ACCESS Program

The ACCESS Program is exclusively designed to teach lifelong learning beyond the classroom, to meet the unique needs of young adults from 17 years and up. Adults who join the program may have diagnoses of Autism, AD(H)D, or other additional learning needs. The individualized Program is available in full and part-time (module) options.

The Program


The ACCESS Program supports young adults with learning differences to reach their best potential through internship opportunities, work placements, and meaningful community inclusive learning experiences (e.g., volunteering). We aim to teach socially significant behaviors, such as building and maintaining friendships, emotional understanding of self and others, making choices, to name but a few, within the environments where these skills are most needed. Through our partnerships with academic institutes and companies, ACCESS provides young adults with the pivotal skills and opportunities for a brighter and more meaningful future..

ACCESS Summer Club

The ACCESS Summer Club is designed for young adults aged 17+ years who are working on achieving independence. Focusing on socialization with same-age peers and community involvement, the ACCESS Summer Club is an opportunity to practice social, organization and planning skills within the local community. Activities include social skills sessions, culinary objectives, community service opportunities, and community outings. Participants will also enjoy fun excursions to cities nearby Geneva (Annecy and Montreux) and be given additional opportunities for socialization, developing friendships, and increased physical activity.



July 1st – 26th, 2024

Real world learning experiences to develop real world skills


As we recognize each adult as an individual, with their own unique interests and strengths, our program is tailored to explore preferences, build self-confidence, and teach socially significant skills that will empower each person to reach their own potential.

  1. Empower young adults to become independent agents of change.

  2. Transform community mindsets which values acceptance and diversity

  3. Advocate for inclusive work environment

  4. Create meaningful community inclusion


The program is presented in a way to meet the unique learning needs and interests of the individual. Each intern is assessed to identify their core strengths and target skills. The program utilises evidence-based methodologies to teach and strengthen the target areas.

The core elements of the program include:

  • Individualised Program based on skill assessment:

    - Person Centred Plan (PCP) which details the individual’s strengths and learning goals

  • 1:1 and small group instruction to target a range of curricular areas.

  • Ongoing performance monitoring and strategic analysis of learning patterns, to guide individualised program development.

  • Community inclusive opportunities:

    - Peer mediated Interventions to target social skills

    - Focus on Natural Environmental Teaching (NET) to foster functional life skills (e.g., transport use, management of bank accounts, making appointments)

  • Work orientation and integration:

    - Placement opportunities to support direct work skills and workplace social integration.

    - Planing and organisation programs to promote independence.

    - Consultative integration module for community partners.

    - Workshops for CV preparation and interview skills.

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    Nicolas Dumolin, Muséum d’histoire naturelle (MHN)

    J’ai eu énormément de plaisir à recevoir Elias au Museum d’histoire naturelle de Genève, durant quelques semaine. Son enthousiasme et son intérêt à découvrir le métier de la surveillance et de la sécurité m’ont donné beaucoup de joie. Toute l’équipe de la sécurité garde un bon souvenir d’Elias. L’équipe d’encadrement ainsi que le coach étaient super et bien veillant, nous avons eu beaucoup de plaisir à partager cette expérience avec eux.

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    Dr David Claivaz, IIL

    I am deeply impressed with the generous and sincere engagement of ASK in favor of kids with Special Education Needs, as well as the neurotypical ones.

    I wrote an IIL Blog Post called “The Essence of Learning”. Google the title to find out more.

  • img

    It was very helpful to have so much positive feedback on the idea of James going into a special school as I was not sure that it was the best thing for him, but it looks like it is a very good option. It’s important to have a group where you can say almost anything and not feel judged or criticised to get the feedback, support and ideas from others and be able to off load a bit of the pressure !

70% of the program consists of real-life experiences to learn new skills in an inclusive environment.

Our Team

Dr. Jennifer Holloway

C.Psychol., Ps.S.I., BCBA-D
ACCESS Director

Jennifer is the Director of the ACCESS program, a Chartered Psychologist and Board Certified Behavior Analyst. She worked with adults with differential learning needs within clinical services and the university settings. Jennifer has published many articles on evidenced based interventions and social inclusion for adults. In her role as Director of the ACCESS program, Jennifer works closely with the ACCESS team to support the delivery of the program and makes adaptations to curricula and practices to ensure the program is individualized to meet the learning needs of the interns. 

