Source Kids Spring 2024

SOURCE Magazin e

FOR K ID S, T EENS + YOUNG A DULT S

Hello Spring!

T’IS THE SEASON FOR…

EARLY CHILDHOOD

IN FOCUS

TH E POWE R O F PL AY- BAS E D LE AR N I N G

BACKYARD

MOTOR SKILL IDEAS B I KES & TRI KES FO R ALL AG ES AN D STAG ES

PLUS

SOCIAL STORIES U ND ER S TA ND IN G DYSPHAGIA INDEPENDENT LIVING GOALS

ISSUE 40 / SPRING 2024

We are a team of experienced occupational therapists, speech pathologists, psychologists, positive behaviour support practitioners, social workers, music therapists and physiotherapists.

With a united focus on achieving your goals, we’re more than a service – we’re your partners for allied health supports.

Visit us at livebig.com.au or call us on 1300 390 222.

LiveBig Pty Ltd is a registered NDIS provider.

Stand Tall for Physical and Emotional Health Kids gain a whole new perspective on life when they start to stand.

Physically, standing improves bone density, balance, muscle tone, digestion, and circulation. It also enhances cognitive development.

Interacting at eye level boosts social skills, promotes inclusion, and increases confidence.

For children needing help to stand, we provide a range of standing frames to suit mild to complex postural needs. Each frame provides essential support, ensuring head-to-toe comfort and stability.

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HELLO Did anyone spot anything new on our cover this issue? Look closely…and you will see we are transitioning our brand to SOURCE (no kids on the end) to better reflect our audience, because let’s face it teens and young adults don’t want to be called ‘kids’ do they (!). We’ve been around for 10 years now and during that time our families have grown with us, so we wanted to better represent our audience of kids, teens and young adults. Over the coming magazine issues and online/at expos you’ll see the same great content that will also focus across all of the ages we cater for (0-35 years).

With all that said, we absolutely won’t forget all our families with newly diagnosed or younger children, so in this issue we’ve got a big focus on early childhood matters, including an important call to arms on including our complex kids in childcare settings. The law in Australia says that all kids regardless of need should have access to childcare but as so many of us know that’s just not happening. Monique Power of Rippleability investigates why.

You’ll also find great info covering developmental milestones for self-help and functional skills, the key worker approach and its benefits, nutritional concerns and how dieticians can help, home and living supports explained and just in time for spring – 10 backyard activities to target gross motor skills!

It’s a great read, we hope you enjoy it and remember to share it around with other families, your therapy team, educators and your family and friends.

Much love,

64 contents

Emma x

5 We love

8 Complex kids & childcare access

10 Developmental milestones

12 Take your time

16 How keyworkers can shape positive

Follow us on socials…

outcomes for

sourcekids

children

sourcekidsau

20 The power of play-

MAGAZINE 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

SOURCE CO. PTY LTD: PO Box 690, Noosaville QLD 4566.

ABN 63 650 961 489 sourcekids.com.au Send all letters and submissions to info@sourcekids.com.au Editorial and advertising in Source Kids is based on material, written and verbal, provided by contributors and advertisers. No responsibility is taken for errors or omissions, and opinions expressed do not necessarily reflect those of the publisher. All material in Source Kids is subject to copyright provisions. No part of this publication may be reproduced without written permission by the publisher.

4 SO U RCEKI DS .CO M . AU

SPRING 2024

based learning

22 Toilet training & disability

26 Product spread: toilet training aids

36

32

64

Nutritional

Independent living:

concerns & how a

your life your way

dietician can help

36 Product spread: mealtimes

40 Understanding dysphagia

46 A guide to social stories & visuals

52

67 Independent living goals

68 Sunny steps to fitness

70 Watches & reads

72 Product review: bikes and trikes

Product spread: visual aids & social stories

56 Backyard activity ideas

60 Diagnosis: Life with Olivia

10

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M I N D F U L N E S S M AT The Emotionology Mindfulness Mat is an erasable, reusable, 're-funable' silicone mat that has been specifically designed to help children quiet their minds, regulate their

PAT I E N C E P E B B L E S

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BRUSHING MADE SYMPL Symplbrush make brushing teeth very simple. By harnessing the equivalent of twenty toothbrushes working simultaneously, this unique toothbrush delivers a safe, clinically proven, and effective clean each and every time it’s used. This is such a useful tool for anyone with a physical disability, plus the gentle brushing motion doesn’t buzz or vibrate, which may be useful for those with sensory sensitivities. symplbrush.com.au

H O M E S W E E T H O M E TA B L E T E N T Isn’t this just the most beautiful way to foster imaginative play and also create a safe sensory space? The ‘Home Sweet Home’ Table Tent is designed to be thrown over your dining table to create an instant cubby house underneath for your little ones to stimulate imaginative play. Home is definitely where the heart is and this design is the perfect home beneath the dining room table to make any child’s heart flutter! petitemaisonplay.com.au

I SSU E 40 | S P R I N G 2024 5

LOOK WHAT HAS ARRIVED IN PERTH!

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FUN STUFF

P O S I T I V E A F F I R M AT I O N P O S T E R S These boho-style positive affirmation prints will look beautiful in your home, office, or classroom. Each print features a single empowering word or phrase, such as "You are brave," "You are smart," and "You are unique," designed to uplift and inspire.

Available as digital downloads, them come in a range of sizes in high-resolution .jpg files ready to print, ensuring you can find the perfect fit for any space. mywellbeingschool.com mywellbeingschool

SOURCE KIDS MOBILITY & EQUIPMENT EGUIDE 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.

MY FIRST GARDEN – CHILDREN'S RAISED GARDEN BED

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Perfect for Spring! These raised garden beds are just the right height for kids to get their introduction to gardening. Great for growing herbs and veggies, not only will your kids love being

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ABC Disability

by Sarah Rose From three-time Paralympian swimmer,

S TAT T O O – S A F E T Y TAT T O O S

medal-winner and disability advocate

We love a clever idea! A Stattoo is a temporary

to disability, full of letters, learnings and

safety tattoo designed to help keep our

laughs from a disabled person to you.

loved ones safe if they were to become lost

ABC Disability is an A to Z of celebrating

or separated from their carer. Created to

what makes each of us unique, featuring

give you peace of mind when heading out

bold, brightly coloured artwork by

by providing important contact and medical

award-winning illustrator Beck Feiner -

information. Check out the range which

including the Auslan sign for each letter

includes a camping version with camp site

of the alphabet. amazon.com.au

Sarah Rose, comes a big-hearted guide

details – fabulous as we head into the warmer months. stattoo.com.au

I SSU E 40 | S P R I N G 2024 7

My complex kid

CAN’T ACCESS CHILDCARE Why not, and what do I do now?

Children with disability are often woefully under supported in early childcare settings. Monique Power issues a call to arms to fix the broken system.

NAVIGATING CHILDCARE IS COMPLICATED!

the Child promises that children and young people have the right to special Imagine you’re on a road trip, driving education and care, so they may lead a car with a faulty GPS. Every time fulfilling lives. If upheld, this promise you think you’re getting closer to your could be like finding a dependable destination, the GPS reroutes you, leading map to guide you. Reliable, sustained, you further away. This is what it feels qualified, and appropriate care for like for many parents of children with children aged 0-5 with disabilities would disabilities in Australia when trying to bring profound benefits. It could alleviate find suitable early childhood relationship stress, enhance This is a call financial stability, allow for education and care (ECEC). for collective educational and employability THE ‘NO-THROUGH’ action, to hold improvements, reduce caregiver ROAD governments, burnout, and improve overall The journey is filled with mainstream well-being. Inclusive, adaptive, detours and dead ends. You may and disability and appropriate early childcare feel anxious about entrusting would give your child the same supports your child to others because accountable. opportunities their typically the caregivers might not have developing peers enjoy. the necessary skills or qualifications.

