ALL ABILITIES CRICKET: BATTING FOR INCLUSION
Epilepsy education and awareness
NDIS IMPAIRMENT NOTICES : WHAT YOU NEED TO KNOW!
Untangling in Australia INCLUSIVE EDUCATION INCLUSIVE EDUCATION
PRODUCT REVIEW STANDERS
Achieving the best outcomes from your AT trials
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If there’s one thing I’ve learned in my years working in this space, it’s that when it comes to education and disability, no two learning journeys are the same. So many parents and carers that I know struggle with the question of where and how their child should be educated. For many kids, teens, and young adults with disability, literacy and education aren’t just about books and classrooms—they’re about breaking down barriers, finding the right support, and proving that learning should belong to everyone.
That’s why our Winter issue is so close to our hearts. Inside, we explore inclusive education in Australia - unpacking disability education funding, the role of the NDIS and what the Disability Royal Commission said. We also look at the roadmap for adult learners with disability and accessing education as an adult. We dive into the types of learning difficulties and what to watch for and highlight some of the best apps designed to support literacy development. And because we know the power of open conversations, we offer guidance on sharing an autism diagnosis in the school years—a moment that can bring both relief and uncertainty for families.
Beyond education, we’re telling real stories. March 26 is Purple Day for Epilepsy and Lisa shares the emotional highs and lows of raising a child with epilepsy. We also tackle how to write impactful lived experience and carer statements, because your voice matters when fighting for the right support. And for those who love sport, Queensland’s All Abilities Cricket Program is showing what true inclusion looks like on and off the field.
I hope this issue informs, empowers, and reminds you that no one should have to navigate their learning journey alone.
Much love,
CONTENT EDITOR: Nicole Davis
HEAD OF SALES & BUSINESS DEVELOPMENT:
Matthew Rainsford, matthew@sourcekids.com.au 0409 418 362
HEAD OF EVENTS: Naomi Sirianni, naomi@sourcekids.com.au
0447 755 043
GRAPHIC DESIGN: Emma Henderson
PUBLISHER/CEO: Emma Price
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To help people understand the changes and how they might impact them, we’ve added an NDIS Changes section on our website.
There you’ll find detail about what is and is not an NDIS support, along with a breakdown of the other significant changes to the scheme. We’ll keep this up-to-date as more information becomes available.
With us, it’s all about you.
We support you to navigate the NDIS with confidence, armed with the knowledge you need to get the most from your child’s plan. And, we take care of NDIS admin and paying invoices to give you more time to focus on the things that matter to you and your family.
If you need a plan manager to help you navigate the changes, we’d love to speak with you.
We’re proud to partner with Source Kids.
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Did you know that we have an amazing FREE resource to help you if you’re looking to acquire or replace valuable assistive technology products for your child or young adult? We’ve covered manual and powered wheelchairs, pushchairs and strollers, bikes and trikes, standers, walkers, seating and positioning, bathroom aids and beds and sleep systems. sourcekids.com.au/atguide
This lending library from AAC Book Builders gives you the chance to try out a PODD with your child before committing to a permanent communication book. Borrowing a generic PODD or AAPODD book lets you work with your child’s speech therapist to explore how it can support your child’s communication at home, school, or in the community. You can even add post-it notes to personalise the trial book, helping with day-to-day communication and guiding the design of a permanent, customised book. It’s an easy and practical way to find the right communication solution! aacbookbuilders.com.au
Paralympian and former Australian of the Year Dylan Alcott has collaborated on a new book series that celebrates inclusion and diversity for kids and normalises disabilities in mainstream media. Game On is a great middle-grade read for all kids - fun, funny and relatable. Just like Dylan. amazon.com.au
Inclusive education has become a hot topic over the last 12 months. Sara Gingold of Team DSC explores the disability education funding (a system so complex it makes the NDIS look simple), the role of the NDIS and the recommendations of the Disability Royal Commission and NDIS Review.
Inclusive education has become a hot topic over the last 12 months. As the proportion of children needing learning adjustments increases, the conversation about how best to support these students is becoming increasingly urgent.
Between the findings of the Disability Royal Commission, NDIS Review and multiple media reports, a picture is emerging of education and disability support systems that are floundering. The NDIS Review said they were ‘shocked to hear’ about the extent that kids with disability can’t go to school, have low attendance or need home schooling.
In this article, we’ll dive into Australia’s complex inclusive education system. Including a look at disability loading funding, the role of the NDIS and the recommendations of the Disability Royal Commission and NDIS Review.
FUNDING IN SCHOOLS: A STORY OF WHY WE CAN’T HAVE NICE
Disability funding in schools is so complex, it manages to make the NDIS look simple.
The federal and state and territory governments both provide funding to support students with disability.
The federal government uses the School Resourcing Standard (SRS) to calculate the dollar amount schools need per student. There are six additional loadings that can be added to the SRS, including a disability loading.
The Student with Disability loading is calculated based on data from the Nationally Consistent Collection of Data on School Students with Disability (NCCD). In NCCD reporting, schools provide information on the number of
students they have with a disability, and the level of adjustment each student needs to participate in the classroom. NCCD levels are based on the professional judgement of teachers, and do not require a formal diagnosis.
NCCD defines four levels of adjustments: extensive, substantial, supplementary and quality differentiated teaching practices. There are 300,000 students in ‘quality differentiated teaching practices’, but it does not attract any funding. In the other three categories, funding ranges on average from $5,694 to $42,249 per student.
How schools receive disability funding (and how much) depends on the type of school and which jurisdiction it is in:
Independent schools: the federal government provides at least 80% of the SRS funding directly to independent schools. They also provide 80% of any additional loadings. The rest of the school’s funding comes from state and territory governments and private contributions.
Catholic schools: The federal government provides the same level of funding to Catholic schools, but it goes through a middleman. The funding is provided to Catholic bodies - either a Catholic education authority or a diocesan depending on the state. These bodies have their own criteria for distributing the funding between schools.
Public schools: the federal government provides some of the funding for public schools to state-based education
departments. The amount is calculated as roughly 20% of the SRS, and 20% of any additional loadings, for each student in public schools in that jurisdiction. The rest of public school funding comes from state and territory governments, with a very small amount coming from private contributions. Every state and territory have their own criteria for deciding how much disability funding schools receive. Some states and territories use a system aligned with NCCD, but in others it is based on a student’s diagnosis. The system as it currently stands, disadvantages public schools in numerous ways:
• State and territories are the major funders of public schools, but on average they provide less disability funding. In 2021, the Australian government contributed approx. $3.4b in disability funding for schools, and states and territories provided approx. $1.8b.
• As Rick Morton documents in the Saturday Paper, in 2017, the federal government cut its contributions to public schools from 25% of SRS to 20%. However, states and territories were not required to increase their contributions. Consequently, most public schools receive less than 100% of SRS. This has implications for the disability loading, which is calculated as a percentage on top of the SRS amount a school receives.
• Getting the best funding outcomes for students with disability requires a lot of admin - just ask any teacher or school
THE DIVISION OF RESPONSIBILITY BETWEEN THE NDIS AND THE EDUCATION SYSTEM IS - LIKE EVERY NDIS INTERFACECOMPLICATED AND CONTESTED.
According to the Applied Principles and Tables of Services (APTOS), the education system is responsible for making adjustments to personalise a student’s learning. This can include:
• Learning assistance and inclusion support.
administrator! Private schools have more resources to dedicate to the task.
• The federal government, who provides more funding for private schools than the states and territories, uses NCCD data to calculate disability funding. However, the criteria that states and territories use doesn’t always capture as many students. The Guardian reports that in NSW, 148,000 public school students are in the top three NCCD categories, but only 17,800 students received individualised funding. When the funding reaches the school, it can be used at the discretion of principals. Consequently, there is very little oversight of the spending.
There are over 800,000 students with a disability in Australian mainstream schools. Schools have an obligation to support these students under the Disability Education Standard (2005) and the Disability Discrimination Act (1992). Some mainstream schools also have special units or classrooms that are only for students with disability.
There are also 46,700 students in special schools that cater only to children with disability. Each state and territory has its own enrolment criteria for special schools, but they are generally for children with high support needs. Between 2010-2022, there was a 26% growth in the number of special schools in Australia.
• Reasonable campus modifications, assistive technology (AT) for educational purposes and AT that is fixed to the school.
• Transport to school activities.
• General training, resources and support for school staff.
• Therapy for education purposes.
• Case coordination, if a significant proportion relates to education.
Meanwhile, according to APTOS and the transitional Rules to the define an NDIS support, the NDIS funds disability supports that are not primarily for the purpose of learning. This can include:
• Personal support needed regardless of whether the student is at school (i.e. Support with feeding, ventilation, etc.).
• Aids and equipment that are not reasonable adjustments for schools (i.e. Wheelchairs, hearing aids, etc.).
• Specialist transport to and from school.
• Specialised training for teachers and school staff (i.e. Behaviour support training).
• Therapy to build a student’s functional capacity.
• Specialised support for life transitions.
• Coordination between the NDIS and other supports.
There are some blurry lines here that can lead to a responsibility tug-of-war between NDIS and education. For example, general training for teachers is an education responsibility, but specialised training for teachers is funded by the NDIS. Clear as day, right?
recommendations related to education ‘in principle’. It’s hard to know whether these recommendations will ever be actioned. The government says it agrees with the policy intent behind the recommendations but is still working out the implementation details. Nevertheless, the response stops short of a firm commitment.
Recommendations accepted in principle include:
• Preventing inappropriate discipline practices, like excluding children from the classroom.
• Creating better guidelines for schools on reasonable adjustments and disability funding.
• Improving the relationships and communication between schools and parents and students.
two supporting actions specific to education.
• Firstly, they recommended the NDIA, Department of Education and states and territories all sit down and come up with a plan for how the education system and NDIS can work together better.
• Secondly, like the DRC, the NDIS Review also recommended all governments take steps to improve inclusive education. This would include strengthening legislative instruments, monitoring school compliance, greater training for education staff, and ensuring disability loadings are set at the right levels.
be a reckoning about how well the education system is supporting these children, and what role the NDIS should play.
We all know that a good education can change a person’s entire life. Australia was one of the first places in the world to make education compulsory. Our challenge now is to make sure children with disability are included in that vision.
By Sara Gingold. Sara is the Editorin-Chief of DSC’s Resource Hub.
DSC is Australia’s leading training, conference and consulting group specialising in the NDIS. Learn more at teamdsc.com.au
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Accessing education as an adult learner poses challenges for anyone but particularly for people with disabilities. Fi Bridger delves into essential considerations and practical steps for PWD seeking adult education.
In 2025, universities are increasingly embracing inclusive practices. Online lectures with in-person tutorials and group assignments facilitate greater inclusivity for PWD.
Inclusive curriculum design, peer interaction opportunities, and diverse assessment methods create a richer learning experience for all learners.
Embarking on your educational journey begins with thorough research. Explore institutions offering programs aligned with your interests. Evaluate accommodation policies, campus facilities, and available support services to ensure a good learning environment.
Check if the learning institution you are considering has a dedicated Accessibility Services office. This is crucial in providing accommodations and support.
Drawing on my personal experiences across 3 universities, I found that institutions with proactive disability policies significantly enhanced my learning experience. The university that was the most enjoyable and relevant for my career was the one that had a really friendly disability officer dedicated to making my education and uni experience successful.
Before I attended any course, I researched to get answers to a few key questions, “Is the campus accessible to a wheelchair? Will they have support so that I can make friends? Will the course be enjoyable and relevant for me?”
In addition, I also looked at course relevance to maximise my educational potential.
ensures informed financial decisions aligning with your educational goals.
Empowerment lies at the heart of education. Choose courses that nurture self-advocacy skills, fostering confidence and independence. Education providers should encourage open communication and support-seeking behaviours, empowering individuals with disabilities to articulate their needs effectively.
Universities in major cities offer a great deal of interesting courses tailored to people with disabilities. Consider these examples.
The University of Technology Sydney (UTS) offers a course in Inclusive Design and Technology. Students learn to design accessible digital interfaces, products, and
I would encourage adults seeking further education, to focus on courses of genuine interest. My degrees were in Public Policy, Media Arts, and Administration. Following your interests and passions helps you stay motivated throughout your studies.
Education extends beyond the classroom. Seek opportunities for community engagement, networking, and skillbuilding. Attend workshops, conferences, and industry events to forge connections and unlock future opportunities. Job fairs provide platforms to interact with potential employers, paving the way for career advancement.
Education providers should encourage open communication and supportseeking behaviours, empowering individuals with disabilities to articulate their needs effectively.
services for diverse users, including those with disabilities.
I look back at my university studies fondly, and not just because of the fascinating lectures, and the eclectic campus of people. Uni gave me self-confidence and the opportunity to talk to so many people with different perspectives about life.
My experience was that most campuses were kind of accessible. While many lecture theatres were accessible to wheelchair users, some of my lectures were not placed in these areas but the lectures could be accessed online. The university helped me to meet people by assigning group work for assignments. This allowed me to study with people from all walks of life.
Evaluate course costs but also additional expenses for accommodations or assistive technology. Explore funding options tailored to students with disabilities. Understanding HECS/HELP schemes
Another great UTS course is Disability Law and Policy which examines legal frameworks, policies, and human rights issues related to disability. Topics include anti-discrimination legislation, accessibility standards, and disability rights advocacy.
