Fundamental to the TriSkills movement programs for children with disabilities is the understanding of the holistic nature of individual learning and the most effective practices for helping individuals develop as much as possible into autonomous and responsible learners. Addressing the whole learner in developmentally appropriate ways includes establishing positive individual relationships and listening to each learner’s voice in creating productive learning climates. With this whole learner perspective, TriSkills teachers assist in helping learners become responsible for their own learning in school, group settings and in life.

By addressing each person’s learning needs and behaviours from a place of trust and positive relationships, children with disabilities are better able to make good choices in and out of the sessions. TriSkills learner-centred practices help the children and support their parents and teachers to better cope with challenges such as low self-confidence, lack of body management and control, negative peer pressure and bullying in their everyday living.
TriSkills believes that in providing a carefully sequenced movement program that includes a great variety of fun activities adapted for individual needs and circumstances, we can teach life skills as well. Teaching Personal and Social Responsibility is about using movement to teach a code or a discipline to each individual. It is the intention that this code becomes integrated and internalized to provide structure for their lives, values, inner-discipline and that these skills are not only experienced in the sessions, but transferred to other aspects of their lives.

Learning Personal and Social Responsibility through involvement in the movement programs follows the basic principles of teaching responsibility in children with a disability through:
• Inviting them to be involved,
• Emphasising respecting of others,
• Complimenting self-control,
• Recognising and acknowledging effort and cooperation,
• Encouraging self -direction & staying on task,
• Providing opportunities to help others,
• Asking other teachers and parents to provide feedback about behaviour changes they note and build on them in planning learning experiences ahead.