But why isn’t this the case in The government, the National Disability Australia? The GPS seems to be stuck Insurance Scheme (NDIS), or other on the wrong route due to barriers within sources often provide insufficient funding the legislation, systems, and policies to cover the necessary hours of care. that govern how disability is perceived Geographical location and long wait times in ECEC settings. All care entities must further complicate your trip. For many, the comply with the Disability Discrimination severity of their child’s needs leaves them Act 1992 (DDA), which ensures equal without any viable care options. access and participation. Yet, the lack of The Convention on the Rights of accountability to the Disability Standards 8 SO U RCEKI DS .CO M . AU

for Education 2005 leaves many families without the necessary support.

In Australia, it is mandatory for all children to start formal education by age six, including those with high support needs. While typically developing children enjoy ample community access and early opportunities for social, educational, and emotional development, children with profound disabilities often lack these privileges. They are frequently surrounded by adults who manage their medical and day-to-day needs, with fewer chances to integrate into their communities and connect with peers in supported settings.

These challenges have long-term impacts on their overall quality of life.

THE WRONG ROADMAP The NDIS was created to address these issues, but it has fallen short. The NDIS

EARLY EDUCATION

with profound disabilities should not be excluded from ECEC settings, and their carers should not be marginalised.

PLOTTING A NEW COURSE So, how do we fix this faulty GPS and find our way to the right destination?

The answer is simple: we demand better.

This is a call for collective action, to hold governments, mainstream and disability supports accountable. Access to care is a fundamental and inalienable human right, as is social connection and meaningful engagement with educational/ early intervention options. Children with profound disabilities or complex needs should not be systemically excluded from ECEC settings, and carers of these children should not be forced to the fringes of their communities for the first six years of their child’s lives. There is change coming about, and your voices are crucial.

JOIN THE JOURNEY: MAKE A NEW MAP review highlighted a significant gap between mainstream and disabilityspecific services. Mainstream sectors began deflecting disability-related responsibilities to the NDIS, neglecting the provision of early childhood care.

Families of young children with highintensity support needs have felt the strain immensely, in many cases they have been diverted down a dead-end road, with no safe U-turn option in sight.

Without adequate, affordable, and appropriate ECEC options, families resort to sporadic, segregated systems or make enormous sacrifices. Existing support schemes, including the NDIS, the Inclusion Support Program (ISP), the Inclusion Development Fund (IDF), and In Home Care packages, have significant limitations. They often promote isolated educational options and are inadequately

FIXING THE FAULTY GPS

Imagine a world where the GPS finally gets it right, leading us directly to inclusive, supportive, and well-funded care options for all children. This vision can become a reality with your advocacy and support. Get involved in the discussions, sign up to the cause, call out the challenges, and emphasise different outcomes. Your voice can secure access to the care and support your child needs.

Join the conversation, advocate for change, and demand better. It’s time to sign off Siri… we’ve got this one.

Childcare is for ALL children.

This fragmented, isolated, and unsustainable system of care for disabled children under school age in Australia needs reform. The solution lies in collective action and holding governments and support systems accountable. Access to care is a fundamental human right, as is meaningful engagement with educational and early intervention options. Children

By Monique Power.

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

or inequitably funded. The NDIS focuses on clinical and therapeutic interventions for early childhood, neglecting substantial support hours for paid care options. The ISP aims to support inclusive practices but is difficult to access and insufficient for high and complex needs. In Home Care packages, while available, are isolating, have long wait times, and offer inflexible support.

I SSU E 40 | S P R I N G 2024 9

Developmental

I LE S TO N E S M FOR SELF-HELP & FUNCTIONAL SKILLS As children grow and develop towards adulthood, they acquire various self-help and functional skills that enable them to become more independent and confident in their everyday lives. Occupational therapy plays a vital role in helping reach these important milestones.

Age 1-3 Years

BUILDING FOUNDATIONAL SKILLS During these early years, children are developing fundamental skills that set the stage for future independence.

SELF-HELP MILESTONES Feeding: Around 1 year old, children can start holding and eating finger foods independently. As they approach 2 years old, they learn to use a spoon, scoop food, and drink from a cup with some assistance.

Dressing: Between 1 and 2 years old, children can begin to help with simple dressing tasks, such as pulling off socks or putting on a hat. By age 3, they can often take off their own clothes with minimal assistance.

Personal hygiene: By age 1, children can participate in handwashing with some assistance. As they approach 2 and 3 years old, they may begin to show an interest in brushing their teeth, although they still require help and supervision.

ACTIVITY IDEAS • Encourage self-feeding by providing a 10 SO U RCEKI DS .CO M . AU

variety of finger foods that are easy to grasp, like soft fruits and vegetables.

• Offer child-friendly utensils, such as spoons with thick handles, to support their development of feeding skills.

• Make handwashing interactive and fun by using colourful soap and singing a handwashing song together.

• Introduce toothbrushing as a playful activity by using a child-sized toothbrush and flavoured toothpaste.

Age 4-6 Years

DEVELOPING INDEPENDENCE At this stage, children are gaining more independence and are capable of performing various self-help tasks.

SELF-HELP MILESTONES Dressing: At this age, children can usually dress themselves with minimal assistance. They can put on and take off their clothes, including socks, shoes, and simple outfits.

Personal hygiene: Children can toilet independently and are capable of brushing their teeth independently, although they

still need some supervision and guidance.

They can also wash their face and hands with less assistance.

Organisational skills: Around 4 to 5 years old, children begin to develop the ability to tidy up toys and belongings.

They can start understanding the concept of keeping things organised.

ACTIVITY IDEAS • Allow your child to choose their clothes and practice dressing themselves.

• Create a visual routine chart with pictures for brushing teeth, washing face, and using the toilet.

• Teach basic organisational skills by involving your child in cleaning up their toys and putting away belongings after playtime.

DEVELOPMENTAL MILESTONES

SELF-HELP MILESTONES Personal care: They can independently shower, groom themselves, and manage their personal hygiene.

Home management: They can assist with household chores like laundry, cleaning, and cooking simple meals.

Time management: They can independently manage their schedules, including completing homework and keeping track of appointments.

ACTIVITY IDEAS • Encourage your child to take responsibility for their personal care routine, including showering, using deodorant, and managing their grooming needs.

• Teach them essential home management skills, such as doing laundry, tidying their room, and preparing simple meals.

• Help your child develop time management skills by using a planner or digital calendar and assisting them in prioritising tasks and activities.

Age 7-10 Years

REFINING SKILLS FOR INDEPENDENCE During this stage, children continue to refine their self-help and functional skills, becoming more responsible for their daily tasks.

SELF-HELP MILESTONES Personal care: They can brush their hair, tie shoelaces, and button or zip up their clothes.

Mealtime skills: They can help with simple meal preparation, such as spreading butter on bread or pouring drinks.

Time management: They begin to understand and follow daily routines and schedules.

ACTIVITY IDEAS • Encourage your child to take care of their personal hygiene independently, including brushing their hair and tying shoelaces.

• Involve them in age-appropriate meal preparation tasks, such as setting the table or mixing ingredients.

• Introduce a visual schedule or use a timer to help your child understand and manage their daily routines and responsibilities.

Age 11-14 Years

BUILDING INDEPENDENCE AND LIFE SKILLS During adolescence, children develop more complex self-help and functional skills necessary for transitioning into adulthood.

By understanding the milestones for self-help and functional skills at different ages, parents can actively support their child’s development and promote independence. Incorporating simple activities into daily routines can provide valuable opportunities for children to practice and master these essential skills. However, it is important to notice that every child develops at their own pace, so it’s important to remember that these milestones are general guidelines.

Some children may reach these skills earlier or later than others. Seeking guidance from a qualified occupational therapist can be beneficial in addressing specific challenges or concerns along the way.