Macquarie University offers a Master of Disability Studies for those wanting to be more employable in the disability sector.
Of course, PWD is not limited to studying courses about disability. These examples represent just a snapshot of the diverse range of courses available for students with disabilities.
Each uni or college may offer additional programs, workshops, and support services tailored to meet the unique needs and interests of PWD. Prospective students are encouraged to explore university websites, consult with disability services offices, and reach out to faculty members for further information.
Access to education is a transformative journey, offering PWDs pathways to personal growth and societal contribution. By advocating for yourself and researching places that foster inclusive environments, PWD can unlock the doors to educational excellence and career success. Education is not just a privilege; it’s a powerful tool for empowerment and societal progress.
By
Fi Bridger, Achieve Australia Researcher and writer. Achieve Australia is a for-purpose community organisation that has been providing accommodation and services to people with disability since 1952. They champion social inclusion, focusing on the individual needs and lives of the people we support. An NDIS-registered provider, Achieve delivers expert disability support services in greater Sydney, Northern Rivers regions of NSW and South East Queensland. achieveaustralia.org.au
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If you’re a parent worried about your child’s learning, you’re far from alone. Maybe you’ve noticed they struggle to keep up with their classmates, or that reading or simple maths problems feel like climbing a mountain. Perhaps you’ve wondered if it’s just a phase, something they’ll grow out of, or if it’s something more.
It is estimated that between 3 and 5 percent of the student population in Australia may have a learning disability – a disorder which inhibits a child’s ability to process and retain information. The different types of learning disabilities can vary dramatically, and children can have just one or a cluster of different disorders affecting them in the classroom.
AND WHAT TO WATCH FOR
Learning difficulties aren’t one-sizefits-all. They show up in different ways,
often affecting specific areas like reading, maths, or focus, which can be confusing for parents. Here’s a rundown of the most common types, along with some of the signs to look for to help you identify what’s going on:
Dyslexia is the most well-known and common learning disability affecting a student’s ability to read and comprehend a text. According to the Australian Dyslexia Association, dyslexia and reading difficulties are experienced on a continuum from mild to severe and no
two are alike. The central difficulty for a student with dyslexia is to convert letter symbols to their correct sound (decode) and convert sounds to their correct written symbol (spell). Students with dyslexia may also struggle with fluency, spelling, general comprehension and more.
• Difficulty sounding out words or recognising common words
• Mixing up letters or reversing them when reading or writing
• Trouble following sequences or rhyming
• Avoidance of reading and expressing frustration with language-based tasks
Dysgraphia is defined as a persistent difficulty with written expression, handwriting and/or spelling. There can be issues with the mechanical aspects of
writing causing it to be a tiring, difficult process for the student. Dysgraphia can also present as difficulty with written expression disrupting the ability to organise thoughts coherently on paper. It may also cause students to struggle with basic sentence structure and grammatical awareness.
• Poor, often illegible handwriting
• Inconsistent spacing, sizing, or alignment of letters
• Frequent grammar, spelling, or punctuation errors despite lots of practice
• Slow, laboured writing and complaints about hand pain during writing tasks
According to Auspeld (auspled.org.au) children with dyscalculia have trouble understanding numbers, learning how to manipulate numbers, learning mathematical facts, and a number of other related difficulties. Students with maths disorders may find it hard to do basic number calculations or they may have difficulty with concepts like time and measurement.
• Difficulty with counting, recognising numbers, or understanding maths symbols
• Struggles with basic addition, subtraction, and times tables
• Trouble with spatial organisation and direction, like telling left from right
• Avoidance of maths-related games or activities
While ADHD isn’t a learning difficulty in the traditional sense, it often coexists with them, making it harder for kids to concentrate, sit still, or follow through on multi-step tasks. ADHD can impact a child’s ability to organise their schoolwork, follow instructions, and manage time effectively, often causing stress in a classroom setting.
• Frequent daydreaming or zoning out during tasks
• Fidgeting, difficulty sitting still, and restlessness
• Problems with time management, forgetting steps, or leaving things incomplete
• Frequent blurting out or difficulty waiting their turn in conversation or activities
With APD, kids can hear just fine, but processing what they’re hearing can be a challenge. This can affect their understanding of language, especially in noisy environments, and lead to delays in responding. APD can also make it hard to follow verbal instructions or pick up on subtle language cues.
• Frequently asking people to repeat themselves or saying “What?” even after hearing something clearly
• Trouble following spoken directions, especially if they’re lengthy or complex
• Easily distracted by background noises
• Difficulty with reading, spelling, and understanding language-based humor or idioms
Because of their nature, potential learning issues will most likely be picked up by school. If you suspect that your child has an issue and their teacher hasn’t mentioned anything, start the ball rolling with a conversation with them.
Ask specific questions: Do they struggle with instructions? Does reading seem harder than it should? Are there patterns they’ve noticed? If it seems like more than just an occasional tough day, it might be time to explore a formal evaluation. Schools can often connect you with resources, or you can seek a private evaluation through a psychologist or specialist.
You can talk to a developmental paediatrician or contact an organisation such as AUSPELD (auspled.org.au) who are based in each Australian state.
Getting a diagnosis can open doors to support, tools, and strategies to make learning a whole lot easier for your child. It’s not about labelling—it’s about understanding and finding ways to help them thrive.
NVLD can make it hard for kids to understand visual-spatial relationships and non-verbal cues like body language. While kids with NVLD may excel at reading or rote memorisation, they may struggle with interpreting social situations, organising tasks, or understanding concepts that aren’t verbally explained.
• Struggles with puzzles, drawing, or assembling things
• Poor coordination or frequent clumsiness
• Difficulty reading social cues, like body language or facial expressions
• Trouble with maths, particularly geometry and word problems
Join Zac the Rat and his friends on an exciting learning journey, starting with the ABCs and 123s and advancing up to grade 5 level grammar and mathematics. Starfall’s playful open format intuitively guides children through sequential learning objectives for reading, maths, art, music, and social subjects like kindness and caring.
The app includes free and subscriber content and also features an Enhanced Accessible Index for children with visual, hearing, or mobility impairments. apps.apple.com
Vooks is a digital library and streaming app of read-aloud animated children’s books that turns screen time into storytime. Kid-safe, carefully curated, and ad-free, the platform is a fantastic resource for kids with disability, thanks to its fun and accessible approach to storytelling. With narrated text, colourful animations, and subtitles, it creates a multisensory experience that’s great for kids who might struggle with reading, speech, or focus. It’s easy to use too, which makes it perfect for kids with fine motor challenges, and the ability to pause or replay means they can go at their own pace. Plus, the stories are inclusive and packed with socialemotional lessons, helping kids feel seen and supported while they enjoy learning. apps.apple.com
Writing Wizard is designed to help every child learn how to trace letters, numbers, and words through a fun system carefully designed to maintain motivation. The app is highly customisable so can be modified by parents to suit an individual child’s needs. There are multiple settings to adjust letter size, show or hide the letter model, create your own words, a left-handed mode, gametime limits, and lots more. apps.apple.com
This is a subscriptionbased app that will craft a personalised learning pathway for your child, tapping into their interests & passions to motivate learning while teaching critical reading skills. As part of your subscription you’ll get lessons covering phonics, letter recognition, sight words, ABCs and more. apps.apple.com/au
This is a step-by-step program that takes a child through every sound in the English language. But they don’t stop there. Children then use these sounds to read and spell words, they learn tricky words and finally combine these learned skills to conquer sentences. It’s heaps of fun for kids too. They join hero, Zak, on a mission to rescue his superhero friends and ultimately defeat Dr. Lazy Bones. To free the heroes, children will defeat dragons, hunt for diamonds, hitch a ride with a kangaroo and so much more – all as they learn to read and spell! phonicshero.com
Looking for something quick and simple? Play the game of phonics bingo!
Listen to the phonics sounds and find the letter that corresponds. If you are correct it will reveal a cute little monster with an amusing sound that will make your kids laugh out loud. Get 5 monsters revealed in a row to win the game!
This is a very simple and fun addictive game with no complicated settings or menus to confuse your little ones. You can swap between lower and uppercase letters to suit the needs of your learner. apps.apple.com
An Aussie classroom on the go! rED Writing s a fantastic app for teaching kids how to write letters and numbers in a fun, interactive way. It uses tracing exercises with clear instructions and engaging animations to guide children step-by-step. The app is especially helpful for building fine motor skills, with customisable features to suit individual learning needs. Perfect for beginners or kids needing extra handwriting practice, rED Writing makes learning to write both enjoyable and accessible. apps.apple.com
Sharing an autism diagnosis in the school years can be a daunting process for families, not to mention for the autistic students themselves. In this article, autism parent Nicole Hurley and autistic adult Jackson Trout share their perspectives on discussing autism within a school community.
What factors influence your decision to disclose your child’s autism diagnosis to someone in their school community?
When deciding whether to tell someone at school about my child’s autism diagnosis, a few things can influence my choice.
First, I think about how it will help my child. If sharing means teachers and staff can better understand and support him—like knowing he might need a quiet
space during sensory overload or help with transitions, excursions, or day-to-day life at school—it feels worth sharing. We have been very open and honest with our school and the staff very early on in our son’s primary school journey (a year before our son started school), as this has been the best way to ensure he receives the funding and support he needs.
Trust is a huge factor. If I feel like the teachers, parents, or peers will be
supportive, will not make him feel singled out, and will have a better understanding of my son, I’m more likely to share. But if I’m not sure how they’ll react or if they have perhaps voiced their opinions about autism before, I will hold off. I want to make sure it’s helpful, not something that might lead to further misunderstanding or judgment.
I also consider how comfortable my
child is with certain people knowing. If he’s okay with it, I’m more open to discussing it. But if it makes him feel anxious or different, I’m more careful. How he feels about sharing his diagnosis is really important, particularly as he gets older into the tweens/teens age group, where he himself is starting to share with his friends and classmates.
Different members of a school community (e.g., teachers, support staff, other parents) will require different information about a child’s diagnosis. How can parents/ carers adapt their approach to discussing autism with different people?
As a parent, I think it’s really important to tailor how we talk about our child’s autism depending on who we’re talking to in the school community since different people need different levels of understanding.
For teachers and school staff, I usually focus on how my child learns best and what specific strategies can help in the classroom and school environment. They need to know about any sensory triggers, communication challenges, or behavioural cues that might come up during the school day. I always bring my son’s allied health team into these conversations, which helps bring practical, professional tips that can make the teacher’s job easier while supporting my child, like what kind of instructions work best or if he needs breaks when things get overwhelming.
For support staff, like the school counsellor, learning support or aides, we might discuss his emotional needs and how they can help him feel comfortable and secure at school. They often play a role in making sure he feels included, so understanding his social and emotional challenges is important. I might also talk about things like how he handles transitions or anxiety so they know what to look out for.
give them enough information so they have a better understanding, and also, they can encourage their children to be more inclusive without overwhelming them with details that aren’t really necessary.
For me, it’s about giving each group just the right amount of information to help them support my child in their role, without overloading them or making them feel like they need to be experts.
can parents/carers navigate situations where an individual or group is not supportive of an autistic child?
Navigating situations where someone isn’t supportive of my child can be really challenging, but over time, I’ve learned a few approaches that help. And sometimes, it’s easier said than done!
If a parent or child isn’t being kind or inclusive, I’ll address it directly and in the moment.
First, I try to stay calm and patient, even if it's frustrating. People sometimes aren’t supportive because they don’t understand autism or they have misconceptions. If I feel like they’re open to learning, I’ll gently start the conversation with them about my child’s needs and quirkiness, explaining that autism can look different in every child. Sometimes, people just need more information and insight to adjust their mindset.
When it comes to other parents, I usually keep things more general. If it comes up, and it’s a situation like a playdate where they may need extra information about my son, I might share that my child is on the spectrum and explain a little about what that means for him in general but also what might apply to the environment/situation. I want to
If the lack of support comes from school staff, I advocate firmly but respectfully. I’ll set up a meeting to discuss my child’s needs, bringing in his allied health experts as support, and highlighting the importance of inclusion and their responsibility to provide accommodations for my child. If necessary, I’ll raise my concern to the principal/executive team at the school and reinforce plans that we have in place such as individualised education plans (IEPs), to back up my case. Sometimes, bringing in a support professional or advocate can help, too.
It’s tougher when it comes to other parents or children. If a parent or child isn’t being kind or inclusive, I’ll address it directly and in the moment. Sometimes,
I struggle to keep cool, calm and collected, especially when you see firsthand how your child is treated. Walking away is always a good option too!
In situations where someone just isn’t going to be supportive, I focus on building up a strong support system elsewhere. It’s very important to make sure my son has people around him who are accepting and encouraging. While I can’t change everyone’s attitude, I can make sure my son knows he’s valued and surrounded by people who care about him.
Teaching autistic children skills around self-advocacy and disclosing their own autism diagnosis is an important ongoing process. How have you navigated this process?
