjoy the visual elements of plays, musicals, ballets, movies and art gallery exhibitions through a live commentary. Describing static and dynamic visual images, costumes, gestures, body language and facial expressions for these people fosters inclusion and universal accessibility. For the past eleven years or so, local Tash Hayes has volunteered as an audio describer in Brisbane.

One day Tash stumbled across an item in a local paper seeking audio describers. After helping Vision Australia’s members at the community centre in Nundah for a long time, she completed a trial (where she described a picture of Sydney Harbour) and then an intensive weekend course. Tash loves the work. Most audio describers in Australia are women, and many are retired. At first they team up with an experienced partner, getting the hang of the job through hands-on experience and repetition. Working in pairs provides a backup in case any relevant details slip through the cracks. Sometimes one describer handles the first hour, while the other takes the second hour.

This work demands a significant time commitment and can be challenging, but the audio describer has the freedom to choose which shows to work on. Tash usually picks shows that she knows she’ll enjoy because of the synopsis or the actors. She has volunteered at QPAC Playhouse, Lyric Theatre and Cremorne Theatre and at the Bille Brown Theatre, working in a glass booth with a view of the stage and audience. Patrons with a visual impairment know in advance when AD is available.

Audio describers preview performances and prepare notes for patrons before the show. With synopses, it’s important not to give too much away, but the fact that patrons have chosen to see the show means they already have some idea of what to expect. The preshow notes mention the actors’ names, their characters and different scenes. With big flamboyant shows, the notes will mention, for example, that the Harlem girls make their entrance in scene two, then during the performance the audio describers give patrons a quick recap instead of covering every detail. Because there are varying degrees of visual impairment, some patrons can perceive colours, for example, while others might not know what “green” is.

Patrons registered with Vision Australia can use text-to-voice software to listen to the preshow notes, but anyone can borrow a headset and enjoy the AD. This means that some have received preshow notes, while others have not. QPAC encourages audio describers to arrive ten or fifteen minutes before the show so that they can speak with audience members needing their assistance. In the past, poor technology had discouraged some users, but QPAC has since upgraded its headsets and technology to ensure a better experience. With about twenty headsets available, there is a robust demand, depending on the show.

Australian theatre often features fast-paced dialogues. Patrons dislike it when audio describers speak over dialogue or music, but sometimes this can’t be helped. Tash and her colleagues talk during the pauses or share only what is directly relevant to the story or adds value. That’s why it’s essential to see the show before working on it. Sometimes there’s nothing relevant to describe, but patrons don’t want to feel like they’ve been forgotten, so Tash tells them in advance that she might be silent sometimes. Comedy is tricky, because you can’t lag behind the punchline and the general audience’s laughter.

Audio describers say what they see—but not enough to give things away. Sometimes you just have to let patrons experience what they need to. Good actors can express emotions effectively just by how they speak. And music can convey emotional shifts. With musicals, the music builds, and the emotions are more obvious. It’s important for audio describers not to become too emotionally invested, as their feelings might differ from those of the patrons. Tash strives for neutrality, and patrons are encouraged to give feedback when returning their headsets.

Vision Australia has now stepped away from theatre in Queensland at least, as the AD work has been outsourced to someone who does it on a permanent basis. If you work on children’s shows, you must have a Blue Card for safety reasons, but Vision Australia recommends getting one even if you’re not interacting with kids directly.

Tash hasn’t been asked to provide audio descriptions for any Queensland museums, and art galleries often have their own people, but she’s exploring that option. She has also done online voice-over training. While demand for Australian voices is limited, Tash does get some voice-over gigs each week. COVID put a lot of Australian actors out of work, so many of them moved into AD or voice-over roles, putting Tash in competition with them. Voice-overs are almost like acting, especially when it comes to audiobooks and commercial projects. The company provides directions on speaking speed and tone. Tash hasn’t narrated any audiobooks yet, but she loves listening to them and hopes to pursue work in that field.

Food, Faith and Filipino Pride: “Uncle” Rolly’s Community Legacy

Rolly Munoz Ingua, manager of Tito Rolly’s Filipino Store at 184 Carselgrove Avenue, and his wife Gina hail from Makati City in Manila. In the Philippines, Rolly was a business management graduate, while Gina worked as a Certified Public Accountant. Rolly’s first language is Tagalog, and Gina’s is Bicolano, but they both understand some other Filipino dialects. In 1999 the couple migrated to New Zealand. Although they loved it, after ten years they felt a need to look for more opportunities to use their skills and talents. A family holiday on the Gold Coast in 2009 led to the couple falling in love with Queensland weather. This prompted a move to Bracken Ridge, where they knew some other Filipinos.