By Occupational Therapy Helping Children. 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 I SSU E 40 | S P R I N G 2024 11

TAKE YOUR TIME When a child is not meeting their motor milestones like their peers, is slow in their development, or has been diagnosed with a disability – it’s only natural to feel eager to get in and try to help your child as quickly as possible. You want to see them improve, to progress, to catch up, to be the best they can be. But it is important to know that - as much as you might want to race into helping your child and help them improve - there are some things that are worth taking your time over:

12 SO U RCEKI DS .CO M . AU

Take your time learning about and understanding ALL your child’s needs All areas of your child’s development are interconnected, across all the different areas of their development – movement, learning, communication, social skills, self-care, etc. It can be easy to focus on the one area that is the most obvious difficulty your child is having, but miss other areas. Understanding the breadth of your child’s needs will allow you to be informed, prepared, and empowered to help your child be the best they can be across all areas of their life.

Take your time learning to be understanding of your child’s future Receiving a diagnosis can be an overwhelming time for any parent.

Give yourself and your family time to understand and digest the information you have been given, mourn or grieve the life you had previously imagined for your child, and start to imagine and dream about what a good life for your child could look like.

EARLY CHILDHOOD

Give your child time to learn and master a new skill before pushing for them to move onto the next skill

Take your time to find the therapists and services that suit your child and family

Try to find a good match between your child and family, and the therapists and service providers you engage with. Consider your child’s and family’s needs, your values and approach to life, and whether that matches with what and how a service provider can help you.

Allow your child’s therapists time to get to know your child Understanding a child – their personality, quirks, interests, strengths, abilities and challenges – can take time. If your child’s therapist can develop a deep understanding of your child – in both the initial assessment and over time – the therapist will more confidently be able to pinpoint the best way to help your child.

Similarly, allow your child time to get to know their therapists and support providers Therapy is a collaborative process, with the therapist and the child working together.

Therapy should never be done TO your child; it should always be done WITH your child. Your child will be a more willing and happy active participant in therapy if they have had time to get to know the therapist and have built their own level of trust and confidence in them.

Mastery of a skill takes a lot of practice; sometimes hundreds and thousands of repetitions. However, even though it might feel like your child is not progressing because they are continuing to practice the same skill – achieving mastery of a movement or a skill is actually preparing them and giving them a solid foundation from which they can learn the next, more complex movement or skill. Your child will develop new skills by layering them on top of skills they have already mastered.

Give your child the time and opportunity to have a go at something by themselves (even if they are struggling) before jumping in to help them It is important for your child to learn to become as independent as possible, to learn to ask for help when they need it, and to develop resilience and to learn to cope with setbacks and failures in life ( just as any of us). It is by giving them time to try something by themselves that you can help them to develop these important life skills.

Give your child time to explore their passions What does your child like, what are they most interested in, what activities do they love to do? Let them pursue these interests and passions and let them discover what they are good at and what they can contribute to in their life. This will help them to develop their sense of self and sense of identity. Your child is defined by their interests, passions and relationships, not by their disability.

Take time to spend quality time with your child, and with your family Life gets busy, but always ensure you and your child find time to find joy in the every day, and spend time with the people who mean the most to you.

Take time for yourself How does the saying go? ‘You can’t pour from an empty cup’. You have to look after yourself first in order to have something to offer others. Make sure you take the time to pursue your own interests, look after your own health and wellbeing, and make sure your own cup is not empty.

Take your time to celebrate the successes and enjoy the moments

Find joy in the small moments, find excitement in the achievement of both ‘millistones’ and milestones, and enjoy your time and the people you spend your time with. This is probably a lesson for all of us - regardless of if we have kids or don’t have kids, or whether we have abilities or disabilities.

At Move and Play, we believe in the importance of taking time to get to know the children we work with and their families, to understand their dreams and hopes for their child and family, and helping parents and families to take their time to help their child the best they possibly can. In our fast-paced world, what else do you think it is important to take your time with?

Written by Emily Hayles Physiotherapist and Owner – Move & Play Paediatric Therapy, and author of ‘Braver than you think: How to help your child with a disability live their best life’. moveandplay.com.au I SSU E 40 | S P R I N G 2024 13

After sales care - We’ve got you covered!

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How KEY WORKERS

CAN SHAPE POSITIVE OUTCOMES for children

Here at Leap in!

HQ we often hear from parents that managing multiple providers, therapies and appointments for their child can be stressful.

B

ut there is a way to manage supports and services for young children that’s less hectic for families and easier for the child.

It’s called the key worker model and involves having one primary contact for your child’s development.

The key worker model is not a new concept to the NDIS but it’s not very well known. We look at what it is, the benefits and how to create an effective support team for your child and family.

WHAT IS THE KEY WORKER MODEL? The key worker model involves choosing one primary therapist to coordinate all your child’s therapies, known as a “key worker”. A key worker is a highly qualified early childhood intervention professional who leads a team of providers and family members to support a child’s development.

Your key worker will understand your child and family’s needs, routines, relationships, interests and values. They

Benefits of the key worker approach

HAVING A KEY WORKER CAN MAKE GETTING SUPPORT FOR YOUR CHILD EASIER AND FREE UP FAMILY TIME. HERE ARE SOME OF THE BENEFITS. One point of contact: The family or primary carer has one point of contact for organising appointments, assessments, therapies, etc. which can save time and energy.

It’s family-centred: The key worker recognises that the family knows the child best.

They work with the family and other team members to implement meaningful strategies for everyday routines and activities.

16 SO U RCEKI DS .CO M . AU

Child-focused: Therapy sessions can be provided in a more natural location for the child, such as at home rather than in a therapy centre.

A consistent approach: The key worker and team members communicate and collaborate for the child’s benefit, focusing on functional goals, sharing knowledge and coordinating appointments.

Centralised information: Information provided is more relevant to the child and family’s situation.

Fewer gaps in service delivery: The key worker ensures continuity of care and addresses any potential gaps in service delivery before they occur.

EARLY CHILDHOOD

The role of key workers in the NDIS early childhood approach • Acts as a team leader to ensure the team works together for the child’s benefit. For example, if your key worker is an occupational therapist, they may regularly communicate with other supporting therapists such as a speech therapist and physiotherapist.

use this knowledge and information to work with the family on strategies for the child to reach their goals at home, in education and the community.

Key workers are often employed by early childhood allied health and therapy services.

They build a team around the child, including family and other early childhood and health professionals.

Team members such as educators, psychologists, social workers, speech pathologists and occupational therapists provide discipline-specific support where needed. The key worker liaises with other care providers to share knowledge, develop schedules and help resolve any challenges.

QUALIFICATIONS AND SKILLS FOR KEY WORKERS A key worker is an early childhood special educator or relevant allied health practitioner such as a speech pathologist, occupational therapist, physiologist or paediatric professional. They should be degree qualified and have extensive experience in early childhood intervention.

Other essential skills are experience supporting children and young families, excellent communication skills and the ability to lead a multidisciplinary team of people.

• Provides advice and strategies to build a strength-based approach to everyday tasks and activities

The key worker in the team can change at any time to meet the child’s and family’s specific needs.

CREATING AN EFFECTIVE TEAM FOR YOUR CHILD If you think your child could benefit from a key worker and they don’t have funding in their plan, speak to your early childhood partner, LAC or NDIS planner.

NDIS funding for a key worker appears under Capacity Building supports in an NDIS Plan. It is a stated support, meaning it needs to be specifically allocated and listed and the funds can’t be used for any other purpose. It will be labelled as “early intervention (children under 9yrs)” and indicates that the funding is for a “key worker model”. Children under 9 are eligible for this funding under the early childhood approach.

If your child has this funding in their NDIS Plan and you would like to access the support of a key worker, speak to an allied health or early childhood provider to see if they have specialists in their team who are qualified in this area.

