Michelle Rhyder Psychology Services

16/06/2026

New stock of fidget toys! Order online or in the office.

13/05/2026

I know many families who are advocating so hard right now! This is a helpful read, and although this post is about Vic, the same applies to WA schools.

Schools do not get to choose whether they “believe” in disability inclusion.

It is not optional.
It is not a favour.
It is not dependent on funding, staffing shortages, convenience, personal attitudes, or whether a school believes a child is “too difficult” to support.

In Victoria, students with disability have legal rights.

Those rights exist under federal and state law, including the Disability Discrimination Act 1992, the Disability Standards for Education 2005, the Equal Opportunity Act 2010 (Vic), the Victorian Child Safe Standards, and Department of Education policy.

That means schools are legally required to make reasonable adjustments so students with disability can access and participate in education on the same basis as other students.

Reasonable adjustments may include changes to teaching, communication, assessment, supervision, behaviour support, sensory needs, attendance planning, transitions, safety planning, or classroom participation.

They are not “extras.”
They are not rewards.
They are not optional supports offered only when a school feels resourced enough.

They are legal obligations.

Schools must consult with parents and carers.
They must consider the individual child.
They must act to prevent discrimination, exclusion, victimisation and harm.
They must support students to participate safely and meaningfully in education.

And in Victoria, schools also have child safety obligations. That means inclusion cannot simply mean placing a child in a classroom without adequate support and calling it access. Safety matters. Dignity matters. Proper supervision matters. Trauma informed support matters.

Yet across Victoria, families are still reporting the same patterns again and again.

Children placed on reduced hours instead of properly supported.

Students repeatedly suspended or excluded for disability-related behaviour.

Parents pressured to collect children early.

Children isolated from peers.

Safety plans not followed.

Student Support Groups treated as box-ticking exercises.

Adjustments refused, delayed or ignored.

Families blamed when schools fail to meet their obligations.

And too often, parents are made to feel unreasonable for asking schools to do what the law already requires.

Let’s be clear.

A child does not need to be “severely disabled” to have rights.

A diagnosis does not need to be convenient for the school.

A child’s access to education cannot depend on whether the school has enough staff, enough funding, or enough willingness.

And “we don’t have the resources” does not erase legal obligations.

The real issue is that the Victorian system is failing everyone.

It is failing children with disability.
It is failing families.
It is failing teachers.
It is failing education support staff.
And it is failing school leaders who are being expected to manage complex needs without adequate funding, training, accountability or support.

But systemic failure does not make discrimination acceptable.

Parents are not asking for special treatment.

They are asking for lawful treatment.

They are asking for their children to be safe.
To be educated.
To be included.
To be supported.
To be treated with dignity.

Because disability inclusion is not a slogan.

It is the law.

05/05/2026

19/04/2026

Ready for Term 2!

The therapy room is feeling fresh, clean, and ready to go.

Fidget toys have been fully sanitised, slime has been replaced, and there’s a big new soft couch ready for cosy, comfortable sessions.

Can't wait to welcome you all back!

17/04/2026

16/02/2026

The Department of Health has kindly provided the following information to assist in families looking for continuity of care due to the recent retirement of Mandurah paediatrician Dr Michelle Howell.

Your GP is best placed to help you navigate the medical system and to access support.

👉 For Patients that have General Practitioner Co-Prescribing their GP will be able to provide interim prescriptions until another specialist is nominated. (I have asked if they can confirm if this includes emergency changes such as due to supply issues with Concerta or Ritalin).

👉 Children aged 15 years and above may like to consider an early transition to an Adolescent/Adult Psychiatrist who will need to take over their stimulant prescribing after 18 years of age.

👉 Children on medication are eligible for the Child Development Services Medication Management Clinic. This service is for children who were previously under the care of a private clinician who has ceased practice (who already have had Paediatric assessments completed and are prescribed medication).

👉 The Child Development Service (CDS) Medication Management Clinic is for children at immediate risk of running out of their stimulant medication before being seen at their local CDS site.

It is not an automatic universal pathway for all children coming from private providers.

Patients will need to have evidence that they already have an existing diagnosis and provide evidence of this.

Families can still be referred to CDS for ongoing medication management which may/may not result in them being seen in this clinic, noting standard prioritisation and wait times will apply.

👉 The Child Development Service may also be an option for non-medicated children, noting that access depends on age and referral information, and supports are individualised based on client need and service parameters.