Teaching my child self-advocacy and how to disclose his own autism diagnosis has been an ongoing journey, and we have tried a few times to have discussions about what autism means, but he was either too young or his cognitive understanding wasn’t really ready for these discussions. We have focused more on helping him understand his own needs without necessarily labelling them as autism or ADHD or dyslexia. For example, we have worked with him on how to recognise when he’s feeling overwhelmed or when he needs a break. We encourage him to use certain phrases or signals with his teachers or friends, like asking for some quiet time when things get too loud, or he needs a quiet break. I want him to feel confident that it’s okay to ask for what he needs, even if it looks different from what other children might be doing.
As he’s gotten older, we’ve started talking more about his autism in a way that makes sense to him, so that he can explain it in his own words. We’ve explained that his brain works a little differently, and that it comes with both challenges and strengths. I try to give him language he can use if he ever wants to explain it to someone else, like saying,
What advice do you wish you had been given when you began sharing your child’s autism diagnosis with their school community?
When our child was diagnosed, we were given the advice by professionals to tell the school early. I contacted our primary school a year prior to our son starting kindergarten, which allowed the school to get to know us as a family, and also spend time with our son in his preschool and early intervention centre prior to starting. This was so valuable to his transition into school and allowed the school to get to know him, we applied early for integrated funding, which gave our son the best start to his schooling journey as they were able to be ready for his orientation days and prepare the teacher for day one.
I’ve learned that working together and keeping communication open is key to helping my child thrive at school and this is an ongoing process each year as they move grades and teachers. Some years will be better than others, and some will be more challenging!
“I have autism, which means I might need extra time to understand things, but I’m really good at focusing on things I love like Minecraft or Pokemon.” I let him decide when and how much to share, and I always make it clear that he doesn’t owe anyone an explanation unless he feels comfortable.
The hardest part is helping him navigate situations where people don’t understand or might react negatively, and I am not there to help him navigate these sometimes tricky conversations. I try to prepare him for that by practicing different scenarios, so he knows how to respond if someone isn’t supportive. Learning to self-advocate will be a process that grows with him, and we will continue to try to give him the tools to navigate these conversations about who he is and to speak up for himself when he’s ready.
Did you ever disclose your autism diagnosis to people in your school community? Why/why not?
No, I never did, because I felt that I didn’t need to. Throughout high school I was in an early morning class with other kids on the spectrum. All the other students knew what kind of class it was so there was a silent acknowledgement.
What can autistic students do to prepare themselves to discuss their autism with others? And, how can they seek support to navigate this process, and the reactions of other people, with confidence? Before anything, make sure you can communicate your words properly and clearly. If they can’t understand you, you can’t explain yourself. Aside from that, you need to have a good idea of what you need regarding support. You also need to be self-critical and interrogate yourself and ask if you really need this specific support from others. It’s always good to strive to be self-reliant.
What lessons or skills did you gain from discussing autism with others in your school community?
To be completely honest, I never really disclosed my diagnosis with others in my school. None of the other students showed any interest in the fact that I had Asperger’s Syndrome (autism).
What advice would you give to autistic students who want to share that they are autistic with people in their school community?
It depends on whether the other students are interested. If they are, then work on yourself to articulate what it is that you have and how it affects you. It’s important to be patient with those who are ignorant (just as you would appreciate someone showing patience and forgiveness for your ignorance, so should you show common courtesy).
How can students, teachers and other members of a school community be supportive of an autistic person who discloses their diagnosis?
I would suggest listening to the autistic person and letting them define their needs, within reason of course. I also would suggest having the other students learn about what autism is and why people on the spectrum may act in certain ways so to avoid possible confrontations that arise because of a lack of understanding.
Most of all, from my perspective, it’s important to let the person on the spectrum know that their diagnosis is no ‘big deal,’ in that they shouldn’t ‘other’ themselves because of their diagnosis.
It’s better for them not to see themselves as a diagnosis and to see themselves as an individual who, despite their difference/disability, are still part of a student body.
Do you have a Consumables budget question?
When it comes to getting the most out of your child’s NDIS Plan, understanding the different budgets and what they cover is really important. The Consumables budget sits under Core supports and funds items related to your child, teen or young adult’s everyday disability needs.
Experienced Leap in! plan manager Amy has a wealth of knowledge about Consumables and answers some of your questions so you can use this budget with confidence.
Can you briefly explain the Consumables budget?
The Consumables budget funds everyday items you may need because of your disability support needs. For example, continence products or low-cost assistive technology and equipment to improve your independence and/or mobility.
Your NDIS Consumables budget can be used to purchase items valued at up to $1500.
1. Your Consumables budget gives you choice in how you spend it, as long as the items meet the NDIS ‘reasonable and necessary’ criteria and are on the ‘Supports that are NDIS supports’ list. Items on the ‘Supports that are
not NDIS supports’ list cannot be purchased with NDIS funds.
2. Keep track of your expenses. It’s good to have an idea of how you’d like to spread your Consumables budget over the life of your plan, that way you won’t be caught short at the end of your plan. When you have Leap in! plan management, you can use the Leap in! app to track your spending, so funding lasts throughout the year.
Can you only buy disposable items with Consumables funding?
Great question! Consumables may include single-use disposable items such as absorbent pads and specialised food supplements (where approved), as well as many other things that are not single-use, such as eating aids, modified cups and some personal care items.
What types of things can you buy with Consumables funding?
The NDIS recently released two lists –one details what can be purchased with NDIS funding and one that outlines what cannot be purchased with NDIS funding. You can find the lists at ourguidelines. ndis.gov.au/would-we-fund-it/whatdoes-ndis-fund.
Examples of the things you might be able to purchase with your NDIS Consumables budget include:
• Some personal care and safety products
• Modified foods, pumps and syringes for
home enteral nutrition
• Disability-related wound and skincare
• Modified or adaptive clothing
• Consumable items needed for maintenance or use of an assistive product
• Modified eating aids
• Products to manage incontinence such as nappies, disposal wipes and mattress protectors
• Telephone or video interpreting
• Auslan or signed English training
• Vision or hearing-related low cost assistive technology.
is a ‘replacement support’?
In some cases, you can request a replacement support for items generally not funded by the NDIS. You must apply for and get NDIA approval before buying these items. There are two categories for replacement supports – standard household items, or smart devices for accessibility or communication. For more information and how to request a replacement support visit the NDIS website (ourguidelines.ndis.gov.au/ would-we-fund-it/what-does-ndisfund).
For children under five: The NDIS will fund nappies, wipes and other associated items if the child has a disability-related medical condition which means they have higher needs than children of similar age or require urinary catheters.
For children aged five and over: If continence supports are still needed because of a developmental delay or disability they are likely to meet the NDIS criteria for funding.
No. Everyday vitamins, medicines, prescription medications, sport supplements and homeopathic medicines are not funded by the NDIS. This includes supports for health issues not related to a disability including eating disorders, food allergies and diabetes. We always recommend that you reach out to your NDIS contact to discuss your child’s disability-related nutritional support needs.
Consumables can be purchased from shops such as chemists and supermarkets or online. NDIS consumables providers can be registered or unregistered. Items under $1500 generally don’t require a quote.
DO YOU HAVE A QUESTION YOU’D LIKE US TO ANSWER IN THE NEXT EDITION OF SOURCE KIDS? WE’D LOVE TO HEAR FROM YOU. SEND YOUR QUESTION TO MYSTORY@LEAPIN.COM.AU
Leap in! is a two-time winner of the Most Outstanding Plan Management Award (2023 and 2024). Speak to us about how we can make a difference for you. Call 1300 05 78 78 or email crew@leapin.com.au to learn more about Leap in! plan management.
This writing aid is a knitted stretch band that is designed to facilitate the correct positioning and holding of a pen or pencil. This one has a little blue dolphin which is placed in the palm. RRP: $13 starfishstore.com.au
Our product picks for accessible learning success.
TiPY is the evolution of typing on a computer - left and right in one keyboard! With TIPY and its key concept of the one-hand keyboard and integrated mouse function, the user can type letters, texts and use all the advantages of a computer all with one hand. RRP: $1,195 wila-products.com.au
The Gymnic Move ‘n’ Sit cushion is a triangular wedge-shaped cushion designed to promote correct seated posture. The wedge shape is particularly helpful for children who have low muscle tone and tend to sit with a slumped posture. Move ‘n’ Sit cushions are also an effective way to provide children with regulating sensory input whilst they remain seated. With one of these cushions kids can wiggle while they learn! RRP: from $49.95 skillbuilders.com.au
Proudly made in Melbourne, the acrylic Easywriter Angled Writing Board is an incredibly effective handwriting tool that helps to adjust poor pencil grip by supporting the proper supination and pronation of the wrist. The Easywriter’s surface is large enough to cater for A4 paper in both portrait and landscape orientations with a large clip at the top to keep it secure. There’s also rubber feet for plenty of grip on all surfaces and the base doubles as a handle for easy transport. RRP: $69.95 thetherapystore.com
This vibrating pen delivers gentle, soothing vibrations to the hand, offering additional tactile feedback without disrupting the writing process. Since effective tactile feedback is key to the smooth, coordinated use of the small hand muscles (intrinsics), this tool provides a unique way to support handwriting development, particularly when tactile processing is reduced. RRP: $66 senseabilities.com.au
This stunning oil slick metal bookmark helps keep your page, allows attachment of your favourite fidget & assists in keeping the eyes on the line you are reading using the reading pane. Amazing for both pleasure reading at home and also in the workplace or classroom. A fabulous tool for learning support. RRP: $39.95 *fidgets sold separately. kaikofidgets.com.au
Dramatically improve posture and productivity whilst saying goodbye to sitting still.
Perfect for the classroom or home, the Elizabeth Richards Wriggle Stool is suitable for children, teens and adults. It provides an alternative to standard classroom chairs.
Not only is sitting still hard work for little wrigglers in the classroom, recent studies prove that sitting still does more damage than good to young and old. The Wriggle Stool embraces the concept that moving while you work actually enhances focus and retention - making learning and teaching easier and more enjoyable! RRP: $94.50 sensorystreet.com.au
Need a visual daily schedule for children? This is it! This chart will help your child remember what they need to pack each day and what activities are coming up in their week. Perfect for the family that LOVES to know what’s going on and exactly what they’ll need… removing unnecessary stress and chaos in an already busy world! With 60 magnetic tiles covering ‘Things I need’, ‘Things I have on’, ‘People I see and Places I need to be’ and more. RRP: $79 remindables.com.au
These mounted tabletop scissors are designed for use by those with very limited strength and control, or for use one-handed. Simply push the paper or card along the base until in position, then push down the "T” shaped handle to cut. The hidden spring will automatically reopen the blades in readiness for the next cut.
RRP: $95.65 teaching.com.au
Designed in conjunction with occupational therapists and school teachers, Clever Eli has become a hugely popular multi-sensory learning tool. This grooved-design reusable kids handwriting book with disappearing ink provides a unique and fun experience for children to improve their handwriting skills.
RRP: $32.95 clevereli.com.au
The NDIS now focuses on the following types of impairment categories:
• Intellectual
Starting in January 2025, every new participant in the NDIS will receive a document called an ‘impairment notice’. This notice confirms that the individual has a permanent disability or significant impairment. It also outlines which specific impairments qualify for disability or early intervention support through the NDIS.
If your child, teen or young adult is already on the NDIS, they’ll get this notice the next time they renew or transition to a new plan. Don’t worry if you don’t receive an impairment notice right away – each family’s timeline will look a bit different as the NDIS rolls this out.
• If your child qualifies under the disability or early intervention pathway.
• The specific impairments that are recognised by the NDIS.
Under the new rules, your child’s NDIS plan will include supports that align with the needs identified in their impairment notice.
• Cognitive
• Neurological
• Sensory
• Physical
• Psychosocial
Your child’s impairment notice might include one or more of these categories. If they have multiple impairments (for example, both physical and intellectual), you may see different types of supports for each.
Two children can have the same diagnosis but need very different supports. By shifting the focus from diagnosis to impairment, the NDIS hopes that each child will get the specific help they need, based on how their disability or condition affects their everyday life.
The impairments on your child’s notice will guide funding decisions and determine what supports can be included in their plan. If at any point you feel the impairment notice is incorrect or missing information, you can request to change it.
From 1 January 2025, all new NDIS participants will receive an impairment notice
Existing participants will get their impairment notice when they review or transition to a new plan
An impairment notice confirms a permanent disability or significant impairment that meets NDIS eligibility
There are six impairment categories under the NDIS.
If you’d like to find out the information the NDIA used to decide your child’s eligibility for the NDIS, you can complete a Participant Information Access request. While this isn’t a formal impairment notice, it can help you understand what the NDIA used to grant access. It’s a helpful first step while waiting for the official notice, especially if you have a plan review or reassessment coming up.
Here to help.
At Leap in!, the team is there to support you through these updates and provide clear, timely information as further details become available. Check out their NDIS Changes page for all the latest updates on the NDIS reforms. leapin.com.au/ndis-changes
A family-owned Australian business, founded over 35 years ago. Our mission is to provide the best rehabilitation and mobility equipment, sourced from around the world, to help Australians and New Zealanders, living with disability achieve their goals.
The Zing MPS provides a new therapeutic opportunity to stand in supine, upright and prone without having to transfer the child in and out of the stander to switch between supine or prone standing. No need to flip pads, foot plates and trays to change positions. Tool-free adjustments and/ or removal of support and positioning components adds to the ease of use.