Given that a range of specialists can offer this service you might decide to

• Teaches skills and builds capacity for caregivers and family members to support the child in their own environment • Coordinates appointments to reduce family stress and create better opportunities for social and family time in the child’s schedule • Coordinates communication and the sharing of knowledge and skills between the team.

choose a key worker whose professional background aligns with your child’s goals.

For example, a physiotherapist may be a great choice if you child has goals relating to motor skills or balance.

By Leap in!

If you’re looking for an allied health or early childhood provider in your area, Leap in! has an extensive Provider Network Directory that allows you to filter by location, service type and more. Visit Leapin.com.au to find out how they can assist you and your family.

I SSU E 40 | S P R I N G 2024 17

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The power of

PLAY-BASED LEARNING FOR AUTISTIC CHILDREN Play helps all children learn and grow, regardless of their background, interests or abilities. For autistic children, play and play-based learning can be an enjoyable and effective way to teach new skills, improve their confidence and encourage acceptance and belonging among their peers.

2 0 SO U RCEKI DS .CO M . AU

WHAT IS PLAY-BASED LEARNING? Play is at the core of the growth and development of young children and is one of the most effective teaching tools parents and carers have. Play is not only fun for children; it helps them build essential life skills, including creativity, imagination, and curiosity about the world and the people around them. Children can discover information, practise new skills, and build resilience in a safe and

supportive environment through playing on their own and with their families, peers and educators.

Play-based learning should involve a few key elements to be effective for autistic children. Consider your child’s strengths and abilities; play-based learning should meet them at their developmental stage while encouraging them to work towards their developmental goals. If your child receives early intervention or other professional support, these goals should be the same or similar to those addressed by the child’s therapy team.

Ideally, families, therapists, and educators (where applicable) will approach play-based learning similarly. Autistic children thrive on consistency and predictability, so using similar activities,

IN PARTNERSHIP WITH

learning, modelling should reflect your child’s learning and development goals with their strengths, abilities and support needs. Again, reflect on the skills and behaviours addressed by therapists or educators supporting your child and rules, and rewards in activities at home, in therapy, and education settings is essential. communicate with these professionals to Consider organising a meeting between determine the best ways to address these you and any professionals supporting your goals at home. child, including therapists and educators, It’s important to remember that to develop guidelines around play-based modelling isn’t forcing or demanding a learning that are easy to implement and child to play or engage in a specific way; follow for everyone involved. instead, it aims to assist children struggling Using your child’s special interests is with a skill or task to build their confidence another important factor to consider in and independence. Ultimately, children play-based learning. For example, if your should be encouraged to play, engage, child loves dinosaurs, they could practise learn and regulate in a way that makes turn-taking by sharing one them feel comfortable as of their dinosaur toys with long as the people around Involving all senses them are safe. When their siblings or peers, with can also benefit supervision from an adult, modelling, instant success such as yourself or their or improvement should autistic children, teacher. During play, the never be expected. The helping them adult should give plenty of focus must remain on navigate sensory positive feedback in a way guiding and supporting sensitivities safely. children without pressure, the child will understand, for example, using verbal allowing them to learn, praise that specifies how the child is practise and grow at their own pace. succeeding (‘I am so impressed that you let A great example of modelling in action your brother have a go holding your toy. is the one mentioned above, where using a That is very good!’) child’s toy dinosaur can help them practise To be successful, play-based learning turn-taking. Another great strategy is must be child-led and adult-supported, using ‘people games’; this includes games incorporating a child’s interests while such as hide-and-seek, tag, or singing reflecting their strengths and abilities that nursery rhymes in a group. Involving all encourage them to build skills and ideas senses can also benefit autistic children, to become lifelong learners and active helping them navigate sensory sensitivities participants in the world around them. safely.

HOW MODELLING HELPS AUTISTIC CHILDREN Another way many parents and carers teach through play, often without realising it, is modelling. By providing a visual or physical demonstration of how to play, engage or perform a skill, parents and carers can support their autistic children’s learning and development in a way that is clear and captures their attention.

As with other forms of play-based

WHAT IF NOTHING IS WORKING? Sometimes, despite our best efforts, playbased learning might not be helping an autistic child’s learning and development as you hoped. For parents and carers, this can be disheartening or even anxietyinducing, as you naturally worry about why your child is not progressing or finding certain skills or situations easier to navigate. Like any new skill or process, it is very rare to find success the first time around. Play-based learning requires constant adjustments to reflect the child’s changing needs, preferences and goals. A flexible approach to play, along with plenty of patience and creativity, is essential.

Consider taking a step back and reflecting on what your child enjoys and responds well to and whether this is reflected in your approach. Is there something that causes your child to lose interest or become upset or confused during play? Are sensory stimuli triggering or engaging your child during play (e.g., a toy with flashing lights)? Are there toys, games or situations your child is drawn towards or enjoys doing often? Are the goals you are trying to address during play too ambitious or complex?

If your child receives support from therapists or educators, raise your concerns with these professionals. Their insights can help you identify what is not working and begin addressing any challenges through an evidence-based approach in therapy, education and at home.

Finally, remember not to be too hard on yourself. Look after yourself consistently and take a break when things become overwhelming for your and your child’s well-being. Focus on how far you have come and how the little wins are pretty big when supporting your autistic child’s learning and growth.

For more free, evidence-based autism information, visit autismawareness.com.au.

I SSU I SSUEE33 40| |SU S PMRM I NER G 2022 2024 21

Toilet T Training & disability

Toilet training is a daunting prospect for many parents, and it is an area of development where the voice of societal pressure is louder than in lots of others. For parents whose child has additional needs, this process can often feel impossible. Whether the need is developmental or medical and whether the disability is physical or invisible, there are challenges faced that other children may not have to contend with.

22 SO U RCEKI DS .CO M . AU

he most vital part of ensuring toilet training success is working out whether your child is ready.

For some children this is obvious as they are communicating their interest, asking to go, or making clear that they no longer wish to wear nappies. For many children with disability however, the usual checklist of readiness such as • Are they bothered by being wet or dirty?

• Do they communicate when they need to go?

• Can they pull their pants up and down?

• Do they have the body flexibility to wipe themselves? may not be relevant due to their stage of development and skills. This doesn’t mean that they aren’t ready but rather that it needs to be thought about and introduced in a different way. Here are some things to think about when considering toilet training for your child.

EARLY CHILDHOOD

COMMUNICATION Communicating about the toilet is something we do with children from the earliest days when we change their nappies and refer to what is inside! For children who are hearing impaired or who are unable to communicate verbally, this context is just as important but needs to be done in a different way. Before toilet training, it is helpful to make sure that any AAC method that is being used has all the words you would need during toilet training and that your child understands what means what. This includes them needing to go, letting you know they have had an accident, wiping, flushing, and washing hands! It is imperative that everyone working with them knows how to access this vocabulary for them and to help them be as independent with it as possible.

PROVIDING CONSISTENCY The predictable steps of going to the toilet are something which can help when toilet training a child with additional needs.

The more they understand the steps of the process, how often they go, where to sit, how to go, how to wipe and how to flush, the easier it will be for you to not feel frustrated when steps are missed. By breaking the process down for children, it also allows caregivers and therapists the opportunity to see which steps they are struggling with and provide additional

support. It is important that once you start, all carers take a similar approach and that your child can feel that this is now a new stage which is being enforced on a consistent basis.

INTEROCEPTION For many children with SPD or low muscle tone, it is a struggle for them to know when they need the toilet. This process is known as interoception and it means being aware of what is happening inside your body.

This includes being hungry, tired, feeling unwell and of course having a full bowel or bladder! This is often an obstacle to toilet training and working with an OT can be very helpful. Other strategies to consider would be taking your child to the toilet at set times to start to familiarise them with the process and start to talk to them about what they can feel in their tummies. Over time, the aim is for them to connect their successes to what they felt at that time and then begin to identify that feeling as meaning that they need to go to the bathroom.

