Access and inclusion are at the core of everything I do.

As both an artist and teacher living with a disability acquired through injury, I’ve experienced first-hand the barriers that can exist when trying to take part in group activities. These challenges fuel my commitment to creating welcoming, safe spaces where everyone — regardless of ability, background, or neurotype — can participate fully and comfortably.

In my teaching practice, I view each person as a whole individual, recognising that every learner brings a unique way of engaging with the world. This includes meeting the needs of neurodivergent participants, those with physical disabilities, sensory sensitivities, and anyone who may benefit from alternative approaches. Whether it’s supporting a student with hearing aids to connect with music in a dance class, offering a variety of seating or props, or simply creating quieter options for engagement — flexibility is key.

My goal is to foster a culture of access where people are seen, heard, and supported to show up as themselves. Providing multiple ways to engage, contribute, and express is not just a teaching method — it's a value system. By building inclusive environments rooted in dignity and understanding, we create spaces where creativity, learning, and connection can truly thrive.

Financial accessibility is a key part of inclusion.

Many individuals from vulnerable groups face significant financial barriers that prevent them from participating in activities that support their physical, mental, artistic, and social wellbeing. The risk of being excluded due to cost is very real—and deeply unfair.

To address this, I offer a sliding scale pricing model and flexible payment options, allowing participants to contribute what they can, without stress or stigma. This ensures that financial constraints don’t stand in the way of access.

In my experience, participants value the opportunity to engage and often want to give back in ways that feel meaningful to them. Through open communication and mutual respect, we can find solutions that uphold their dignity and ensure they can take part in a way that supports—not compromises—their wider lives.

This approach reflects my commitment to inclusive practice and echoes community values: creating opportunities for everyone, regardless of circumstance, to engage fully in community and cultural life.

Creating truly inclusive spaces means actively welcoming those who are often left out.

Refugees, survivors of domestic violence, the formerly incarcerated and individuals from other marginalised backgrounds frequently face complex barriers; social, emotional, and structural. These limit their ability to engage in community life. 

In my classes, I work to foster a supportive, trauma-informed environment where all participants feel safe, respected, and valued. This includes offering low-pressure entry points, culturally sensitive approaches, and quiet spaces for reflection and choice. By building trust and reducing barriers to participation, I aim to ensure that creative and social opportunities are not only accessible, but meaningful and empowering. This work aligns closely with Dún Laoghaire–Rathdown County Council’s commitment to social inclusion, community development, and supporting those most in need of connection and belonging.