In 2021, Achieve Australia launched a new initiative to better understand what young people wanted from a modern disability service. Instead of designing a program for young people, Achieve invited them to design it themselves. The project included eight young people with intellectual disabilities, thirteen support workers, and nine parents and guardians. Across workshops and interviews, the message was clear. Young people wanted independence, friendships, confidence, and real control over how they lived and learned. They wanted a program that focused on meaningful life skills, not worksheets or theory. They wanted to learn that happened in real places, with real experiences.
The result was “My Life, My Say”, a life skills learning program designed to help young people live independently, confidently, and on their own terms. The program uses practical, hands-on learning to build skills in communication, self-advocacy, travel, budgeting, relationships, and moving out of home. It offers options, not obligations, and respects the idea that every learner has a voice in how they participate.
Before launching the full program, Achieve ran a pilot across 2022 and 2023. Young people participated in three courses: using public transport, communication skills, and self-advocacy. The pilot was externally evaluated to measure real outcomes, not assumptions.
The results were strong. 83% of participants were observed by facilitators to enjoy the program. The evaluation used an observation scale to track engagement, confidence, and learning over time. 91% of participants were observed to positively engage with each other and facilitators, creating a sense of belonging and connection. The small group format helped participants interact, resolve challenges, and support one another. Many young people who had previously been shy or unsure gained confidence in expressing themselves.
One participant, known as Jordan in the evaluation report, has been attending Achieve day programs for approximately nine years. Facilitators describe him as quiet and shy. For a long period of time, he avoided eye contact and rarely spoke to others, especially in large groups. Throughout his time in “My Life, My Say”, Jordan’s confidence grew in noticeable ways. After a few weeks, he looked through a window, waved at a staff member, made eye contact, and said hello using their name. It happened unprompted, and staff said this had never happened before. The small group environment helped Jordan feel safe, supported, and part of a team. He now refers to two other participants as his friends and has asked if they can visit the centre together. Facilitators say it has been great to see him build new connections and feel proud of himself.
Participants also described feeling more independent. One young person said, I feel more confident now because that was my first time leading the group. Tomorrow, [when catching the train] with my dad, I am going to ask him to sit in a different train carriage so I can practice and try to figure it out myself. Confidence is not just about speaking in front of others. It is about feeling brave enough to try something new, even when it feels challenging.
“My Life, My Say” includes six learning modules: moving out of home, money and budgeting, using public transport, communication skills, self-advocacy, and building relationships. The lessons are simple, clear, and practical. Classes are small, with up to six learners and two support workers. Activities are broken down into manageable steps with pictures, visual schedules, videos, and real-world practice. Breaks are built into every session to make sure the learning environment stays calm, supportive, and positive. For many participants, this is the first time they have experienced a learning space designed around their needs and strengths.
The program also assists families, teachers, and support coordinators. It gives young people a post-school pathway that feels meaningful and achievable. It also aligns with a wide range of NDIS goals, including independence, social participation, daily living, travel, and communication. For families, it provides reassurance that their child is learning practical skills that will make a difference in the real world.
What makes “My Life, My Say” different is that it believes in ability, not limitation. Many young people with intellectual disabilities are expected to live with support but are not expected to grow beyond it. “My Life, My Say” sends a different message. With the right tools, the right environment, and the right support, young people can lead, make choices, build friendships, and gain independence.
The stories from the pilot show what is possible when learning is person-centered. Small changes lead to meaningful outcomes. A young person said hello for the first time. A train trip completed independently. A new friend made. These are the moments that build confidence. When young people feel valued and respected, their world expands.
“My Life, My Say” gives young people a future where they have choice, respect, and opportunity. It proves that young people with disabilities can learn real-life skills, advocate for themselves, and live with independence and dignity. That is empowerment. “That is My Life, My Say”.