MOBILITY AND COMFORT Going to the toilet independently (the aim of toilet training) requires a level of mobility, body and brain coordination and flexibility eg: for wiping. When someone is limited in these areas, it can be disheartening for parents and their instinct

is often that their child isn’t ready yet.

However, if it can be identified why and in what areas the child needs help and where they can be independent, whilst toilet training may look different, it can occur beautifully with adaptations just as your child may need in other areas of their life.

It is important to work with your child’s therapy team to ensure the set up of the bathroom is conducive to allowing them to toilet independently. This means thinking about whether a particular seat is required or steps or something to hold on to to give additional physical support.

MEDICAL HISTORY One of the most common side effects to toilet training children is stool withholding and constipation! For children with additional needs who may have a history of gut or digestion issues, this should be taken into account. If you are looking to remove nappies entirely and your child has a history of constipation and is already on medication, the dose should be discussed with your paediatrician.

Hopefully this can avoid causing any pain to your child or accidents that may be able to be avoided.

Every child is unique and when it comes to toilet training, no one size fits all. This is even truer when a child has additional needs that need to be considered. The key is often managing your own expectations and having a plan in place to make sure the right supports are there before you begin. Toilet training is a process and progress and regression mixed together is normal and to be expected given the complexity of what we are asking our incredible children to learn.

By Ariella Lew. Ariella Lew is the founder and director of Kids on Track Consultancy. Kids on Track consults with families, schools and allied health professionals around issues including but not limited to: behaviour support, family dynamics and parenting, disability, NDIS access and support coordinations, chronic conditions and more. kidsontrackconsultancy.com; admin@kidsontrackconsultancy.com; 0416 612 676 I SSU E 40 | S P R I N G 2024 23

Ask a PLAN

MANAGER! The Early Childhood Approach for children under 9

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I N A S S O C I AT I O N W I T H

I

t’s not surprising that parents of children with disability or developmental delay often feel confused about the NDIS and where to start.

But did you know that you don’t have to apply to the NDIS or have a diagnosis to get help for your child? The Early Childhood Approach can provide supports for some children without the need to be on the NDIS. The Crew at Leap in! plan management has provided a helpful guide on how you may be able to get assistance for your child.

WHAT TO DO IF YOU HAVE CONCERNS ABOUT YOUR CHILD’S DEVELOPMENT The Early Childhood Approach (ECA) provides support to children to get the best possible start in life. It’s for children under 6 with developmental delay or children under 9 with disability.

If you have concerns about your child’s development, speak with a health or education professional such as your GP, occupational therapist, child health care nurse or early childhood educator.

They can connect you with an Early Childhood Partner (ECP), an organisation with experience and clinical expertise working with young children with developmental concerns or disability and their families.

WHAT YOU NEED TO KNOW ABOUT THE EARLY CHILDHOOD APPROACH • Children don’t need to be eligible for the NDIS to get assistance • It may include community/mainstream (non-NDIS) supports, NDIS funded supports or a combination of both • Children who don’t fully meet the definition of developmental delay but have developmental concerns can also receive support • No referral or diagnosis is needed • You can contact an ECP yourself • Some families will be assisted with an NDIS access request, depending on individual needs.

SUPPORTING CHILDREN AND FAMILIES The Early Childhood Approach can provide supports in two ways.

1. Early Connections: Connect families with the right supports and services to build on their strengths. Early Connections are for children younger than 9 and their families. Children do not have to have a diagnosis or be eligible for the NDIS to access Early Connections.

2. NDIS early childhood supports: Early childhood intervention supports under the NDIS, provided through an NDIS Plan.

This requires a diagnosis and the child must meet NDIS eligibility requirements.

EARLY CHILDHOOD PARTNERS

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

Early Childhood Partners (ECPs) are local professional organisations the NDIS funds to deliver the Early Childhood Approach.

They work with both children and their families.

Providing support as early as possible in a child’s development is the ideal way to ensure they achieve the best possible outcomes throughout their life.

ECP teams often include occupational therapists, psychologists, physiotherapists, speech therapists and other relevant allied health professionals.

Early Childhood Partners seek to understand a child’s needs and will provide connections to supports and services that best meet their individual needs and goals.

WHAT TO EXPECT FROM AN EARLY CHILDHOOD PARTNER An ECP will initially meet with you and your family and chat about: • Any concerns about your child’s development • Priorities and goals for the child • How you currently support your child and where more support may be needed • Information from available screening tools, assessments or reports • Any early childhood supports currently being received and how well they meet your needs.

An ECP uses observation in familiar settings to understand how the child plays, communicates and helps take care of themselves. They may also use assessment tools to learn more about the child’s development.

This information is used to assess the child’s support needs and determine the next steps.

GETTING YOUR CHILD’S FIRST NDIS PLAN IN PLACE. If your child has been granted access to the NDIS, you will work with your Early Childhood Partner to develop their NDIS Plan. This often comes with a whole new set of questions.

The team at Leap in! can help with this part of the process. We can take you through steps and suggestions for your NDIS Plan meeting like: • Start to prepare early and give yourself time to think big about what your child would like to achieve • Make notes and keep a list of examples in the Leap in! app so you have one easy and central place for all of your thoughts and information • Encourage your key family, friends and/ or support workers to join the app and connect with you so they can help with additional information • Be ready to be as specific as possible to get exactly what you need from your meeting.

I SSU E 40 | S P R I N G 2024 2 5

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I SSU E 40 | S P R I N G 2024 2 9

MOTORING TOWARDS INDEPENDENCE

POWER UP

A customised wheelchair power add-on has given young Pippa a major boost to her confidence and independence, explains Katherine Granich.

K

ids love to go fast, and our youngsters who use mobility aids are no exception. In the suburbs of Wollongong, nineyear-old Pippa is embracing the thrill of speed and newfound independence – and as far as her mum Sian is concerned, there’s no going back.

“We thought Pippa would have more freedom at home, with being able to travel to the local park, go to the bike track, and get around our property better,” Sian says. “But now her wheelchair has a power add-on, she’s unstoppable!”

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Over the summer, Pippa’s wheelchair was fitted with the Empluse F55 Wheelchair Power Add-On from Dejay Medical. It soon proved its worth when the family went away on their annual camping trip. “On previous trips, Pippa had to rely on other family members to push her around the campsite,” Sian explains.

“This year Pippa was able to drive herself around, play Spotlight with the kids in the caravan park, and visit friends in other campsites. One friend even hopped on a skateboard and held on to the back of Pippa’s chair while they rode around the bike track!”

Explained simply, the F55 is a power attachment that clips on to the front of Pippa’s wheelchair and allows it to function similarly to an electric bike.

Pippa can already ride a bike really well, so when the family learned about the F55, something clicked. “I saw an adult using one, and questioned whether something like it would be good for Pippa,” Sian says.

“When Dejay brought the F55 over for Pippa to trial, she took to it instantly.”

The F55 has not only revolutionised Pippa’s mobility, it’s also given her a sense of autonomy and independence. For example, it was Pippa’s own idea to take the power assist to school with her. “In the past, when I dropped her off at school, I’d need to wheel her into the classroom,” says Sian. “Now I get her out of the car, pop the power assist on to her wheelchair, and off she goes!”

The F55 is user-friendly and easy to attach to Pippa’s wheelchair, so she can instruct her teacher aide on how to do it – and as she grows and gains strength, she’ll be able to attach it independently herself in future. It’s also compact and easy to tote around in the car. “I can’t imagine it not being with us everywhere we go,” says Sian.