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March 26th is Purple Day for Epilepsy, a global initiative dedicated to raising awareness about epilepsy and supporting those affected by this neurological condition. Epilepsy is characterised by recurrent, unprovoked seizures resulting from sudden bursts of electrical activity in the brain, leading to temporary disruptions in normal brain function.
Around 250,000 Australians are currently diagnosed with epilepsy, and approximately 3.5% of the Australian population will experience this neurological disorder at some point in their lifetime. On a global scale, more than 65 million people worldwide have epilepsy, making it the world’s most common serious brain disorder. However, despite these statistics, epilepsy remains shrouded in mystery and misconceptions for much of the community.
Epilepsy varies in severity and frequency from person to person and seizures differ as well, from a momentary pause and staring into space to full body convulsions. In fact, there are about 40 different types of epilepsy which can either involve the whole brain or part of the brain. The frequency of seizures also differs among individuals, with some experiencing multiple seizures daily, while others may have them only occasionally.
The exact cause of epilepsy remains unknown in about half of all cases. However, potential factors contributing to the development of epilepsy include:
• Genetic predisposition : A family history of epilepsy can increase the likelihood of developing the condition.
• Brain injuries: Trauma from accidents, strokes, or infections can lead to epilepsy.
• Developmental disorders: Conditions such as autism and neurofibromatosis are associated with a higher incidence of epilepsy.
Common triggers that may provoke seizures in individuals with epilepsy include stress, lack of sleep, some rapid flashing lights or geometrical pattern changes, physical or emotional stress, and alcohol consumption.
Diagnosing epilepsy typically involves a comprehensive medical evaluation, including a detailed account of seizure history, neurological examinations, and diagnostic tests such as electroencephalograms (EEGs) and imaging studies. While there is no cure for epilepsy, various treatment options can help manage seizures effectively:
• Medications: Anti-epileptic drugs (AEDs) are the most common treatment and can control seizures in about 70% of cases.
• Surgery: For individuals whose seizures originate from a specific area of the brain, surgical intervention may be considered.
• Lifestyle modifications: Adequate sleep, stress management, and avoiding known seizure triggers can aid in seizure control.
• Dietary therapies: Specialised diets, such as the ketogenic diet, have been effective in reducing seizures for some individuals.
MYTH
You need to put something in a persons mouth to stop them from swallowing their tongue during a seizure.
MYTH
You only get epilepsy as a child.
MYTH
MYTH
Epilepsy is rare.
MYTH
Epilepsy is a mental illness.
It's
FACT: Approximately 250,000 Australians have epilepsy.
FACT: Epilepsy is a disorder of the brain.
MYTH
You should restrain someone having a seizure.
You can't die from epilepsy.
FACT: You can get epilepsy at any age, but seniors are the most commonly diagnosed group.
FACT: Restraining a person will not stop or slow a seizure. Instead, it is likely to cause agitation or distress.
FACT: Whilst uncommon, death in epilepsy can happen due to SUDEP or seizure related accidents.
MYTH
People with epilepsy lose consciousness and have convulsions.
FACT: Not all seizures are convulsions. Seizures can be brief stares, confusion or unusual behaviour.
MYTH
Epilepsy is genetic.
1. Stay with the person
2. Keep them safe, removing anything that could hurt them
3. Don’t try to restrain them
4. Don’t put anything in their mouth
5. Roll them onto their side once jerking/shaking subsides
6. Reassure them until they have recovered
7. Call an ambulance if the seizure lasts longer than five minutes
Some types of epilepsy are genetic, but there are many other cases.
Coming to terms with the diagnosis of epilepsy may be difficult, require a period of adjustment and some lifestyle changes. Seizures can be disruptive and impact your life, but many people with epilepsy gain seizure control with regular medications and a sensible lifestyle. Two in three people become seizure free. Epilepsy does not need to limit your expectations or achievements.
Public education and awareness initiatives like Purple Day play a crucial role in dispelling myths around epilepsy.
Purple Day, is all about raising awareness for epilepsy and showing support for the 1 in 25 Australians living with the condition. In Australia, the Make March Purple campaign runs all month long, giving families, schools, and communities plenty of ways to get involved. This year’s theme, Purple Heroes, celebrates the amazing strength of people with epilepsy, as well as their families, carers, and supporters.
Getting involved is easy! You can wear purple, host a morning tea, take on a fun “Purple Challenge,” or set up a fundraising page to support epilepsy services, education, and research. Schools and workplaces can also join in by decorating in purple or running awareness activities. And if you’re short on time? Even a quick social media post using #MakeMarchPurple helps spread the word. Find out more and access resources at makemarchpurple.org.au/event/ epilepsy-action-australia
Organisations like Epilepsy Action Australia work to bring the condition out of the shadows and increase awareness of the impact that this condition can have on individuals and families. Plus, knowledge is power when it comes to understanding and assisting someone with epilepsy. There’s no reason to be afraid if you see someone having a seizure; you can help, with just a little knowledge about the condition.
For more information and resources, visit Epilepsy Action Australia epilepsy.org.au
Lisa and her son Oliver, have ridden the rollercoaster ride of seizures since he was a baby. Here is her story.
How did you first become aware that there might be a concern about Oliver? What were the early signs that led you to seek a diagnosis?
Oliver was having breath holding spells from about 8 weeks of age. We knew this could be semi-normal for a toddler, and usually tantrum related, but certainly not normal for a baby his age. He would have these spells and that would be followed by what looked like a small seizure which would be followed by some sleeping time.
Can you tell us a bit about the diagnosis Oliver received?
Oliver was initially diagnosed with epilepsy after numerous consultations with specialists regarding his infantile spasms. These spasms are typically considered
treatment to prevent potential damage caused by the seizures. However, they can be challenging to identify, as the spasms often occur in clusters and can resemble the startle reflex.
Further investigations into Oliver’s epilepsy revealed cortical dysplasia on the right side of his brain, which was triggering different types of seizures. Despite trying several medications, Oliver was eventually diagnosed with refractory (drug-resistant) epilepsy, along with developmental delay.
How has the diagnosis impacted your family dynamics and daily routines? Have there been any specific challenges or adjustments you’ve had to make?
Oliver’s diagnosis has brought significant challenges for our family. He underwent a right-sided hemispherectomy, a procedure that disconnects the right side of the brain, in the hope of stopping his seizures. While he continues to have seizures, their frequency and severity have improved compared to before the surgery.
Oliver receives regular therapy, including speech therapy, occupational therapy, and physiotherapy. He needs assistance with most daily tasks and
experiences developmental delays compared to his age. Balancing Oliver’s needs with parenting his sister, who doesn’t face the same struggles, is a constant challenge. We work hard to ensure she feels seen, heard, and equally supported.
What kinds of treatments, therapies, or interventions has Oliver been receiving?
Oliver currently receives occupational therapy, speech therapy, and physiotherapy. However, we’ve had to reduce the frequency of some sessions to find a better balance between family life, work, and ensuring he has downtime. It’s an ongoing process of reassessment as we strive to meet everyone’s needs.
As a parent, what are your primary concerns and hopes for Oliver?
How can those around you offer support during this time?
Our main concern is what the future holds for Oliver. Our goal is to support him in becoming the best version of himself, whatever that may look like. We’re grateful for the emotional support and understanding of those around us–every bit of help is deeply appreciated. Parenting is demanding at the best of times, and adding these extra stresses into the mix definitely makes things more challenging and takes a lot out of you.
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Caregiving for children, teens or young adults with disability can feel increasingly at odds with the fast-paced, efficiency-driven world around us. Monique Power, unpacks The Care Paradox
Parenting a child with disability or complex needs is often described as a marathon, not a sprint. It’s a journey that requires endurance, resilience, and a constant adjustment to new challenges. In today’s world, where technological advancements promise to make life easier and more efficient, parents like you may find yourselves caught in a paradox — the more efficient our society becomes, the more isolated and overwhelming the act of caring feels. This is the essence of the “care paradox.”.
Caring for a child with disabilities or complex needs is akin to running a marathon. It’s not just about the finish line; it’s about the journey — the unseen preparation, each step, each mile, requires unwavering dedication and focus. Unlike a sprint, where the goal is immediate and the effort short-lived, the marathon of care stretches over a lifetime, demanding sustained energy and emotional resources. In this context, the rapid pace of technological progress can feel dissonant. While the world races ahead
with innovations in artificial intelligence, automation, and efficiency, the world of care seems to lag behind, tethered to the unchanging realities of human need and connection. This contrast brings into sharp relief the care paradox — where the more our society advances, the more the fundamental act of caring for another human being becomes marginalised and undervalued.
THE CARE PARADOX: Efficiency vs humanity
At the heart of this paradox is what economists call The Baumol effect. Named after economist William Baumol, this concept explains how sectors with slow productivity growth — like healthcare, education, and care — become
increasingly expensive relative to highefficiency sectors like technology and manufacturing. While it becomes cheaper and easier to produce goods or services, the relative cost and effort of providing personal, human-centric care increase. Think of it this way, bathing a child 30 years ago took just as long as bathing a child today. Even settling and soothing a child after sensory overstimulationtakes time. Quality care is careful, time consuming, and there are no short cuts. For parents of children with disability, this paradox is experienced daily. The societal push for efficiency means that resources and support systems for care are often strained, undervalued, and underfunded. Care becomes a costly endeavour, not just financially, but emotionally and physically.
As our society becomes more connected through technology (and ‘apps’ open our worlds to new possibilities), paradoxically, we can feel more isolated in our care roles. It is often a very thankless ‘job’. The demands of caregiving can create a sense of isolation, as the support needed is not just logistical but deeply personal and emotional, or extortionately expensive and unattainable. Technology may offer tools to help manage care more efficiently (and in some cases really well!), but it cannot replace the essential human connection that true caregiving requires. For parents in the midst of this care marathon, the erosion of connection is profoundly felt. Whilst, technology can provide temporary relief, for instance, a telehealth consultation or an app to track medication schedule… it cannot sit with you during the sleepless nights, or offer a comforting touch when the road feels particularly long, winding and lonely. The push for efficiency in all other aspects of life can make the inherently slow, deliberate, and compassionate nature of care feel out of step with the times.
all too familiar feeling of “mum guilt”. The marathon becomes not just about the endurance required to care for your child, but about the stamina needed to advocate for support, recognition, and fair treatment in a society that too often takes caregiving for granted, with no end in sight. It is a labour of love.
of our lives. Also, just as importantly, how we communicate this to others. Running the care marathon requires not just endurance, but also a community that understands and values the race you are running. It requires policies that support families, workplaces that accommodate the realities of caregiving, and a culture that celebrates the act of caring as a fundamental part of what it means to be human.
For parents in the midst of this care marathon, the erosion of connection is profoundly felt.
The Care Paradox also has a gendered dimension. Historically, caregiving has fallen disproportionately on women, a trend that continues today. In many families, mothers are the primary caregivers, juggling multiple roles and responsibilities while managing the complex needs of their children. This creates a double bind where the increasing cost and difficulty of care, coupled with societal expectations that place the burden of this care on the fairer sex, exacerbate gender inequalities. For parents, especially mothers, running this marathon means constantly navigating a landscape that undervalues their labour, both paid and unpaid. The societal expectation that women should naturally take on caregiving roles can lead to burnout and a sense of being overwhelmed - or that
Despite these challenges, there is hope. The very technology that can seems so alienating also holds the potential to create more robust support systems for families. By reimagining how care is delivered, integrating technological tools with human compassion, we can create a new model of care that respects both the needs of those receiving care and the realities of those providing it. For example, online support groups, virtual therapy sessions, and digital tools that help track and manage care needs can offer much-needed relief. These tools, when used as supplements rather than replacements, can provide parents with a sense of connection and support that bridges the gap created by the Care Paradox. They can help transform the care marathon into a more sustainable journey, offering water stations and rest stops along the way. And with enough foot traffic, the ‘stampede’ of carers can carve a new pathway for those following in their footsteps.
Ultimately, addressing the Care Paradox requires a cultural shift in how we value care. As a society, we need to move away from seeing care as a burden or a drain on resources and begin to recognise it as the vital, life-sustaining work that it is. This means not only providing better support systems for caregivers but also changing the way we think about care in the context
In the end, navigating the Care Paradox as a parent of a child with disabilities or complex needs is about embracing the marathon. It’s about recognising that while the road may be long and challenging, it is also filled with moments of profound connection, love, and meaning (all things a tech tool can’t fulfill!). It’s about understanding that while technology and efficiency may reshape many aspects of our world, the act of caring for another human being remains a deeply personal, irreplaceable part of our humanity. It is part of the very fabric that makes us who we are.
As you continue on this care marathon, know that you are not alone. There is a growing recognition of the value of care, and a collective movement towards creating a society that supports and honours the caregivers among us. The marathon may be long, but with each step, you are paving the way for a future where care is not seen as a paradox, but as a shared, cherished responsibility.
By, Monique Power, founder Rippleability. RippleAbility is a paediatric specific disability provider, helping families navigate complex systems of support and build their capacity to advocate for appropriate supports and services for their child. Email: monique@rippleability.org rippleability.org
We are a team of experienced occupational therapists, speech pathologists, psychologists, positive behaviour support practitioners, social workers and physiotherapists.
For an appointment, to learn more about our services, or to see what services are available immediately, visit us at livebig.com.au or call us on 1300 390 222.
