Culturally Inclusive Support

Culture is the shared set of beliefs, values, language, customs and ways of living that shape who we are. Everyone has a culture, including you. This lesson explains how culture shows up in everyday support, from food and personal care to communication, family and faith. Key points: culture is personal and changes over time, a person's identity can include many cultures, culturally inclusive support is part of person centred practice and people's rights, and we have a separate course for working respectfully with Aboriginal and Torres Strait Islander people.

Knowing general facts about a culture or religion can help, but no culture is the same for everyone. Two people from the same country or faith may live very differently. This lesson shows how to replace assumptions with respectful questions. Key points: ask the person what matters to them, record their preferences in their plan, watch for stereotypes in yourself and others, remember that older people from migrant backgrounds may have had very different life experiences, and know that some people living with dementia may rely more on their first language over time.

For many people, faith is central to daily life and becomes even more important during illness, ageing and change. This lesson covers practical ways to support religious and cultural practice. Key points: make time and a quiet space for prayer, support fasting safely and involve health professionals when fasting could affect health or medication, respect modesty and requests for a worker of the same gender where we can, follow food rules exactly and never substitute ingredients without telling the person, and handle religious objects and clothing with care.

In many cultures, family plays a central role in care and decisions, and some families expect to hear health information first. This lesson explains how to include family respectfully while keeping the person's own will and preferences at the centre. Key points: ask the person who they want involved, do not assume family speak for them, use formal decision makers only where they are legally appointed, and follow our supported decision making approach. At the end of life, cultural and religious rituals matter greatly, so ask early, record wishes and involve faith leaders if the person wants.

When a person is not fluent in English, a professional interpreter protects their right to understand and be understood. This lesson explains when and how to use one. Key points: use professional interpreters for important conversations such as assessments, plans, consent, health and complaints; avoid using family members and never use children as interpreters where it can be avoided; TIS National provides telephone and on site interpreting, and NDIS participants can access funded interpreting for supports in their plan through registered providers; speak to the person, not the interpreter; and use short sentences and check understanding.

Racism and discrimination can be obvious, like insults or refusing service, or subtle, like jokes, stereotypes, ignoring someone or treating their customs as a nuisance. They cause real harm to the people we support and to our colleagues. Racial discrimination is against the law under the Racial Discrimination Act 1975 and state laws. Key points: notice your own biases, never tolerate racist comments or treatment, support people who experience racism, and report it to your team leader or through our complaints and feedback process. Speaking up protects people and our culture.

This case study follows Amira, a young woman who came to Australia as a refugee and has recently moved into a supported living home. Amira speaks Dari and some English, and her faith and family are very important to her. The lesson shows how her support team gets to know her by asking rather than assuming, uses professional interpreters for important conversations, respects her wishes about modesty and the gender of her workers, and involves her family in the way she chooses. Key points: ask, listen and record, and keep Amira's own choices at the centre.

This case study follows Mr Papadopoulos, an older Greek Australian man living in residential aged care, as he approaches the end of his life. The lesson shows how staff learn about his faith and family wishes early, arrange visits from his priest, and use a professional Greek interpreter as his English fades. It explores how to support a large family gathering to pray while respecting other residents, and how culturally safe end of life care can bring comfort. Key points: ask early, make space for faith and family, and work with your team leader to find practical solutions.