A TEAM EFFORT Pippa’s parents, along with her occupational therapist, worked with Lena from Dejay Medical to trial the F55 and ensure it was the right piece of equipment for Pippa. “Lena has been outstanding,” Sian says. “Every facet of the experience has just been handled so well. Lena has formed such a lovely rapport with Pippa, getting her input on the process, asking her opinion about the equipment, and going out of her way to make sure Pip was fully

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comfortable and confident using the F55 during the trial and when it was time for Pippa to have her own one.”

Pippa’s family wanted a nonpermanent power assist for her wheelchair because they wanted her to be able to self-propel as much as possible, not to mention the complicated upheaval of needing to convert their vehicle to accommodate a larger power chair. “We wanted something more versatile, and the F55 fit the bill,” Sian says.

VERSATILITY PLUS With sturdy, off-road wheels, the F55 is compatible with most fixed-front wheelchairs, and with two independent brake systems, it’s super safe. The battery has up to 25km of range, which is perfect for Pippa’s everyday needs, and its intelligent battery management system ensures improved charging cycles and lifetime. And it’s easy to dock and undock, meaning Pippa can swap between using her wheelchair on manual or motorised mode quite easily.

The F55’s portability is something that Sian says is really helpful for their family.

“When Pippa has hospital appointments, I’ve always needed to bring along a support person to help me push Pip, carry her equipment, and manage getting from car to clinic,” Sian explains. “Now Pippa can propel herself, and I can carry what we need to bring.”

With the F55, Pippa can also manoeuvre her wheelchair around on family outings herself, which gives her more autonomy and freedom. “When we’re shopping at the mall, for example, she can go look at what she’s interested in, instead of me trying to show her what I think she wants. It really helps her to feel more independent.”

COOLEST KID ON WHEELS The F55’s sleek, stylish design means it looks cool – an automatic box-tick for any kid using mobility aids. “All the kids who see Pippa using her ‘motor’, as she calls it, want to have a go,” Sian smiles.

One place where Pippa can show off her power assist chair is at Frame Running Wollongong (framerunningwollongong. org.au), the local frame running club she attends on Monday afternoons. Pippa turns up driving her F55, then swaps over to a frame runner – a specialised threewheeled running frame without pedals.

Co-founded by her mum Sian, this nonprofit community activity is the only provider of frame running in the Illawarra Region, and is a growing sport for disabled kids around Australia.

With around 30 kids attending alongside Pippa each week, it’s a great way to get kids enjoying fitness as well as expanding their mobility skills.

“Through frame running, Pippa’s gone

from being able to take only a few steps to now being able to run for an hour,” Sian says.

Dejay is integral to the sport of frame running in Australia, providing the frame runners the children use as well as supporting the sport’s development nationwide. With over 35 years of experience manufacturing wheelchairs and custom components, Dejay truly knows how to meet the mobility needs of kids like Pippa – and their families.

At the end of the frame running session, Pippa easily transfers back into her power assist chair and heads to the car to go home for dinner. As Sian says, the F55 has given Pippa a self-esteem boost alongside increased freedom. “It’s just changed Pippa’s life.”

By Katherine Granich A free trial can be organised by emailing therapy@dejay.com.au.

The full range of power add-ons for manual wheelchairs can be seen at dejay.com.au

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therapy@dejay.com.au I SSU E 40 | S P R I N G 2024 31

COMMON NUTRITIONAL CONCERNS FOR CHILDREN & HOW A DIETICIAN CAN HELP

The paediatric dieticians at Active Ability help us to understand some common nutritional concerns for children in Australia and provide helpful insights for managing them.

Y

ou know a healthy diet is essential for children to get the nutrients they need for healthy growth and development. But all the information out there about diet and health can be confusing, making it hard to know what advice to follow, especially if your child has a disability or medical condition. The good news is that even small dietary changes can make a big difference to your child’s health. And making these changes might be easier than you think.

Children in Australia may face a range of dietary challenges that can impact their growth, development, and overall quality of life. Some of the most common nutritional concerns in children include:

Inadequate intake of fruits and vegetables Many Australian children and young people are not eating the recommended serves of vegetables and fruits each day.

Fruits and vegetables contain fibre, which is important for healthy immune and digestive system function. Children who don’t eat enough vegetables and fruits (along with whole grains) may not get enough fibre, which can lead to constipation. Lack of fibre is also linked to type 2 diabetes and excess weight gain, 32 SO U RCEKI DS .CO M . AU

and increased risk of bowel cancers and heart disease in later life.

Vegetables and fruits also contain many important vitamins and minerals that support good health, including vitamin C, which the body needs to absorb iron, heal wounds, and overcome infections.

Allergies and intolerances In Australia, around one in ten children has a food allergy, while up to one in four people has a food intolerance. Unless managed well, eating a restricted diet to manage food allergies or intolerances can lead to nutrient deficiencies. For example, avoiding dairy to manage lactose intolerance could lead to a lack of calcium – an essential nutrient for strong bones and healthy teeth.

Too many ‘sometimes’ foods The Australian Dietary Guidelines advise that people of all ages, including children, limit eating foods that contain saturated fat, added salt, added sugars and alcohol[v]. These are known as ‘discretionary’ foods. They include processed foods and treat foods like chips, lollies, cakes, chocolates, biscuits and many common take-away foods, such as burgers, pizzas and deep-fried foods.

They also include sports drinks, fruit juice,

cordial and soft drinks.

These foods and drinks are low in nutrients and can contribute to poor health, tooth decay and excess weight gain. They should only be eaten on special occasions and in limited amounts.

However, many Australian children are eating them regularly.

Restricted and fad diets Older children and adolescents sometimes choose to follow specific or fad diets or restrict some food groups. This may lead to nutrient deficiencies that adversely impact growth and development. For example, an adolescent who opts for a vegan diet is at risk of iron and calcium deficiency.

Without input from a dietary professional, following such a diet could impact their health, energy levels, and physical and cognitive development.

Weight management issues Children who are above or below a healthy weight for their age can be deficient in various nutrients because their diet is lacking in healthy foods. Good nutrition can help children stay within a healthy weight range as they grow. This can help them have better health now and in adulthood, and also lower their risk of many health conditions.

EATING & NUTRITION

NUTRITIONAL CONCERNS IN CHILDREN WITH DISABILITY Children with disability can be especially prone to nutritional concerns. Nutritional issues in children with disabilities may be related to: • sensory challenges – children with conditions such as autism spectrum disorder may have sensory sensitivities and struggle with certain food textures, smells, and flavours.

• medical conditions – children with disability may have medical conditions that affect their nutritional requirements.

• digestive issues – gastrointestinal issues such as constipation, coeliac disease, and gastroesophageal reflux can be more prevalent among children with disabilities, affecting nutrient absorption.

• medications – some medicines can affect appetite and nutrient absorption, which can lead to nutritional deficiencies and weight management issues.

• dietary habits – disability can impact an individual’s ability to make healthy food choices. For example, research has shown people with intellectual disability tend to eat larger portions, more ‘sometimes’ foods, and fewer vegetables and fruits.

• lack of nutrition knowledge and food preparation/cooking skills – children and adolescents with disability may have a limited understanding of nutrition and face barriers to building skills in buying and preparing healthy food.

• physical inactivity – physical or intellectual disability can pose barriers to getting enough physical activity for optimal health and wellbeing. Lack of physical activity can further complicate issues related to poor nutrition, such as excess weight gain and heightened risk of chronic health conditions such as type 2 diabetes and heart disease.

Good nutrition can help children stay within a healthy weight range as they grow. This can help them have better health now and in adulthood, and also lower their risk of many health conditions.

How dietitians support healthy growth and development in children When it comes to addressing the nutritional needs of children with disability, NDIS-funded dietetic services can be invaluable. Dietitians are university qualified health professionals with extensive training in children’s nutrition. They have the expertise to create tailored strategies that ensure children get the nutrients they need for healthy growth and development.

