Personal Independence
Hygiene, dressing, grooming, sleep routines, managing personal belongings
TLC Home Support Programme · September 2026 Pilot
Home Support & Independent Living Programme
A proposed programme framework building practical independence, life skills, decision-making and confidence — through a “support, teach, fade” approach, piloted with Irfan & Matin.
Purpose
To provide young adults with structured opportunities to develop practical independence, functional life skills, decision-making, self-management and confidence in a safe, supportive environment.
Pilot cohort
Irfan and Matin, with capacity to expand to 3–4 young adults following the initial trial.
Chapter 01
Programme Philosophy
The Home Support Programme should be viewed as an independent-living learning programme, with the homestay environment serving as the context in which students practise real-world skills.
Rather than staff completing tasks for students, the programme uses a “support, teach, fade” approach, with adult assistance decreasing as each student demonstrates competence — while appropriate safety and supervision are maintained throughout.
I do
→
We do
→
You do with support
→
You do independently
Staff involvement decreases left to right as student independence grows
Chapter 02
Weekly Programme Structure
How a typical week moves from transition, to routine, to community practice.
Monday — Transition, Planning & Dinner
Regular school day — 3:00 PM transition to Home Support. Students practise packing away school belongings, checking their timetable, transitioning calmly, changing into comfortable clothes, organising personal belongings and reviewing the evening's activities.
Grocery shopping & meal planning: create a shopping list, check existing ingredients, identify required items, compare prices, select quantities, use a basket/trolley, pay, check receipts, carry groceries and store food appropriately.
Dinner preparation: washing ingredients, food preparation according to ability, measuring, cooking, setting the table, serving, washing dishes, wiping surfaces and storing leftovers. Roles should rotate.
Optional leisure: music, dancing, board games, movies, exercise, art, reading, social activities or quiet individual time. Students practise making their own choices.
Tuesday — Morning Routine & Functional Independence
7:00 – 8:30 AM · Independent morning routine using a visual checklist
- Wake up
- Make bed
- Personal hygiene
- Get dressed
- Organise belongings
- Check timetable
- Prepare and eat breakfast
- Wash dishes / clean eating area
- Prepare school bag
- Check personal items
Breakfast progression:
Simple foods→
Toast / eggs→
Sandwiches / wraps→
Cooked breakfast→
Independently planned & prepared
Students also practise portioning, food hygiene, appliance safety, cleaning, food storage and checking expiry dates.
9:00 AM: Regular classes.
Tuesday Afternoon & Evening — Community Independence (from October)
3:00 PM · Return to Home Support · Rotating weekly life-skills theme
| Week | Focus |
|---|---|
| 1 | Grocery shopping |
| 2 | Cooking |
| 3 | Money & budgeting |
| 4 | Community access |
| 5 | Laundry & clothing care |
Tuesday community dinner: students practise choosing where to eat, setting a spending limit, reading a menu, making their own choice, ordering, communicating with staff, paying, checking the receipt/change and reflecting afterwards.
“What did I do independently today?” · “What was difficult?” · “What would I like to try myself next time?”
Wednesday — Independent Living Skills
Repeat breakfast and morning routines while intentionally fading prompts. Before school, students complete a “Reset the Home” routine: make bed, put clothes away, place dirty laundry in the basket, clear the breakfast area, wash dishes, wipe the table, check belongings and leave shared spaces tidy. Then attend regular classes at 9:00 AM and return home after school.
Chapter 03
Six Core Independence Domains
Every activity in the programme maps back to one of six domains of growth.
Domestic Skills
Cooking, food preparation, cleaning, laundry, household organisation
Financial Independence
Recognising money, budgeting, comparing prices, paying, checking change, purchasing decisions
Community Independence
Navigating familiar environments, schedules, ordering food, safety, social interaction, choice-making
Executive Function & Self-Management
Schedules, time management, planning, problem solving, decision-making, asking for help
Social & Emotional Independence
Communicating needs, managing frustration, peer negotiation, turn-taking, coping with change, boundaries, minor conflict resolution
Chapter 04
Individual Independence Passport
Each student should have an individual Independence Passport to document skill acquisition and the gradual reduction of adult support.
1Requires full assistance
2Requires frequent prompting
3Requires occasional prompting
4Independent
5Independent, can help / teach others
Example — Making breakfast
Week 1Level 2
→
Week 2Level 3
→
Week 3Level 3
→
Week 4Level 4
This provides measurable evidence of progress rather than simply recording that a student participated.
Chapter 05
Least-to-Most Support Model
All staff should use a consistent prompting hierarchy to reduce prompt dependency.
1
Wait
Allow time for the student to initiate
2
Visual prompt
Use a checklist, photo, symbol or schedule
3
Gesture
Point or gesture toward the relevant task
4
Verbal prompt
Give a brief, clear instruction
5
Demonstration
Model the action when needed
6
Physical assistance
Only when necessary — for safety or access
Prompt-fading example
Monday“It's time to get dressed.”
Tuesday“Check your morning checklist.”
WednesdayStudent independently checks the schedule
Chapter 06
Student Ownership & Shared Responsibilities
Students should have genuine ownership of the programme. Responsibilities can be divided and rotated so that each student learns multiple skills rather than becoming dependent on a fixed role.
This week
Student A
Manages the shopping list
Prepares food during dinner
This week
Student B
Organises groceries
Cooks during dinner
Roles rotate the following week
The long-term aim is for students to experience the space as “our home” with shared responsibilities, rather than as a place where adults provide services.
Chapter 07
Monthly Independence Challenges
A running rhythm of stretch goals across the pilot term.
September
My Morning Routine
Complete the morning routine using only the student's checklist as independently as possible
October
Cook for Two
Plan and independently prepare a simple meal for the student and another person
November
RM30 Challenge
Plan, shop for and prepare a meal within a fixed budget
December
Community Challenge
Independently order, pay and communicate during a community outing
Chapter 08
Staff Roles & Programme Positioning
The programme should clearly communicate that overnight support is not simply supervision. Staff provide structured teaching, guidance, safety support and opportunities for students to practise real-life skills.
Teacher Jack will lead the programme, supported by an additional staff member during overnight hours. Staff will provide appropriate supervision, guidance and safety support while encouraging students to complete tasks as independently as possible. Individual levels of support will be adjusted according to each student's needs, with the aim of gradually reducing adult prompting as students develop greater confidence and competence.
Recommended programme wording
Chapter 09
Recommended Pilot Approach
Beginning with Irfan and Matin provides an opportunity to establish programme systems before expanding to 3–4 students.
- Individual baseline assessments for each student's independence skills
- Visual schedules and task checklists
- Consistent prompting and prompt-fading procedures
- Rotating household responsibilities
- Weekly skill targets
- Independence Passport progress records
- Student reflection after key activities
- Regular communication with families about progress and next goals
Chapter 10
Overall Programme Outcome
Success should ultimately be measured by increased student independence: what students can initiate, complete, manage, communicate and problem-solve with less adult assistance over time.
Three questions for every student
01
What could the student do at baseline?
02
What level of support does the student currently require?
03
What is the next skill we are intentionally working toward?
The intended pathway
Participation
Competence
Confidence
Independence