Learning to cook is my kind of independence
On Mable, you can search for and book independent support workers who can help your child build their skills to be their best.
Cooking up a storm is one of 14-year-old Conor’s favourite activities. So when his mum, Jennie, first started searching for an independent support worker on Mable, she knew she wanted someone who could help Conor do the things he loves.
Enter Livia. While reading Livia’s profile on Mable, Jennie discovered she’d been a teacher in a former career. Having worked with kids a lot, she thought Livia might be a good candidate for supporting Conor.
From their first in-person chat, Jennie knew she’d found the perfect fit. She felt an innate goodness in Livia. Most of all, she knew Conor would love her – and they’d have a great time together!
Jennie says Livia has helped them all to be more independent.
“By assisting Conor with his needs [and goals] … It allows him to be more independent from me, and allows me some independence to be a person,” she explains.
Livia provides practical support, such as taking Conor to speech therapy and assisting him with daily living tasks, but they’ve really bonded over their shared passion for dancing and pasta.
“I pick him up from school, and we always have a dance party in the car!” Livia chuckles.
They also enjoy cooking together, often making pasta from scratch.
“Conor loves eating pasta!” Livia says. “We have lots of fun.”
Conor has become more independent through learning how to cook for himself and express his creativity in the kitchen. Seeing him thrive with Livia’s support gave Jennie the confidence that Conor has the right person in his corner.
Being able to choose a support worker on Mable who matches Conor’s needs and goals has also lightened the load for Jennie. And the reassurance of knowing her son has support that will continue to help him grow has made a world of difference.
Our team checks every worker’s identity, qualifications, references, and police check so you can choose someone fun and verified for your child.
Get started on Mable for free at mable.com.au or scan the QR code.
If you’re applying to join the National Disability Insurance Scheme (NDIS), going through a plan review or reassessment, or challenging a National Disability Insurance Agency (NDIA) decision, it may feel like your voice is lost in swathes of letters and assessments prepared by medical and allied health professionals.
While gathering evidence to support your case, maybe you wish you could just tell your story – what it’s like to live a day in your life. That way, the Agency will understand what it’s like to be you, and recognise the supports you need – right?
Well, there is a way you can share your story – through a statement of lived experience (if you’re an NDIS participant) or a carer statement (if you’re a carer of someone with disability).
Our friends at My Plan Manager have all the information you need, so be sure to read on!
According to Zena Dyson, a Specialist Support Coordinator at Esteem Care
Services, a lived experience statement is a letter from a person to the NDIA explaining what the effects of their disability are and how it impacts their daily life.
“It presents a person’s perspective of their personal situation and evidence of what direct supports they require to live a more supported daily life,” says Zena.
“This is helpful when applying for the NDIS, at plan reviews or reassessments, or for a review of an NDIA decision. It provides the NDIA with a step-by-step guide to what you can or can’t do daily due to disability.”
The power of a statement of lived experience shouldn’t be underestimated.
“A statement of lived experience provides evidence for what NDIS supports (and amount of funding) are needed,” says Zena.
“Together with evidence such as allied health reports and medical diagnosis evidence, it can be crucial evidence to determine the funding received from the NDIA.”
Kristie Findlater – founder of the Western Sydney Support Coordinators Network – agrees. She says it’s critical to provide a lived experience statement to the NDIA if a current plan is underfunded, or if you’re going into crisis.
“You could be in a position where currently you’re okay, but in a couple of months you’re going into hospital and you have a child who’ll need extra care, which requires more funding,” says Kristie.
“I was working with a participant whose Mum lives with PTSD, severe depression, and a chronic medical condition. She was also caring for her daughter as a sole parent. The NDIA didn’t consider how much support was really needed and, as a result, her plan was underfunded.
“She provided a lived experience statement in a plan reassessment, and the evidence to go with it, and she secured more funding in her daughter’s plan.”
Kristie says a lived experience statement is also important evidence when too little
funding is received in a plan.
“A lived experience statement shows you’ve disclosed critical information about your life to the NDIA and have provided the evidence to support it. If you get a plan back with too little funding, you can ask for a reassessment based on the fact that the NDIA hasn’t considered everything provided in your lived experience statement.”
There’s no right or wrong way to write a statement of lived experience. That’s because you and your experiences are unique, so how you write about them will be too.
Whether you’re comfortable writing a formal letter, or prefer communicating through bullet points, here are some basics to consider when crafting your statement of lived experience:
1. Introduction: introduce who you are and the purpose of your statement.
2. Overview of disability: give an overview of the disability you live with, and the permanency of it.
3. Impact of disability: describe how the disability you live with impacts your day-to-day life.
4. Support: describe the limitations of your informal supports, and how extra support would benefit you.
5. Conclusion: write a finishing sentence. If you feel stuck, you can seek support from a family member, a friend, or your support coordinator (if you have one). You can also take inspiration from these free templates found on these pages:
Queensland Advocacy for Inclusionstatement of lived experience template: qai.org.au/ndis-resources
People with Disabilities Western Australia - statement of lived experience template: pwdwa.org/how-we-help/ndis
What you have to say is powerful, and by voicing it, you can strengthen your position and have an impact on the NDIS funding allocated to you.
Remember, no one knows your experience and the support you need like you do – let your voice shine.
A carer statement is a letter written by a person who cares for an individual with disability. It gives the carer’s perspective of the impact of disability on the individual and those around them.
When writing a carer statement, Kristie recommends being honest.
“A lot of carers try to paint a positive picture to the NDIA because they’re doing it in front of a person they care for in a planning meeting, or in a carer statement that a participant could read,” says Kristie. “But from experience, ‘positive’ doesn’t always paint the full extent of disability and can result in less funding.”
“I had to write carer statements for both my children and culled a lot of information because I was scared they’d eventually read them. It comes down to what you’re comfortable including and it can be difficult.”
As with a statement of lived experience, there’s no right or wrong way to craft a carer statement. Here are some basics to consider including:
1. Introduction: introduce yourself and your relationship to the person you care for.
2. Overview of disability: give an overview of the disability the person you care for lives with, and the permanency of it.
3. Impact of disability: describe how the disability impacts the day-to-day life of the person you care for, and how it impacts you.
4. Support: describe the limitations of the support you provide, and how extra support would benefit the person you care for, and you.
5. Conclusion: write a finishing sentence.
If you’re a carer, you’re likely to be low on free time – so here are some carer statement templates you can adapt to get started:
• Queensland Advocacy for Inclusion
- carer statement template: qai.org.au/ ndis-resources
• Carers Australia - example carer statement: qai.org.au/ndis-resources
If you have physical or mental health issues or conditions that mean you’re not coping, be sure to include them in your statement. Talk about your life, living situation, ability to maintain a home and do day-to-day tasks from the minute you wake up, and how the challenges you experience stop you from getting a job or caring for yourself, or how they’re impacting your mental health.
If you’re a carer, talk about your support networks and your ability to maintain a job if your carer role impacts work. The NDIA assumes every participant has a network to support them –but if that’s not the case, make it clear.
If you’re going into a plan review, write the statement a week or two before the review, because the NDIA wants your statement to be current.
Provide as much evidence as possible to go with your statement – like allied health reports and medical diagnosis evidence. Without this evidence, you won’t have a case.
Break it up. Write your statement in a Word document and add to it over time to make it more manageable, and to be sure you’ve covered everything.
Your voice has impact
Whether you’re a person with disability or a carer, remember –your voice has impact. Only one person can truly tell your story, and that’s you!
Want to learn more about NDIS plan management? Check out
My Plan Manager – Australia’s first, largest and leading plan management provider – at myplanmanager.com.au or give them a call on 1800 861 272.
A mobile and Compact Sensory room providing an individually tailored sensory experience. Designed by special education teachers, allows parents and teachers to create a sensory learning environment in nearly any location. Includes several styles of sensory tools to provide the right amount of stimulation to our 5 sensory systems.
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This robust eating device makes eating independently significantly easier for people with involuntary muscle contractions. Eating with the iEAT Power Grip requires less control and coordination, thanks to the shock absorption mechanism and limited area of movement (adjustable to personal preference). Using the iEAT Power Grip has the added benefit of being able to sit upright while eating. This improves posture and benefits the digestive system. Price on application. avantinnovations.com.au
KISA Phone is an assistive technology communication device designed for simplicity and accessibility, and to help people who are unable to use modern mobile phones.
• Easy to use large physical buttons with clear high contrast text or photos.
• Loud and clear sound, ensures good call quality for those with hearing difficulties.
• Long battery life, minimises the need for frequent charging, which can be challenging for some people.
• Emergency features like SOS button, GPS tracking and fall detection make it invaluable for safety and peace of mind.
• No screen or digital menus.
RRP: Enquire online. kisa.com.au
Learning how to prepare food is an essential skill. But traditional kitchen knives can be difficult to use and the risk of accidental knife slips puts many people off prepping and cooking their own food at home.
KandoKutter Safe Knife allows people to prepare their own food without the worry of cuts and injury. This safe kitchen knife for adults is designed to cut through all types of food – from tomatoes to steak –while keeping fingers safe. RRP: $49.99 kiddikutter.com.au
The revolutionary shape of the Uccello Kettle is designed to enable hot water to be poured from kettle to cup effortlessly, safely and independently. The light-weight design, combined with the rotating cradle, means you only have to “tilt-to-pour”, eliminating any lifting, straining, or trying to balance and aim when pouring hot water. RRP: enquire online. countrycaregroup.com.au
EazyHolds of soft silicone universal cuffs fit many objects for children to adults. The strap adapts to help you hold toys and tools for those with weak to absent finger flexion or limb loss. It gives you a secure grasp on grooming tools like hair brushes and easily holds kitchen implements like spatulas and spoons. Paint more comfortably with fine art brushes. Attach to musical instruments, bike pedals, and bike handlebars, children’s and adults walkers, and more! This easy cuff will help you to hold many items for school and home, allowing much more independence and the ability to do more. RRP: $30.50 skillbuilders.com.au
The 6-in-1 multi-opener by Progressive is the ultimate kitchen essential, with the ability to open 6 different types of seals and lids: safety seals, pull tabs, bottle caps, jar lids, and bags. The narrow top circle is ideal for opening water and soda bottles, whilst the larger circle is used as a jar opener. The centre section grips safety seal tabs to remove seals from bottles and jars. The hook on the top of the small circle lifts and pulls open tabs on cans. $RRP: $50.55 chooze.com.au
This ergonomic stylus is the first and only stylus with a universal design to give both children and adults control and accuracy. It engages the whole hand to give more stability. This clever tool was designed by occupational therapists specialising in hand therapy and is ideal for those with fine motor dexterity issues. Compatible with capacitive touch screens such as Ipads, Iphones, Samsung and other tablets. RRP: $19.99 skillbuilders.com.au
Introducing the world’s first and only cup with a Rotatable Handle and Hidden Lid. Designed to make drinking extremely easy for people with pain, tremor, weakness, limited dexterity and more. The benefits of handSteady include: fewer spills, more control, more comfort; increased independence, dignity and social confidence; greater hydration and physical wellbeing. RRP: $48.95 wila-products.com.au
Review
BeMewasreviewedafterseveralweekstocheckifitwasmeeting Graceandmum’sinitialgoals.Mumreportedanincreaseduseoftheseatingsystemat home,somethingGracehadalwaysstruggledtotolerate. Gracewasabletofeedherselfformuchlongerusing heradaptiveeatingdevicewhichwillhelppromote independenceasshegetsolder. Anotherpositiveimprovementwasseeninheroverall breathing.Graceexplainedthat“Sometimeswithmy condition,IoftenforgettobreatheandwhenIamsaton thecouchhunchedover,itcanmakemybreathingdifficult. WhenIuseBeMe,mychestisopenedupsoIamabletobreathe mucheasier.”Gracealsoaddedthatbeingabletomaintainagood posturehasmeantagreatimprovementinhermum’smakeupskills!
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The Breezi high chair range fits in with the surroundings, while being ideal for growing kids with mild to moderate postural and behavioural needs
You might think this article on goal-setting is a little lateJanuary, the month we usually reflect and plan for the year ahead, is long gone. But goals and resolutions set on any day other than January 1 are just as meaningful.
Chances are, you’ve made a New Year’s resolution you didn’t keep, or set a goal that becomes a distant memory - we all have. In fact, at this point, it’s practically a trope.
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But through my research (and a bit of personal experience), I’ve identified the biggest mistakes people make when setting—and more importantly, sticking to—new goals. So, here are five key tips to help you push past the hurdles and become a goal-scoring machine.
ON INPUTS. So, let’s say you want to lose 20kg of body fat by the end of the year. That’s an outcome but not one you can directly influence. Weight loss is a measurement, the result of diet, lifestyle and activity. So, the emphasis needs to be on those inputs. If you changed your goal to eating healthier, exercising most days and being more active, do you think it’s likely you’ll lose weight? Focus on things you can do, not on the outcomes of those things.
Kiss broken intentions goodbye with these five game-changing goal-setting tips.
THE WAY! The key to achieving goals is to have wins along the way. The brain likes winning and achieving goals, and achievement is a positive cycle, once you start scoring goals you tend to keep going. This is why including milestones or mini goals along the way can help keep you on the path.
