Programmes & Training
At Ura, our work is shaped by the understanding that growth is dynamic. As students change, so does the way they learn, work, communicate, and participate.
Our programs are designed to evolve in sync with each individual, responding to emerging strengths, needs, and life contexts rather than fixed timelines.
Our approach is built around the following interconnected pillars:
Vocational Training
Vocational training at Ura focuses on practical, real-world skills that support meaningful contribution. Training takes place in structured, low-pressure environments that prioritise clarity, predictability, and dignity.
Training includes, but is not limited to:
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low-intensity production and packaging
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computer-based skills
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culinary skills and kitchen routines
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basic housekeeping and space organisation
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basic office management tasks such as filing and sorting
All vocational skills are broken into clear, achievable steps and practised using real materials and tools.
Progress is guided by accuracy, consistency, and growing independence , not speed or volume.
Supported Employment
Neurodivergent adults face some of the most persistent employment gaps in our society. Research shows that over 80% of neurodivergent individuals are unemployed or underemployed, despite many having the skills and work ethic employers need. Unemployment isn’t a lack of potential ,it’s a lack of structures that support differences.
This gap leads to social isolation, reduced independence, and wasted capability.
At Ura, supported employment bridges that gap. We take what learners have built in training and place it in guided, real work settings where support is available while still respecting their space.
Supported employment means:
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customised job placements based on strengths and interests,
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on-site or scheduled in situ coaching,
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collaborative workplace adjustments,
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gradual transitions toward independence.
We don’t treat support as a crutch. We treat it as scaffolding, enabling sustainable participation in meaningful work.Here, the goal is maintaining work with dignity, consistency, and a sense of contribution rather than just “holding a job.”
Life & Functional Skills
Participation in work is inseparable from daily living. Life and functional skills are embedded into everyday training to support autonomy, regulation, and sustained engagement.
These include:
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self-care and personal hygiene routines
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money handling, value awareness, and transactions
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need-based online shopping and spending
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emotional regulation and coping strategies
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physical activities that support stamina and body awareness
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time awareness, transitions, and routine-following
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safety skills and navigating shared spaces
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making choices and expressing preferences
Skills are taught in real contexts, ensuring they remain functional, relevant, and transferable to everyday life.
Communication Skills
Communication underpins all learning and engagement at Ura. Every student works on communication, regardless of whether they are non-verbal, partially verbal, verbal, or primarily communicate through writing, pictures, or assistive devices.
We support multiple communication modalities, including speech, gestures, visual systems, writing, typing, and AAC. Communication goals are practical and purposeful , enabling students to express needs, make choices, participate in work routines, interact with others, and advocate for themselves.
Our focus is on ensuring that each student’s communication is recognised, supported, and responded to, and NOT on imposing a single mode of communication for all.
Growing With the Individual
As students develop new skills and interests, expectations and supports adjust accordingly.
This continuity allows learning to deepen over time, creating stable pathways toward meaningful engagement, contribution, and agency in daily life.