The Child Development Service Referral Form can be used: https://cds.cahs.health.wa.gov.au/team/cit-cds-referral-form/cds-online-referral-form.

04/02/2026

These are the fidgets my clients NEVER want to put down 😄
Therapy-approved, kid-loved, and only $5 each!
Great for focus, regulation, and on-the-go calm.
Pick up your favourite in the office or order online at www.michellerhyder.com/fidgettoys

29/11/2025

🌲🎁🎅🏻 Christmas is an exciting time of year, and many kids say it’s the very best part of their whole year. But for some children, especially our neurodivergent kids, Christmas can be overwhelming, unpredictable, and confusing. Over the years, I’ve learned so much about how to support my auDHD daughter through the holiday season and why certain situations are so hard for her'

𝗦𝗲𝗻𝘀𝗲 𝗼𝗳 𝗷𝘂𝘀𝘁𝗶𝗰𝗲 & 𝗿𝗶𝗴𝗶𝗱 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴
A few years ago, she started questioning Santa and why he’s allowed to “break into houses,” how he completes everything in one night, and whether any of it made logical sense. One year, I even had to lock the Easter Bunny out because the idea scared her, so he kindly left the gifts outside. The whole concept eventually became more stressful than magical. After a long list of thoughtful questions last Christmas, I decided it was time to explain the truth behind the magic of Christmas. It didn’t spoil anything, in fact, it made her feel safer and more in control. Now she loves being part of creating the magic herself.

𝗜𝗻𝘁𝗼𝗹𝗲𝗿𝗮𝗻𝗰𝗲 𝗼𝗳 𝘂𝗻𝗰𝗲𝗿𝘁𝗮𝗶𝗻𝘁𝘆
Christmas is full of surprises — unfamiliar foods, unexpected presents, and family members you haven’t seen in a while. To support her, I try to reduce as much uncertainty as possible: preparing her for events, making sure safe foods are available, and this year, letting her know what her presents are in advance. The gifts are already under the tree, and she has “guessed” what each one is. In the past, the overwhelm of surprise presents has led to Christmas being declared the “worst day ever,” so I hope predictable gifting will been a game changer for us.

𝗦𝗲𝗻𝘀𝗼𝗿𝘆 𝗻𝗲𝗲𝗱𝘀
Family gatherings, carols, and school concerts can be loud, bright, and chaotic. I always bring noise-reducing headphones and make sure there’s a quiet space she can escape to when everything becomes too much. Having a clear plan for sensory breaks helps her enjoy more of the fun parts without falling into overload.

𝗖𝗵𝗮𝗻𝗴𝗲𝘀 𝗶𝗻 𝗿𝗼𝘂𝘁𝗶𝗻𝗲
School holidays, later nights, visitors, and sudden changes can be a huge adjustment. I try to keep her routine as consistent as possible such as sticking to the same bedtime (where we can), using calendars, and talking through the plan for each day to help her feel more anchored and less overwhelmed by unpredictability.

𝗦𝗼𝗰𝗶𝗮𝗹 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝗰𝗲𝘀
Holiday gatherings often come with pressure to socialise, hug relatives, or join group activities. I keep a close eye on her to ensure she doesn't get to the point of meltdown and reminder her that she can take breaks whenever she needs. I also let family know ahead of time so the expectations are realistic.

𝗘𝗺𝗼𝘁𝗶𝗼𝗻𝗮𝗹 𝗳𝗮𝘁𝗶𝗴𝘂𝗲
Even “fun” things can be exhausting. I try to limit how many events we commit to, build in rest days, and accept that it’s okay to leave something early or skip it altogether if she’s not coping.

And most importantly...
There’s no “right” way to do Christmas. A regulated, supported child is far more important than a picture-perfect holiday.

Sending love to all the families navigating the festive season with neurodivergent kids! You’re doing an amazing job, and your version of Christmas is just as magical. 🎄💛

11/11/2025

A great day of learning was had at the PDA conference today! Don't be fooled by the photo... There were about 700 professionals and parents attending!

20/10/2025

Thinking about booking an assessment before the year wraps up? 📝
I’ve got immediate availability right now — but only for the next 6 weeks before I take some medical leave in December.

⏰ If you’d like your child’s assessment finalised before the end of 2025, now’s the time!
Book your spot today at www.michellerhyder.com/book
📆

* ADHD, academic (learning disorders), and cognitive assessments only. Autism assessments still have a 6 month wait-list.