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Failing sucks and nobody likes to experience it, and for many it can perpetuate negative self-beliefs and limiting thoughts. However, I’m here to say that failure is pretty much inevitable when tackling big audacious goals. Name anyone who had a perfect road to success in anything. So, what do you do when you fail? You breathe and you don’t make it personal. Forgot to work out today and now the weekly routine is ruined? It happens. Identify what went wrong, how to avoid it in the future, forgive yourself and get back on track tomorrow.
GET REALISTIC. I’m not a Tony Robbins guy but I do love a quote of his –“people overestimate what they can achieve in 1 year and underestimate what they can achieve in 5 years”. As a former personal trainer, I saw countless fitness ads guaranteeing ‘abs in 6 weeks’ which is either impossible or deeply unpleasant and unsustainable. Why the rush? If you’re setting big goals, that’s great, just make sure you have ample time for life so you’re not cramming. Another great quote to make this point is from Bruce Lee “long term consistency trumps short term intensity”.
There’s two parts to this. 1. Find ways to measure progress towards your goal and measure it consistently. Not when you think it’ll be a good result, but every day/week/whenever is appropriate. 2. Let certain people know about your journey so they can hold you accountable. It might be your partner, colleagues, whatever, but surrounding yourself with people who want to see you succeed can help you get through difficult times. It can also be galvanising to not want to fail in front of them either.
If I could offer any advice it would be this. I learnt the hard way to NOT chase a life I love. Because we often love things that are bad for us, junk food, alcohol, sleeping in, toxic relationships, etc.
Instead, focus on chasing a life that loves you back. You may not love eating vegetables or exercising, but those things love you. You deserve to be loved by your routine and goals as much as by the people around you. I believe in you. Good luck!
Tommy Trout, Inclusive-AF, inclusive-af.com
Rifton is celebrated worldwide for creating innovative adaptive and mobility equipment that transforms the lives of children and adults with disabilities. Designed with precision and care, Rifton products are tailored to meet the unique needs of clients and therapists alike.
At APEX Mobility, we’re proud to bring you a wide range of exceptional Rifton solutions, including trusted favourites like the Rifton Pacer, Activity Chair, and HTS, as well as exciting innovations like the updated Trike and the revolutionary new Multistander (now available in 3 sizes).
Contact APEX Mobility today to connect with your nearest dealer.
By Jennifer Kemp, Chief Social Impact Officer Playgroup NSW
The world we live in is rapidly changing. It’s so vital that the early years of children’s lives have all the right ingredients to support them to thrive. This of course includes the critical basics of food, housing, safety and education.
It also includes play.
Did you know that Article 31 of the United Nations Convention on the Rights of the Child specifically says that children have the right to play, rest and take part in cultural and creative activities? It’s a call to action to make sure that children in our communities have opportunities to be a part of play activities that are meaningful to them and will set them up for the future.
Instinct tells us that play is good for children. But over the last two decades in particular, science has confirmed it.
Play builds children’s brains. It supports the development of language, thinking, learning, socialising,
creativity, physical skills, emotional regulation, wellbeing and so much more. You name it, it’s on the list! And all types of play matter – free play, structured play, guided play to name a few. They each contribute something unique to children’s development in a complementary way.
When grown-ups are a part of play with a child, there is the potential for it to be even better. Play is powerful as a foundation for family relationships and connectedness. Parents and carers tell us that they often worry about whether they are doing enough to support their children’s development. The good news is that simply being present, interested and following your child’s lead makes a real difference. Those fun moments of playful engagement send a powerful message to your child that you value and enjoy spending time with them. It has a positive and measurable effect on their development and wellbeing.
Play isn’t just for kids - parents benefit too! Through bonding, oxytocin release
and sparking joy to reduce stress, play really is for everyone of every age. And let’s not forget grandparents, too. So, how do we play?
Play doesn’t require you to be an expert or have a range of expensive toys on hand. Your everyday environments and routines contain so many opportunities for fun, creativity, learning and playful interactions. There is also a wealth of information and resources available to spark ideas and build confidence on our website.
The power of play is the secret advantage for children’s futures – and families too. At Playgroup NSW, we are here to support families and children in playing for our bright future.
On 17-23 March 2025, Playgroup NSW will be celebrating National Playgroup Week. To celebrate we are offering families free play resources, workshops, events and so much more. To get involved or check out your local playgroup, visit nationalplaygroupweek.org.au
Nurture self directed play with everyday items
Creative play goes beyond toys, you’ve got great tools right at your fingertips!
• Big boxes and clothes baskets can be turned into anything! Cars, spaceships, houses, even puppet theatres.
• Your recycling bin is full of things that can be used to make, build and discover. Just add glue or sticky tape!
• Kitchen cupboards contain a full orchestra of musical instruments such as spoons, spatulas, plastic containers and tins.
• Socks can be puppets, soft balls or matching games.
Powerful brain builder for little minds
Serve and return is a powerful brain builder and you can start this from babyhood.
• Follow your child’s lead by watching carefully for signs that they are “serving to you” - by looking at you, smiling, cooing, reaching, babbling, pointing or kicking.
• Then “return the serve” as soon as you can by smiling back, saying hello, naming the object or action, laughing or whatever feels natural.
Messy play helps children explore and learn about the world through their sense of touch. Pouring, holding, squishing, splashing and stirring teach children about texture, weight, volume and words, such as:
• Walking barefoot in puddles, mud and sand.
• Supervised water play using buckets, sieves and spray bottles.
• Getting into nature and exploring leaves, twigs, rocks and dirt.
Develop imagination and socio-emotional skills
Lean into your silly side and get imaginative and ask your child why they’ve chosen who to be or why they’ve chosen certain toys!
• Dress up or play as a favourite animal or character.
• Have a tea party with your child’s selected toys.
Promote self determination and independence
There really is no rulebook when it comes to play! We know there are many moments when being your child’s play partner can feel overwhelming, awkward and let’s name it - not practical. But there are other ways to support play:
• Invite children to be a part of what you’re doing.
• Take a coaching role, helping children to find enjoyable play activities to engage in themselves.
• Mindfully incorporate play into everyday routines - bathtime, nappy changes, mealtimes, car trips.
• Small chunks of quality time make a big difference, if a few minutes is all you have, that’s all you need
• Attend your local playgroup. It’s a great opportunity for social play with others and for you to meet other adults raising children.
In Queensland, a revolution is taking place on the cricket pitch – with the state’s only All Abilities Cricket program entering its fifth year. Katherine Granich talks to the program’s founder.
Cricket has always been a sport deeply woven into the fabric of Australian culture, but at the Valley District Cricket Club in Ashgrove, Queensland, it’s more than just a game; it’s a place of belonging, inclusion, and opportunity. Not only is Valleys the largest cricket club in the Southern Hemisphere – it has over 1500 players, including around 1000 juniors – it’s also the only cricket club in Queensland to host an All Abilities Cricket program.
Karen “Kaz” Willis, the driving force behind All Abilities Cricket
(valleycricket.org.au/allabilities), created the program in 2021 after realising there weren’t enough opportunities for kids with disabilities to participate in mainstream sport. As a devoted cricket fan and the mother of an autistic son, Kaz couldn’t just accept that. “One day, I was facilitating a junior program, and I saw this little boy trying to get involved,” she recalls. “His mum was pulling him back, saying, ‘No, no, he has autism. He couldn’t possibly.’ And I just thought – why not?”
Kaz teamed up with the Clinton Kempnich, Chairman of the club’s Junior
Management Committee, to put together a plan. Clinton, a special education teacher with over 30 years of experience and a lifelong cricketer, was all in, and the pair started brainstorming ways to modify the equipment and activities for children with various disabilities, both physical and intellectual. The club was also fully on board with support and resources. But there was little guidance from official cricket bodies. “I called up Queensland Cricket and told them I was going to start an inclusive program,” Kaz says with a laugh. “Their response? ‘Oh, that’s great. Good luck’”
Undeterred, Kaz forged ahead. All Abilities Cricket runs two programs, both of which are free and provide participants with everything they need –Special Olympics Queensland certified
December and February to March, the older and more experienced players take things up a notch at Club Training, where they have their own nets alongside the mainstream senior players. “These guys want proper training,” Kaz says. “Batting, bowling, fielding drills – it’s all about developing real skills.”
Progressing through the two programs, players have two pathways if they want to continue to play cricket at a higher level – via both Special Olympics and Queensland Cricket.
Queensland, but all of Australia. “We have to build spaces where kids with disabilities truly belong.”
For players like 16-year-old Kynan, the program has been nothing short of lifechanging. His father, Steven, remembers the struggle to find a team where Kynan felt included. “He loves sport, but everything we tried just wasn’t quite right,” Steven explains. “Then we found this, and he’s never looked back.”
coaches, equipment, and a supportive and truly inclusive environment where everyone’s individual needs are looked after.
For one hour on Friday afternoons in November and February, younger kids and newcomers take part in the four-week All Abilities Program, where the focus is on fun, movement, and adapting the game to individual needs. These smallgroup sessions are especially designed for children with intellectual disabilities. Kaz describes one of their youngest participants, a five-year-old boy who barely engaged when he first arrived. “He sat apart from the group, squeezing a ball, rolling it to his mum,” she says. “Now, three terms later, he’s out there batting and throwing with all the other kids.”
On Wednesday nights from October to
“One of our coaches for the Wednesday program is actually the captain of the Australian Inclusion Team, which is brilliant,” Kaz says. “And four of our players were selected to the Queensland Inclusion Cricket Team, and competed in the championships in January.”
“We have to build spaces where kids with disabilities truly belong.”
But keeping the program running is a challenge. While the Ashgrove/The Gap Lions Club has been on board from the beginning, and regularly send their members along to help out – “They were our very first sponsor, and they’re wonderful” – Kaz admits that for the first two years, she personally funded most of it. “Equipment, training, coaching, it all came out of my own pocket,” she recalls.
While All Abilities Cricket now receives some sponsorships and small grants, longterm sustainability remains a concern. “What we need is an ambassador,” Kaz muses. “Someone with a platform who can help us spread the word and get proper funding.”
Despite the hurdles, Kaz remains undaunted. She dreams of seeing similar programs rolled out across not just
Steven and his wife, Elouise, both played cricket as children, and he says that they took it for granted that when they had a child, he’d be able to play, too. “But when you have a child with special needs, there are a lot of roadblocks, a lot of things that hold you back,” he explains. “Being involved in a club where other players are in the same position, and other parents understand, makes it so much easier. We never worry that Kynan won’t be included.
“For Kynan to have an opportunity to play and be involved – it’s fantastic. He loves saying he’s from Valleys Cricket, wearing his club shirt, singing the club song. Feeling like part of the club is so important to him.”
Kynan has even made a good friend, Harry, through the program. “He met someone like him, someone who just gets it,” says Steven. “That’s priceless.”
For Kaz, the heart of the program isn’t just cricket – it’s what happens beyond the game. “We’ve had kids go to bed in their Valleys shirts because it’s the first time they’ve ever felt like part of a team,” she says. “That’s what this is about.”
By Katherine Granich
The Plum Deimos metal climbing dome for outdoor use is a fun, geometric design that allows little ones to climb, balance and swing around helping them develop strong muscles and coordination while at play. Sleek, teal styling adds a modern touch to any garden or outdoor space, and all Plum Outdoor metal climbing domes are weather protected and built to last. RRP: $249.95 plumplay.com.au
Weather protected and built to last
These dome-shaped pods have a range of uses that can go a long way to improving balance, body awareness and coordination.
The pimpled surface provides grip for the feet to prevent slipping as well as a spiky sensory response. The pods can be used flat side down or up for varied levels of difficulty, they are also inflatable so pressure can be regulated to provide a firm or squishy platform. Use them in games, as balancing exercises or just as something different to hold onto. RRP: $16.95 thetherapystore.com.au
This Wooden Balancing Beam Set is an ideal way to practice balance skills in a safe way. With a durable solid wooden construction, it allows kids to practice balancing and hone their motor skills while having fun. Constructed of birch plywood with rounded corners, it’s a safe, fun way to play. Suitable for both indoor and outdoor play. RRP: $159.95 sensorytools.net
The HART Six Wheel Pedal Roller can be used by young and old. Simply stand on the platforms and begin walking — the up and down effect improves balance, coordination and reaction. Supports up to 100kg. RRP: $139 hartsport.com.au
You can rock on it, push it, balance on it, spin it, slide on it and flip it!
This rocker offers a variety of sensory activities that improve children’s muscle strength and balance control with its rotating and swinging platforms. Children learn to change their centre of gravity by rocking or turning the inflatable boat thanks to two different basic structures that provide stimulation, including rotation and multi-directional swing. As children walk or crawl across the rocking boat, their concentration and muscle strength improves. Lying in the boat improves children’s core endurance and upper muscle fitness. RRP: $153.95 teaching.com.au
A peanut ball serves as a versatile tool for developing various forms of strength, flexibility, and balance.
Thanks to its unique peanut shape, this ball is limited to movement along two directions within a single plane—forward and backward, but not side to side.
This design offers heightened stability compared to traditional round balls, making it an excellent choice for children facing challenges with: developmental delays, balance (vestibular input), gross motor skills, sensory seeking behaviours and more.