Here’s how professional dietitians, like the paediatric dietitians at Active Ability, can make a positive impact.

Comprehensive assessment The first step in managing nutritional issues involves conducting a thorough assessment of your child’s current dietary habits, preferences, medical history, and any specific nutritional concerns. This provides the foundation for developing an individualised plan.

I SSU E 40 | S P R I N G 2024 33

EATING & NUTRITION

Designing tailored meal plans Based on this assessment, your dietitian will develop an individualised meal plan that considers your child’s health, age, dietary requirements, sensory sensitivities, and any existing deficiencies. These plans help ensure children get the necessary nutrients while accommodating their preferences and challenges.

Nutrient optimisation Dietitians focus on optimising nutrient intake by strategically selecting foods rich in essential vitamins, minerals, and macronutrients. They consider factors such as the child’s growth rate, energy expenditure, and any medications that might impact nutrient absorption.

Educating support people If your child has any nutrient deficiencies, your dietitian may recommend appropriate supplementation. For instance, if your child is deficient in iron, your dietitian may suggest iron-rich foods and supplements to address the deficiency and prevent related health issues.

Dietitians work closely with parents, carers and support workers to educate them about the child’s nutritional needs and the importance of a healthy diet.

This education empowers parents to make informed decisions that support their child’s wellbeing.

Managing sensory challenges

They might also provide practical training for your child and family to build capacity for choosing and preparing healthy foods.

For example, they might teach you how to read food labels, or to cook using healthier techniques such as steaming or grilling.

Children with disability often experience sensory issues that affect their food choices. Dietitians employ creative strategies to modify the texture, taste, and presentation of foods to align with the child’s sensory preferences, while still providing the necessary nutrients.

STRATEGIES DIETITIANS USE TO SUPPORT CHILDREN’S NUTRITIONAL NEEDS 1. TEXTURE MODIFICATION If your child has sensory issues with certain foods, your dietitian might provide advice for modifying its texture or consistency. For example, they might suggest pureeing vegetables into sauces or cutting them in small pieces you can add to soups. Or you might be able to blend fruit into smoothies.

These strategies can improve your child’s nutrient intake without triggering sensory challenges.

Paediatric dietitians use a range of strategies to help children reach their goals. These include:

2. VARIED PRESENTATION Dietitians sometimes recommend creative ways to present nutrient-rich foods in an appealing manner. For example, they might suggest you make a smiling face out of colourful vegetables, or present fruits and vegetables on their favourite plate.

This can encourage children to try new foods.

3. GRADUAL EXPOSURE Your dietitian knows introducing new foods can be challenging, especially if your child is a picky eater or fussy feeder. They can design a graded exposure approach, introducing your child to unfamiliar foods in a progressive manner, starting with small portions. This can foster a positive experience with trying new foods.

Practical training

Monitoring and adjustment Your dietitian will monitor your child’s progress regularly and adjust their meal plan as needed. They will consider your child’s growth, changing health needs, and feedback from your family to ensure continued success.

4. FAMILY INVOLVEMENT Dietitians involve the entire family to create a supportive environment for making dietary changes. When family members participate, children feel encouraged to explore new foods and develop healthier eating habits. For example, your dietitian might advise allowing each family member to choose which meal you have one night per week or choosing a new food to try together.

5. MEALTIME ADVICE Family mealtime challenges can be common if your child is a picky eater or has chosen to follow restrictive eating patterns.

Your dietitian can help you find ways to make mealtimes smoother and easier.

Creating a calm and comfortable eating environment, for example, can promote positive associations with food.

6. SNACK PLANNING Healthy snacks are just as important as healthy family meals. Your dietitian can help you find snack options that are nutritious, appealing, and cater to your child’s dietary needs.

At Active Ability, children’s dietitians collaborate with paediatric physios and exercise physiologists to help your child reach their goals. They’ll also work in partnership with other members of your healthcare team, such as your GP, child health nurse, paediatrician and any other health professionals involved in your child’s care.

To find out more contact their friendly team on (02)91615887, hello@activeability.com.au

3 4 SO U RCEKI DS .CO M . AU

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W O O D S I E F O OT S I E F O OT R E S T This bamboo highchair footrest will help to promote correct posture and stability during mealtimes and allow children to increase their motor skills and improve their levels of concentration, which in turn encourages a better feeding and learning experience.

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KIDDIE CUTTER Cut food, not fingers! Dive into a world of fun, confidence, and newfound independence with the KiddiKutter – the perfect tool for your little chefs. Designed with safety in mind, it’s not just a kitchen accessory; it’s an opportunity to prepare meals together and make memories. 16 fabulous colours to choose from! RRP from $19.99 // kiddikutter.com.au

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Leggero Strollers lightweight, designed to fit, grows with the child Strollers for children with Special Needs LEGGERO REACH A stroller that can be used as a secondary chair.

The REACH is available in 3 frame sizes: 12”, 14” and 16” seat widths and allows for some degree of adjustment. It is an excellent chair for children who do not have complex positioning needs.

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Understanding dysphagia IN CHILDREN & YOUNG PEOPLE WITH DISABILITY

Swallowing is a reflex action that is easy to take for granted, but it can be complicated and challenging, especially for those with dysphagia. The process of swallowing involves a coordinated effort of muscles and nerves, ensuring that food and liquids move safely from the mouth to the stomach. When this process is disrupted, it can lead to various complications, especially in someone who already faces challenges due to their diagnosis. Here’s what you need to know if your child or young person is affected.

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Dysphagia Normal swallowing

Month Tongue

Swallowing difficulty

Food Epiglottis

Trachea

Esophagus

Food

EATING & NUTRITION

Causes and associated diagnoses

TYPES OF DYSPHAGIA Dysphagia in children can be classified into two main types: oropharyngeal dysphagia and oesophageal dysphagia.

Dysphagia in people with disability can arise from various underlying conditions, including cerebral palsy, Down syndrome, muscular dystrophy, and neurological disorders. These conditions can affect muscle tone, coordination, and sensory responses involved in the swallowing process. For example, people with cerebral palsy may experience spasticity or weakness in the muscles used for swallowing, while those with Down syndrome may have anatomical differences in their oral structures that impact swallowing.

Oropharyngeal Dysphagia

Chewing difficulty: Children may struggle with chewing food thoroughly, leading to problems with bolus formation (food mass) for swallowing.

Oral sensory issues: Some children may have hypersensitivity or hyposensitivity in their oral cavity, affecting their ability to manage different food textures.

Swallowing coordination: Challenges in coordinating the muscles involved in swallowing, including the tongue, soft palate, and pharynx, can cause food or liquids to enter the airway instead of the oesophagus.

Oesophageal Dysphagia

Oesophageal motility disorders: Conditions such as achalasia or oesophageal strictures can result in difficulties in food passage through the oesophagus.

Structural abnormalities: Anatomical abnormalities in the oesophagus, such as webs, rings, or narrowing, can impede the smooth flow of food.

Gastroesophageal reflux disease (GERD): People with disability may be more prone to GERD, leading to oesophageal irritation and discomfort during swallowing.

Children with dysphagia may develop aversions to specific food textures or consistencies, leading to picky eating or refusal to eat.

IDENTIFYING DYSPHAGIA

BEHAVIOURAL SIGNS

Identifying dysphagia in children with disabilities requires careful observation and monitoring. It is crucial to consult with healthcare professionals, including a paediatrician and a speech-language pathologist if you suspect there is an issue; they can conduct a thorough evaluation and recommend appropriate interventions.

Here are some common symptoms to watch for:

Reluctance to eat certain foods Children with dysphagia may develop aversions to specific food textures or consistencies, leading to picky eating or refusal to eat.

Extended mealtime duration Taking an unusually long time to eat meals can be a sign that the child is struggling with the process of chewing and swallowing.

Avoidance of solid foods Preference for liquids or very soft foods over solids can indicate difficulty in managing more complex textures during swallowing.

