The Aboriginal Disability Network NSW (ADN NSW) is a network of Aboriginal people with disability, their families and carers living in NSW.

ADN NSW aims to improve the social, cultural and economic status of Aboriginal people with disability in NSW.

ADN NSW is an incorporated organisation with a board, three staff and a team of dedicated volunteers. Our members are Aboriginal people with disability, their families and carers. Our board is entirely Aboriginal people with disability.

Our work includes:

• Systemic advocacy: We contribute to government policy processes and make representations to government on priority issues for Aboriginal people with disability.
• Capacity-building and community development: We help Aboriginal people with disability in their own communities to identify and address their needs.
• Research: We initiate and contribute to qualitative research undertaken by appropriate researchers.
• Individual advocacy: We make structured referrals to individual advocacy services and help to build capacity in these services. This part of our work is currently unfunded.

Visit: http://www.adnnsw.org.au/

The 'Accomplished Communities' report draws on 3 years of practical work.

The Foundation for People with Learning Disabilities, in partnership with Values Incorporated, has launched a new report and guide for local businesses and public services to make sure that they are open to all. 

The 'Accomplished Communities' report draws on 3 years of practical work in local Kent communities and helps us better understand the most important challenges faced in multi sector work to ensure that a broad definition of access is understood and acted upon by all. 

Also published is a guide "Thinking about Inclusion" which helps staff of public service, local businesses and community services find out more about how to become accessible for people with learning disabilities.  

Part of the Building Inclusive Communities project funded by Kent County Council, the report and guide provide information and support to local services on how to go about becoming more welcoming to people with learning disabilities, to improve the service that they receive, ensure better access and ultimately improve their life chances alongside other people. 

The Accomplished Community Report and Thinking about Inclusion Guide will be available on http://www.learningdisabilities.org.uk/publications/accomplished-community

http://www.learningdisabilities.org.uk/publications/thinking-about-inclusion

and www.valuesinc.co.uk

- about a program to help children between the age of 8 and 12 improve their social and emotional resilience is attracting worldwide attention. 

Everyday life for children with poor social and emotional skills can be a minefield. The skills to make friends, cope with change, deal with bullying, understand emotions and express feelings appropriately don't always come naturally.  

A program to help children between the age of 8 and 12 improve their social and emotional resilience is attracting worldwide attention. Developed by clinical psychologist Dr Renae Beaumont, the Secret Agent Society (SAS) program is achieving never before seen outcomes in children through a multimedia package unlike any other social skills program of its kind in the world. 

SAS is unique in the way it is presented and structured.  Think spies, computer games, home missions, secret codes and walkie-talkies and you begin to understand why children are captivated by the program. With child engagement an important outcome predictor for intervention programs targeting children, it is this ease of engagement and motivation to participate and learn which sets SAS apart.  Child sessions are also run in small groups as research shows this is the most effective form of social skills intervention for children with mental health disorders (Cotugno, 2009; Antshel & Remer, 2003; Spence, Donovan & Brechman-Toussaint, 2000).   

SAS features an evidence-based, ready-to-use curriculum, eye-catching resources and session plans to help educators and other professionals feel confident about how to help students either as a child's teacher or as a school-based group facilitator. 

SAS training is available to government departments, schools, community groups and private practice through the Social Skills Training Institute. Visit http://www.sst-institute.netfor more information. 

By clinical psychologist and training and dissemination consultant for the Social Skills Training Institute, Kathleen Davey.  

Kathleen Davey is a clinical psychologist with eleven years' experience supporting clients of all ages with autism spectrum conditions. Her experience includes working alongside internationally recognised experts Professor Gary Mesibov, Dr Tony Attwood, and Dr Michelle Garnett. Kathleen joined Dr Renae Beaumont at the Social Skills Training Institute in 2010 and also runs a private practice focussing on adolescents and adults with autism spectrum conditions.

Antshel, K.M., & Remer, R. (2003). Social skills training in children with attention deficit hyperactivity disorder: A randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32(1), 153-165.

Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The junior detective training program. Journal of Child Psychology and Psychiatry, 49(7), 743-753.

Cotugno, A.J. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(9), 1268-1277.

Spence, S.H., Donovan, C., & Brechman-Toussaint, M. (2000). The treatment of childhood social phobia: The effectiveness of a social skills training-based, congnitive-behavioural intervention, with and without parental involvement. Journal of Child Psychology and Psychiatry, 41(6), 713-726.