RRP: $33.10 sensoryenterprises.com.au
These boards are amazing. Give one to a child and they’ll spontaneously experiment and play with it for hours. Kinderboards can help children stimulate their vestibular system, develop a sense of balance, and gain a deeper awareness of their body and where they are in space. You can rock on it, push it, balance on it, spin it, slide on it and flip it! Sit on it or use it like a footstool. These sturdy beech plywood boards keep energetic children engaged in creative play for hours. You can use a Kinderboard both indoors and out, perfect for rainy and sunny days at home or in a school environment. RRP: $195 mydiffability.com.au
to-the-ground design, this scooter offers more security than a typical ride-on toy. Small children and those with gravitational insecurity can scoot with confidence. The Saddle Scooter helps strengthen the upper and lower body, improves balance, posture, core strength and coordination and is ideal for children with sensory processing challenges, low tone, ADHD and autism. RRP: $100 capfurniture.com.au
Some children will walk on their toes some of the time… But what if your child walks on their toes most of the time? Or all the time? When should you be worried about your child walking on their toes?
Achild occasionally walking on the balls of their feet can be part of normal development. When children first begin walking, usually between 12-15 months of age, they often try different foot positions including walking up on their toes. However, it is expected that typically developing children will only walk on their toes occasionally. If your child is walking on their toes more than 50% of the time, or is walking on their toes ALL the time, then you should probably have them assessed by a health professional.
Certain underlying health, medical or developmental conditions can cause a child
to walk on their toes. These conditions include cerebral palsy, muscular dystrophy, and autism spectrum disorder. These conditions are sometimes diagnosed before the child starts walking. But sometimes the child’s toe walking is the first sign of this medical or developmental condition. If your child is toe walking, it is important that they are screened for these conditions. Sometimes children with no known health, medical or developmental conditions will also walk on their toes. These children seem to walk on their toes for no known reason, or out of habit. This type of toe walking is
called idiopathic toe walking. Most children with idiopathic toe walking are able to stand flat footed, and are often able to walk flat footed if you ask them to (we call this their ‘Doctor walk’). But when they are not concentrating on their walking, they quickly revert to walking on their toes. Some may walk better when they are in shoes, but when they have bare feet they revert back to their usual toe walking pattern.
Although there is no specific diagnosis associated with idiopathic toe walking, a thorough assessment by an experienced physiotherapist can help to identify
underlying reasons why your child might be walking on their toes:
• Your child has sensory differences, and walking on their toes gives them more sensory feedback through the stronger action of the muscles in the leg and the bouncing effect of walking on their toes.
• Your child has sensory differences, and walking on their toes decreases the sensory feedback they receive through their heel.
• Your child has persistent reflexes which are causing them to push up on their toes when they walk.
• Your child has poor core strength, in particular poor activation and strength of their abdominal muscles and glutes (bottom muscles) – as a result, they over use their calf muscles to propel themselves forwards when walking
Between the ages of 12-18 months, most typically developing children will learn to walk independently. At a neurological level, as children are mastering walking,
their brains are creating and refining pathways and connections in the brain. These pathways are laid down in response to what the child is experiencing and practicing. So if your child is learning to consistently walk on their toes, this will reinforce the sensory and motor connections that they are creating at a neurological level. For your child with idiopathic toe walking – walking on their toes becomes normal for them.
Consider this in reverse: I am assuming you walk using a typical heel-toe pattern. You have walked like this your entire life. What if someone suddenly asked you to walk on your toes? You are able to do this when asked. But what if they told you that you have to walk like this all the time now? Can you imagine how hard it would be to do this?
The answer to this question, according to the current research is “we don’t know”. Unfortunately, idiopathic toe walking has not been very well researched to date.
Usually, adults who continue to toe walk do not walk high up on the balls of their feet like children do. Instead, they tend to walk using a bouncing type pattern. Depending on the person, this may or may not be a cosmetic problem for them. However, theoretically (and also in my experience as a physiotherapist who has seen many children with toe walking), idiopathic toe walking can cause: Contracture of the Achilles tendon –this is when the Achilles tendon gets so tight that the child can no longer get their heels to the ground. Having a tight Achilles tendon is problematic in growing legs. When children grow, their bones grow first, and then their muscles slowly stretch and lengthen to match. But if the calf muscle and Achilles tendon is already tight, it pulls strongly on the growing bone, which can cause pain in the muscle and tendon. This can also mean that the muscle tightness gets worse – which means the toe walking gets worse. Pain in the feet – this can be due to the feet over stretching as a result of trying to get the heel to the ground or taking excess weight through the ball of the foot.
Normally when walking, we land with our heel first. The heel takes our body weight as we initially load our leg, and then we rock our body weight forwards over the whole of our foot. Children (and adults) who walk on the balls of their feet take all of their weight over the ball of the foot, which contains much smaller bones and many more ligaments. These bones are not designed to take all of our body weight and the ligaments can over stretch in an attempt to get more of the foot in contact with the ground for balance.
Low back pain – this is in compensation for their body weight being forwards when standing and walking on their toes.
Difficulty walking up hills – due to the tight calf muscles and Achilles tendons. In severe cases, children may have difficulty standing still and going up and down stairs because the do not have the balance when they are so high up on the balls of their feet.
If your child frequently or persistently walks on their toes, I recommend you to have them seen by a GP, paediatrician, physiotherapist, or podiatrist to screen them for any underlying medical or developmental conditions.
I also recommend having your child assessed by a physiotherapist experienced in idiopathic toe walking, and having this assessment done sooner rather than later. You can expect most success for your child’s idiopathic toe walking if it is treated before the age of 2. It is easier to change your child’s walking pattern at this age, before your child’s neurological pathways for walking on their toes can become well established.
At Move and Play Paediatric Therapy, our physiotherapists assess your child to identify the underlying reasons for their
toe walking. From this we will develop an individualised treatment program to address these problems. We use a variety of treatment techniques to encourage children to walk using a heel-toe pattern. Treatments include exercises and stretches, taping, serial casting, and a few different types of braces. Treatment programs can last from between 4 weeks to many years. The length of your child’s treatment program depends upon how old your child and how severe their toe walking is when treatment starts.
Our overall aim will be for your child to stop toe walking, and to instead use a heel-toe pattern. But the earlier you seek treatment, then the easier it is to fix your child’s toe walking.
By Emily Hayles – Physiotherapist
and
Owner
– Move & Play Paediatric Therapy – moveandplay.com.au, and author of ‘Braver than you think: How to help your child with a disability live their best life’.
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For children, teenagers, and young adults with disability understanding and managing money can be challenging due to difficulties with impulse control, planning, organisation, working memory, fine motor skills, and specific learning disabilities. Therefore, these individuals may require more support when developing their money management skills, or adaptations to support their independence.
It is also important to note that the financial world is more digitalised than ever. With the majority of us utilising online banking to manage our finances, children not only need to learn about coins and notes but also about contactless payment and online banking.
What skills does a child need for successful money management?
Developing a child’s fine motor skills, such as in hand manipulation and pincer grip skills supports the independent sorting and use of cash. Encouraging engagement in activities in which a child must pick up, manipulate, and sort small objects, helps to develop the fine motor skills they will need.
Activity ideas/ games:
Please consider the safety of the child, including the choking risk when playing with coins and other small objects.
Teaching children the value of saving is a crucial part of money management.
Executive functioning skills (or cognitive skills) are important when looking at developing good money management skills, such as planning, problem-solving, sequencing, impulse control, and working memory. When seeking to utilise money a child is required to plan how much they have and identify how much items cost, add up the correct amount of cash and the value of multiple items, identify problems, and solve these problems (i.e. not having enough money and choosing what to buy/ not buy). You can support this by:
• Using tongs and tweezers to pick up pom poms or other small items develops hand strength.
• When playing Connect 4 place the coin into the child’s palm and have them move the coin to the tip of their fingers without using their other hand or a stabilising object.
• Threading and beading activities develop in-hand manipulation skills and strengthen a child’s pincer grasp.
• Playing games that require working memory (matching games or the shopping list game).
• Encouraging problem-solving by allowing your child to identify and attempt to problem solve on their own.
• Providing opportunity for decision making e.g. provide a small amount of money and support your child in making choices between items.
• Break down the steps and form a list or visual schedule to support sequencing.
What about the maths?
For some children the mathematics required to add coins to the correct amount, understand receiving change and budgeting can be difficult and it’s important that support is provided to not only develop these skills but also adapt money management for the child, depending on their needs. For children with difficulties with fine motor skills or for children who have difficulties understanding how to count the correct amount of money out, a debit card when developmentally appropriate may be a better option to support their independence.
Teaching children about money can start at a very early age, beginning through the simple exploration of coins and notes. This exploration allows a child to become familiar with the different types of money, including their size, shape, value and colour. You can do this by:
• Placing coins into a sensory bin with rice for the child to find.
• Using cardboard to make a coinmatching activity where the child must slot the coins into the correct hole.
• Placing coins into a Ziplock bag with some clear glue and have the child sort the coins using their fingers (we suggest
taping the bag closed so the child can’t open it).
Once a child is engaging in pretend play, playing games like shop allows a child to explore the concept that money is exchanged for a good. This can be expanded to exchanging money for a service; incorporate the child’s interests i.e. for a child who likes dolls set up a dolly spa! Furthermore, children learn from watching and experiencing different situations, such as watching their parents pay for groceries. If able, give your child the money and get them to give it to the cashier to involve them in the transaction. Alternatively, at the self-serve checkout, get them involved in scanning and paying for the groceries.
by introducing the concept of “saving for later” in a tangible and engaging way. This helps them understand the difference between immediate spending and delayed gratification. Here are a few tips:
• Create a savings goal: Work with your child to set a simple and achievable goal, such as saving for a new toy or a special outing. Use visual aids like a chart or jar where they can see their progress as they save.
Once a child is engaging in pretend play, playing games like shop allows a child to explore the concept that money is exchanged for a good.
Once a child understand that money has value, they can then develop their understanding that different coins and notes have different levels of worth. Begin with sorting coins and talking about how many of each coin you need to make the same amount e.g. 2x 50c pieces is the same as a $1 coin.
It’s also important to consider that different items have different levels of value e.g. an apple vs a TV. When engaging in pretend play, try and value items relevant to each other e.g. a banana is cheaper than a large toy. For slightly older children, when shopping use examples like 5 apples cost the same as 1 packet of chips to help develop their understanding. Another way to support this is by giving the child a small amount of money and then supporting them to decide what they want to spend it on e.g. 1 more expensive item or 5 cheaper items.
Teaching children the value of saving is a crucial part of money management. Start
• Introduce the concept of needs vs. wants: Use everyday examples to discuss the difference between things they need (e.g., lunch) and things they want (e.g., a treat). Encourage them to allocate money towards needs first, and then save for wants.
• Make saving fun: Use a clear piggy bank or savings jar where they can physically see their money grow. Alternatively, for older children, open a kid-friendly savings account and show them how to track their savings digitally.
In today’s world, many of us utilise electronic banking. Thus, for the children of this generation, their world will likely be relatively cashless. There is a new need for children to be educated about online banking, credit cards, debit cards, and even concepts such as contactless payment. Educating children about how these systems work is crucial to support their financial literacy and independence. You can do this by:
• Utilising online banking programs for kids such as ‘Spriggy’ which provides children’s bank cards with online banking accounts that support budgeting and can be a helpful tool for children entering the world of online banking.
The following resources support children and teens in learning about money and developing their financial literacy.
Big W Play Australian Money bigw.com.au
Kmart cash register toy kmart.com.au
Spriggy bank cards and online banking for kids spriggy.com.au
crackerjackeducation.com.au/ resources/loose-change/ topmarks.co.uk /money/toy-shopmoney/aud aplusteacherclub.com.au/ collection/australian-coinsinteractive-game/
If you are concerned or are unsure how to support your child in developing their financial literacy, please speak to your child’s therapist, or contact Occupational Therapy Helping Children at 0299 133 823 or hello@occupationaltherapy.com.au
Individuals with disability are statistically more likely to be the victim of online scams. Therefore, it is important that individuals are educated and aware of the different types of scams that can occur, such as scam emails promising employment, phone calls about lottery wins and others. For individuals who are at risk, setting up a system with a trusted person can ensure the individual is safe and not passing on their personal details or pin codes to scammers.
Occupational Therapy Helping Children is a specialist team of occupational therapists in Sydney’s Frenchs Forrest dedicated to helping children thrive, offering one on one supports, as well as parent workshops and teacher training sessions. occupationaltherapy.com.au
Living your best life sometimes requires a little extra support. Whether it’s assistance with daily activities, mobility, or independence, the right Assistive Technology (AT) can make a world of difference.
To ensure the best possible outcomes, a thorough trial process is essential. A wellplanned AT trial helps determine the most suitable equipment for your needs. This process involves four key steps: Planning, Research, Assessment, and Trials.
Start by identifying your needs and setting clear goals. What do you want to achieve with your AT? Keeping these goals in focus will make the decision-making process easier, as you can evaluate each option based on how well it meets your objectives.
Schedule an assessment with your
therapist, who can provide expert guidance on the best options for you. Their input is crucial not only for selecting the right equipment but also for preparing reports for any necessary funding applications. Additionally, discussing potential challenges or barriers you may face will help create a proactive plan for overcoming them.