Dearbhaile Mahon

M.A., MSc.
Behavioral Psychologist & Clinical Supervisor

My name is Dearbhaile and I am the ACCESS program Supervisor. I’m a behavioural psychologist and have undertaken an MA in Psychology from the University of Limerick, a MSc in Applied Behaviour Analysis and I’m in the final stages of a PhD in behavioural staff training from the University of Galway. I have provided person-centred individualised support for young children of differential learning abilities within schools, as well for individuals with intellectual disabilities in residential and day services. I look forward to working with the ACCESS team and interns to help them to achieve their goals.


Tanya Esmeral

Psychologist, MS

I am Tanya, I am a psychologist with a Masters Degree in Clinical and Health Psychology with Cognitive Behavioural Therapy (CBT) training. I am an ACCESS Coach. I have worked with adults with different emotional difficulties, particularly anxiety disorders and clients who are looking for life long and sustainables changes through behavioral interventions. I am looking forward to working with the ACCESS community.

Danai Orlandatou

BSc psychology, MSc clinical

My name is Danai and I am a facilitator at ACCESS program. I am a clinical psychologist with a master’s degree in clinical and developmental psychology (university of Geneva) and a CBT trainee. I am also trained in Acceptance Commitment (ACT) and Compassion Therapy (CFT). I am looking forward to working with the ACCESS team and the interns, supporting them in the achievement of their goals and in building their inner compassion self. 

Kavita Singh

Clinical Psychologist, MA

I am Kavita. I am working with ACCESS program as a facilitator. I obtained my Masters in Clinical Psychology from Mumbai University, India. I am skilled in diagnosis and providing customized therapy. I have worked with multiple age groups in multicultural settings. I am looking forward to supporting the interns to achieve their potential within community settings.

Milla McNally

Masters in Child and adolescent psychology

My name is Milla and I am the assistant facilitator/psychologist in the ACCESS program. I obtained my Masters in Child and Adolescent Psychology from King’s College London, United Kingdom. I have experience in a range of clinical and organisational settings supporting adults, young adults and children through behavioural and emotional difficulties. I look forward to supporting the ACCESS team and the interns to meet their goals and learn life long skills.

Who Will Benefit

The ACCESS program aims to support young adults aged from 17 years, with differential learning needs and a motivation to explore and learn new skills which are designed to improve social and community inclusion opportunities. Differential learning needs can include:

  • Asperger Syndrome
  • Autism Spectrum Disorder
  • Intellectual and Developmental Disabilities (IDDs)
  • ADHD
  • Specific learning difficulties (Dyslexia, Dyspraxia, Dyscalculia)


Enrolment in the ACCESS program may be covered by Disability Insurance if the individual is insured. Find out more disability insurance benefits here. Contact PROCAP for advice about social insurance matters (e.g. disability insurance).

Curriculum Overview

Group and individual sessions will be delivered by our specialised team with expertise in clinical psychology, nutrition, work orientation & integration, behavior support, Cognitive Behavior Therapy (CBT), sports, and/or Speech & Language.

The ACCESS curriculum targets a range of pivotal repertoires delivered through a series of modules. Participants can opt for a full-time program or select modules (part-time option) based on their own motivation and goals. All modules have basic and advanced level options to ensure all needs are met.

  • Work Orientation & Integration
  • Social Skills
  • Health, Wellbeing and Lifestyle
  • Functional Life Skills
  • Organisation, Self-management & Leisure Skills
  • Cognitive Behavioral Therapy and Emotional Education
  • Preparing for Further Training Opportunities
  • University Preparation
  • Psychosexual Education and Relationships
  • PEERS® Module


Parents or young adults who wish to apply for a place are invited to contact the office to arrange to meet with a member of the ACCESS team. At this meeting, we will discuss how the program might meet the individual’s needs. Registration forms and information on fees will be given at the initial meeting.

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