At first Rolly worked as a casino croupier, then in 2013 he ventured into the money remittance business. After a few years, however, Australia’s “Big Four” banks began shutting down businesses that were handling Philippine currency. Luckily, Rolly had launched a small grocery, working from his home office. When the Queensland government established the Fitzgibbon Chase community, Rolly and Gina jumped at the opportunity to invest in the property and run a business. Their Filipino/Asian store opened on 11 November 2018, and Rolly’s solid reputation in the Filipino community, built on his money remittance business, ensured that it quickly became popular.

The store’s bestsellers include steamed saba bananas, which can be reheated in a microwave as a light meal or enjoyed as a healthy snack or dessert. Spaghetti sauces are also popular—sweet style, Filipino style, Italian style and cream and cheese style. In the Philippines, spaghetti is reserved for special occasions like Christmas or birthdays, but Filipinos in Australia can enjoy it regularly. Another popular choice is sardines—for example, in tomato sauce, chilli sauce or olive oil. (Editor’s personal favourite from Rolly’s store: Lemonada, which is calamansi juice concentrate). Rolly doesn’t order in bulk, because he wants to keep his stock constantly moving. So the store doesn’t display items that are not saleable, and it doesn’t need a big warehouse. The entire stock turns over in about a week. So far the business has faced no major challenges, but Rolly’s suppliers are getting older, and there is always the possibility of a larger competitor opening nearby. Rolly believes in delivering such great customer service that it keeps people coming back to his store, even if they have to travel from the city.

Rolly is grateful for how the store allows him to feel connected to other people from the Philippines. With just three Filipino shops on the north side of Brisbane, Rolly believes that Filipinos prefer to be closer to a Filipino store, which is the main reason so many people from the Philippines have chosen to move to Fitzgibbon, alongside factors such as the proximity of churches and public transport and the low crime rate. Filipinos apparently don’t mind a longer commute as long as they are near a Filipino store. This explains the increase in Fitzgibbon residents born in the Philippines—well above the Queensland and national averages. There is a snowball effect, as migrants often don’t have family in Australia, so they move where they can find support from friends. Gina and Rolly also emphasise how people from the Philippines never forget their families back home and always support them financially, even if they have little money to spare. Tito (Uncle) Rolly knows his customers by name, and he lends a listening ear to the many who consult him on their love life, family issues or financial matters. They know he will maintain confidentiality. Rolly’s philosophy is to put out good vibes and simply treat people the way he would like to be treated.

Rolly and Gina believe that Filipino residents are well-integrated into the local community, thanks to their ability and willingness to speak English, as well as Filipinos’ sociable nature, which makes them fun to chat with or enjoy karaoke with. Some Filipinos, however, have a difficult time obtaining permanent residency due to the strict regulations, forcing them to return home. Rolly’s store employs seven casual workers, mostly on student visas. He is proud that the training that past workers have received at his store has helped them improve their understanding of the Australian accent and move on to careers such as educator, engineer and research analyst.

Rolly and Gina are devout Catholics and actively involved in Couples for Christ. Although they are not members of the Iglesia Ni Cristo church that meets twice weekly at Fitzgibbon Community Centre and attracts many Filipino attendees, they respect other people’s religious beliefs. Rolly opens the store late on Wednesday evenings so that Filipino members of this congregation can stock up on goods from home before attending the 7.00 p.m. service.

Activities during their spare time include playing tennis at Coops and spending time with the family when everyone is available after church. They love going on holidays as a family in Queensland and to other countries.

This lovely couple are bringing a taste of home and a heart for all to the Fitzgibbon community and beyond.

Community Garden Grant

The Community Garden has received an additional grant of $15,000 to install solar panels and a battery on top of the entrance roof.

Blast from the Past: 125 Years Ago

“On 29 August 1900 a deputation of eight residents of North Pine, Bald Hills, Zillmere and other local areas asked the Commissioner for Railways to improve the [train] service. They complained that the morning train leaving North Pine for Brisbane was too early for many people, with the next train not leaving until noon, and no trains ran from Brisbane after 6 p.m. The Commissioner agreed to adjust the timetable but was unable to promise a Sunday train.” (From Butterflies and Bandicoots: On Becoming Fitzgibbon: 2025: 47)

Message from Cr Landers

The Bracken Ridge Backyard Bonanza is back on Sunday August 24 from 9.00 am until 2.00 pm. See Bluey and Bingo live on stage and enjoy performances from local schools and community groups. There will be plenty of free things on offer on the day, including getting up close and personal with reptiles and baby animals, free face painting and carnival rides.

Contributions Welcome

We want to hear from you! Share your news, memories and anecdotes about Fitzgibbon, local photos (e.g. of community events, local landmarks), poems, or ideas for future issues. The deadline for submissions is the third Monday of each month. Contact us through the Community Centre website’s “Contact Us” page (https://www.fitzgibboncommunitycentre.org/contact-us/).