Gather as much information as possible about available AT solutions. Explore online resources, talk to your therapist, attend AT expos, and visit local suppliers with knowledgeable product specialists. These steps will help you gain a better understanding of the features and benefits of different equipment options.
A thorough assessment with your therapist ensures that all necessary factors are
considered before trialing equipment. Ask yourself:
• What tasks do I want to accomplish?
• What level of support do I need, and where? Your therapist will determine what supports or features are essential for your postural/balance support, movement support, pressure relieving needs, sensory needs, comfort of use and
• What are my non-negotiables in terms of comfort and functionality?
AT selection often involves compromise, so knowing what matters most to you will help keep your trial focused on finding the best fit. It’s also a good idea to discuss potential future needs—choosing equipment that can adapt as your
requirements change can save time and resources in the long run.
To make the most of your AT trial, follow these key steps:
• Have the right equipment available. Work with your therapist and AT provider to ensure suitable options are on hand for testing.
• Consider backup options. If possible, trial multiple solutions at the same time to compare and make more informed decisions.
• Keep an open mind. The best solution might not be what you initially expected, so be willing to explore different options.
By planning with your goals in mind, researching options thoroughly, and assessing your needs carefully, you can confidently navigate your AT journey. A well-executed trial process leads to an informed choice, ensuring that you can truly Live Your Best Life.
This article was written by a physiotherapist and Clinical Educator at APEX Mobility, an importer of configured rehabilitation assistive technology for children and adults with complex needs. APEX Mobility works with trusted resellers of scripted AT across Australia and New Zealand, and can refer you to a supplier near you. Learn more at education@apexmobility.com.au. optimal function.
• Provide honest feedback. AT is highly individualised, and what works for someone else may not be right for you. Clear communication with your team is essential to finding your best fit.
A raw and intimate portrait of family, love, life, relationships, and disability parenting through the eyes of a mother to a daughter with Down syndrome.
With the arrival of her daughter with Down syndrome, Adelle Purdham began unpacking a lifetime of her own ableism.
In a society where people with disabilities remain largely invisible, what does it mean to parent such a child? And simultaneously, what does it mean as a mother, a writer, and a woman to truly be seen?
The candid essays in I Don’t Do Disability and Other Lies I’ve Told Myself glimmer with humanity and passion, and explore ideas of motherhood, disability, and worth. amazon.com.au
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My Disability Roadmap is a New York Times
Op-Doc directed by Samuel Habib, a young man with cerebral palsy, and his father, Dan Habib, an acclaimed documentary filmmaker and disability rights advocate.
The short film follows Samuel as he navigates the challenges of adulthood as a disabled person, including pursuing independence, finding meaningful work, and exploring romantic relationships.
The short documentary highlights themes of self-determination, inclusion, and advocacy while challenging societal stereotypes about disability. It has been praised for its authenticity and Samuel’s engaging perspective, making it both an inspiring and educational watch for viewers of all abilities. nytimes.com
Applications are now open for the Faris Scholarship.
One round of intensive DMI therapy will be awarded free to a child aged 3 months to 2 years. This is in memory of Faris Al Masri and is being funded through donation from his parents. Applications are open to children with developmental delay or cerebral palsy (or similar) who are waiting for approval for NDIS.
Criteria:
One round of intensive DMI therapy will be awarded to a child aged 3 months to 2 years. This is in memory of Faris Al Masri and is being funded through donation from his parents, charities, and Timmermans Method staff. Applications are open to children with developmental delay or cerebral palsy (or similar) who are waiting for approval for NDIS.
Dynamic Movement Intervention (DMI) is intensive paediatric therapy aimed at enhancing motor skills and postural control in children with developmental delays. It achieves faster results than standard techniques, evidenced by research. The therapy consists of two hours per day, five days per week, for two weeks.
CRITERIA
• Child has motor developmental delays.
• Parents have shown determination to help their child.
• Child does not yet have access to NDIS funding, but might be awaiting approval.
• Adelaide or Melbourne based.
Square Me, Round World is an illuminating collection of seven short stories that perfectly capture the essence of growing up feeling different. Written by an Autistic/ADHDer psychologist, this book delves into the unique experiences of those who navigate life as square pegs in a world of round holes. The stories shine a light on the common experiences of Autistic and ADHDer individuals, reminding us all that being different isn’t less—it’s just different. And sometimes, it’s brilliant. amazon.com.au
Headliners is a five-part Australian television series that premiered on ABC TV on November 19, 2024. Hosted by musician and advocate Elly-May Barnes (daughter of Jimmy Barnes), the show follows the formation of two bands composed entirely of musicians with disabilities. Mentored by artists Tim Rogers and Ella Hooper, the bands—Together With Strangers and Sync or Swim—prepare for a live performance at the Mundi Mundi Bash music festival. The series spotlights the talents of disabled musicians and addresses challenges related to inclusion and accessibility in the music industry. Headliners is available for streaming on ABC iview. iview.abc.net.au
• unisex onesies to help keep wandering hands out of nappies & pants
• deters inappropriate undressing & other challenging behaviour
• range includes back-zips & tummy access styles for tube feeding
• available in sizes for kids & adults (great for aged care)
• soft fabric & tag-free to minimise irriation
• swimwear, bibs, bandanas & bedding protection also available
EVERY BODY: A CELEBRATION OF DIVERSE ABILITIES
We have different ways to move around. Celebrating children of different abilities, this photographic book from a National Geographic photographer presents large, clear images of children moving around their community, using scooters, wheelchairs, walkers, and more. The text presents their experiences navigating the world, from the park to the beach, in simple relatable language. Every Body celebrates children with varying abilities, covering neurological differences, physical differences, and health challenges. amazon.com.au
Take a look at what’s out there right now to support upright postures in children with mobility issues.
Supplier: Medifab
Size 1: Weight up to 45kg, Height up to 138cm
Size 2: Weight up to 70kg, Height up to 160cm
• A versatile standing system available in 2 sizes designed for children between the ages of 1-14 years old.
• Jenx Standz offers functions and accessories that are appropriate from very small children, right through to older, taller, heavier, and stronger users.
• Both sizes of Standz offer the option for prone or supine standing positions and accommodate for abducted or neutral leg positioning.
(SUPINE & SIT TO STAND)
Manufacturer: Easy Stand
Supplier: RTD Australia
Weight: Up to 91kg
Height: Up to 168cm
• A unique standing frame for children which combines the convenience of a sit-tostand stander with the additional functionality of a supine stander.
• The combination allows the child to be positioned in an infinite number of positions.
• Available in three sizes.
Manufacturer: Akces-Med
Supplier: APEX Mobility
Weight: Up to 95kg | Height: Up to 200cm
• A sturdy upright standing frame that provides many benefits including the user adopting an upright position which is safe and comfortable and highly supportive.
• Both chest and pelvic braces adjust to a person’s body to assist with an upright position with generous room for growth, sizing and adjustment options.
• Smart Stander is suited to a range of conditions.
Manufacturer: Leckey
Supplier: Sunrise Medical
Weight: Up to 100kg
Height: Up to 71cm
• Robust, durable 3-in-1 combination stander offering prone, upright and supine positioning.
• Innovative design facilitates easy and safe transfer of users. Horizon’s power tilt is easy to control and simple to use. No effort required.
• Individually adjustable chest, hip and knee supports and footplates with plenty of growth and adjustment included to support changing needs.
Manufacturer: Ormesa
Supplier: APEX Mobility
Weight: up to 55kg
Height: up to 150cm
• Tool free and ease of adjustments.
• Growth adjustment.
• Manoeuvrable frame.
Manufacturer: R82 | Supplier: Etac
Weight: Up to 70kg | Height: Up to 180cm
• A standing frame that supports an upright or prone standing position.
• A truly adaptable stander as it offers the users the freedom to explore using the two optional driving wheels.
Manufacturer: Timo
Supplier: APEX Mobility
Weight: Up to 80kg | Height: Up to 180cm
The frame adapts easily into the most demanding needs related to standing. Increasing muscle tone, stretching the muscles, strengthening the bones and ligaments.
This 3-in-1 stander can accommodate full range from supine, through to upright and prone standing.
A supremely adaptable stander with smart ergonomics and easy setup.
C Y
Manufacturer: Liware
Supplier:
Weight: N/A | Height: N/A
• Stander & indoor seat in one product.
Manufacturer: Jenx
Medifab
Weight: Up to 100kg | Height: Up to 190cm Robust standing support that offers comfort and safety whilst standing. Easy to use standing solution, offering unrivalled support and safety. Suitable for children standing in a supine position from around 9 months right through to adults of up to 100kg.
Every size of Supine Standing frame can be fully reclined to a horizontal position with all support removed, minimising transfer time and manual handling risks to the child and carer.
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• Innovative systems of the buil-in ‘spine’, side supports and pelvic correction.
• Highly adjustable to suit individual needs. The Baffin Automatic multifunctional device is designed for standing and sitting. Baffin Automatic, thanks to the innovative systems of the built-in ‘spine’, side supports and pelvic correction is an excellent tool. It facilitates changing the patient’s position to a sitting and upright position.
Manufacturer: Easy Stand
Supplier: RTD Australia
Weight: Up to 70kg
Height: Up to 152cm
• The Zing MPS is a true multi-position stander which allows supine, vertical and prone positioning without transferring the user.
• Leg abduction with a true pivot point from the hips, promoting alignment in the hips, knees and feet.
• Wide range of configurations available to suit all client needs.
Manufacturer: Rifton
Supplier: APEX Mobility, medix21 Australia
Weight: Up to 113kg
Height: Up to 182cm
• Supine Stander is ideal for the classroom, whilst providing many therapeutic benefits including head support with partial weightbearing.
• The vertical height adjustment makes transfers easier and provides versatility, adapting to the needs of many different students.
• Optional components are available to tailor the standing frame to individual positioning needs.
Manufacturer: Leckey
Supplier: Sunrise Medical
Weight: Up to 60kg
Heigh: Up to 170cm
• The stander which delivers excellent supine, prone and upright positioning for children with moderate to complex needs.
• Unique leg positioning system supporting lower limb contractures.
Manufacturer: Leckey
Supplier: Sunrise Medical
Weight: Up to 22kg | Height 110cm
• Squiggles+ builds on the best of the much-loved Squiggles Stander.
• The anatomically correct abduction offered by Squiggles+ stabilises the joint and provides optimum loading for early hip joint development.
• 60° of hip abduction can be achieved bilaterally in prone, upright or supine.
Manufacturer: R82 | Supplier: Etac
Weight: Up to 80kg | Height: Up to 180cm
• Dynamic standing to encourage the child’s freedom of movement.
• All supports are intuitively easy to use and adjust, making life easier for parents and carers.
• Available in three sizes with growth adjustable accessories.
Manufacturer:
Rifton
Supplier: APEX
Mobility, Medix21
Australia
Weight:
Up to 200kg
Height: Up to 72cm
• Optional components enable therapists to customise the supports to a client’s needs.
• When vertical, the Prone Stander’s footboard is almost at floor level, making transfers easy.
• Adjustments are easy to make.
Manufacturer: Jenx
Supplier: Medifab
Weight: Up to 25kg
Height: Up to 90cm
• A simple, yet highly adjustable standing system that provides prone to upright positioning for children from 9 months to 4 years.
• Specifically designed for younger children, it offers smooth and easy angle adjustment, can go from upright at 90 degrees all the way down to 20 degrees prone.
• The wide-angle range is the perfect way to gradually build tolerance to standing as part of a therapy program.
COME AND TRY!
Most of these products will be on display at our expos: sourcekids.com.au/ disability-expo
Register for free tickets
*Chat to a product specialist about your child’s individual needs
Manufacturer: Rifton
Supplier: APEX Mobility, Medix21 Australia
Weight: Up to 70kg
Height: Up to 180cm
• A mobile prone stander, makes it easy – even for those with no weight-bearing ability.
• Rolls easily and supports standing mobility from non-weight-bearing to full weight-bearing.
• Skill building in action, a way to strengthen motor skills and work toward independent standing.
For a full list of suppliers, please scan QR code.
Manufacturer: Easy Stand
Supplier: RTD Australia
Weight: Up to 159kg | Height: Up to 208kg
• One of the most supportive and comfortable sit-to-stand standers available.
• The modular design ensures the Evolve is functional for many different users, however when more support is needed a wide variety of positioning options can be added.
• Allows for full extension at the hips and knees for those with sufficient range of motion (ROM) and full weight-bearing on the long bones of the legs.
Manufacturer: Jenx
Supplier: Medifab
Weight: Up to 35kg
Height: Up to 160cm
• Supine, prone, & upright standing frame available in 2 sizes, suitable for children from around 9 months right up to 13 years.
• Ideal for growing children and in multiuse environments where adjustments to the supports need to be made easily. This is achieved with tool-free adjustments.
• Provides 3-in-1 positioning in both neutral or abducted standing for children with moderate to complex needs. Abduction accessory is only available for size 1. The Jenx Standz is recommended to achieve abduction for larger children.
The Careport and Pop-Up Bathroom provides an immediate solution for accessible showering and toileting that can be seamlessly integrated into your home. The Careports are available Queensland wide, whilst the Pop-Up Bathroom can be installed in Brisbane, Ipswich, & Gold Coast.
These solutions ensure you can enjoy full access and comfort in your home with ease without compromising on comfort, convenience, or safety.