Behavioural changes at mealtime Increased fussiness, irritability, or anxiety during meals can be related to the discomfort or frustration associated with swallowing difficulties.

PHYSICAL SIGNS AND SYMPTOMS Coughing or choking during meals Frequent coughing or choking while eating or drinking is one of the most noticeable signs of dysphagia. It indicates that food or liquid may be entering the airway instead of the oesophagus.

Gagging or spitting out food People with dysphagia may gag or spit out food frequently. This can happen because they are unable to chew and swallow effectively.

Drooling or excessive saliva Persistent drooling or an inability to manage saliva can be a sign of swallowing difficulties. This is particularly noticeable when a child is not teething.

Wet or gurgly voice A wet or gurgly sounding voice during or after eating or drinking can indicate that food or liquid is not being swallowed properly and may be lingering in the throat.

Recurrent respiratory infections Frequent respiratory infections, such as pneumonia or bronchitis, can occur if food or liquids are aspirated (enter the airway), leading to infection in the lungs.

NUTRITIONAL AND GROWTH CONCERNS Poor weight gain or weight loss Inadequate nutrition due to swallowing difficulties can lead to poor weight gain or even weight loss. Monitoring growth patterns is essential.

Dehydration If someone has dysphagia they may struggle to drink enough fluids, leading to signs of dehydration such as dry mouth, decreased urination, and lethargy.

Malnutrition Difficulty swallowing can result in an imbalanced diet and nutrient deficiencies. Signs of malnutrition include fatigue, weakness, and poor overall health.

I SSU E 40 | S P R I N G 2024 41

EATING & NUTRITION

ASSESSMENT AND MANAGEMENT Early detection and intervention are crucial in managing dysphagia.

A comprehensive assessment by a multidisciplinary team, including speechlanguage pathologists, paediatricians, gastroenterologists, and dietitians, is essential. This assessment may involve clinical evaluations, swallowing studies (such as videofluoroscopic swallow study or fibre-optic endoscopic evaluation), and nutritional assessments to understand the nature and severity of the swallowing difficulties.

Management strategies are tailored to each individual’s needs but may include: Diet modification: Adjusting the consistency and texture of foods and liquids to ensure safe swallowing.

Thickening liquids or pureeing foods can make them easier to swallow for some children.

Positioning techniques: Optimal positioning during meals, such as sitting upright or at a specific angle, can improve swallowing function and reduce the risk of aspiration.

Swallowing therapy: Working with a speech-language pathologist to perform exercises and techniques aimed at strengthening swallowing muscles, improving coordination, and addressing sensory issues related to feeding.

Medical interventions: In some cases, medical interventions such as botulinum toxin injections to reduce muscle spasticity, gastrostomy tube placement for nutritional support, or surgical procedures to correct anatomical abnormalities may be considered.

Support and education

Parents, caregivers, and educators play a vital role in supporting children with dysphagia.

They should receive education and training on proper feeding techniques, recognising signs of swallowing difficulties, and implementing strategies recommended by healthcare professionals. Creating a supportive and nurturing mealtime environment is essential for promoting positive feeding experiences and ensuring the child’s nutritional needs are met.

4 2 SO U RCEKI DS .CO M . AU

MANAGING DYSPHAGIA AT SCHOOL Coping with dysphagia at school requires careful planning, collaboration between the child, parents, school staff, and healthcare professionals, and implementation of risk management strategies to ensure the child's safety and well-being. Here's how a child with dysphagia might cope at school and the risk management strategies that might need to be in place:

5.

3.

Safe feeding environment

1.

Care plan Develop an individualised care plan in collaboration with the child’s healthcare team, outlining specific dietary needs, feeding techniques, positioning requirements, and any medical interventions or emergency protocols.

Communicate the plan to relevant school personnel, including teachers, school nurses, cafeteria staff, and administrators, to ensure everyone is aware of the child’s needs and how to support them.

2.

Education and training Provide education and training to school staff on dysphagia awareness, signs of swallowing difficulties, and proper implementation of feeding protocols.

Create a safe and supportive feeding environment in designated eating areas. Ensure that tables and chairs are appropriately sized, seating is comfortable and stable, and distractions are minimised during mealtimes.

Encourage the child to eat slowly, take small bites, and chew thoroughly to reduce the risk of choking or aspiration. Provide adaptive utensils, straws, or cups if needed.

4.

Mealtime supervision Assign trained staff members to supervise the child during meals and snacks, monitoring their eating behaviour, swallowing function, and signs of distress.

Encourage peer support and understanding among classmates to promote inclusivity and reduce social stigma related to feeding difficulties.

Communication and advocacy Foster open communication between parents, school staff, and healthcare providers to address any concerns, monitor progress, and adjust management strategies as needed.

Empower the child to advocate for themselves by teaching them communication strategies to express their needs, preferences, and any discomfort related to dysphagia.

6.

Emergency preparedness Develop an emergency action plan detailing steps to take in case of a choking incident, aspiration event, or other medical emergencies related to dysphagia.

7.

Accommodations Provide accommodations and supportive services as needed, such as extended mealtimes, modified food textures, alternative meal options, or others as suggested by your child’s care team.

The Gravity Chair For a 7-year-old with the rare condition, Behr Syndrome, the Gravity Chair has transformed Hazel and her family’s lives.

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Meet Vicky Roberts, Operational Quality & Compliance Manager at nib Thrive and mum of five. As a mum, Vicky knows the importance of those early years of life and is deeply passionate about supporting people with disability to achieve their goals.

Vicky Roberts, Operational Quality & Compliance Manager at nib Thrive and mum of five.

Below, Vicky answers some common questions parents may have about managing their child’s NDIS plan.

How can plan managers, like nib Thrive help simplify the funding process for parents of children with disabilities?

For parents of children with disabilities, plan management can simplify the funding process by taking the administrative burden, allowing them to focus on providing care and support to their child.

What are the different ways to manage my child’s NDIS plan?

There are three ways to manage your NDIS plan: plan managed, self managed, and agency managed.

Plan managers handle the financial paperwork of NDIS plans, including paying providers and providing spending reports. They can also help you to transition to self-manage your plan, increasing your financial independence.

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Plan management isn’t just about handling the finances; it’s about giving families the freedom to concentrate on their children’s needs.

Plan management involves a provider, like nib Thrive, managing your NDIS funds on your behalf. More than half of all payments to providers are paid via plan managers.* It’s the most popular option because we handle payments, track expenses, talk with providers, and help you budget for supports. It makes the whole process a lot simpler and helps free up your time to focus on what matters most.

How can I access plan management?

If you have an NDIS plan, plan management is likely available to you. For most people, there is no eligibility criteria for plan management.

Self management is when you manage your NDIS funding.

You make payments from your NDIS funding to providers, handle any paperwork, and talk with your providers about payments.

You can use both registered and unregistered providers if your NDIS plan is plan managed or self managed.

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During your planning meeting with the NDIA, you can request plan management by explaining how it would help you and your family. The NDIA will consider this when creating your plan.

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VISUAL AIDS

A guide to

SOCIAL STORIES AND VISUALS

Making it real

If your child or young adult has challenges in understanding and navigating social situations and/or unfamiliar environments, social stories such as storyboards and other visual aids are a useful tool that can significantly enhance communication skills, social interactions, and help their overall well-being in many different scenarios.

S

ocial stories are short, personalised narratives designed to help those who need support in understanding social concepts, routines, and expectations. They typically include descriptive sentences paired with appropriate visuals to illustrate the intended message.

HOW THEY HELP Social stories offer numerous benefits for people with disability: Enhanced understanding: These tools break down complex social situations into manageable and understandable components, making it easier to grasp important concepts and expectations.

Improved communication: Visual supports provide a non-verbal means of communication, which is particularly beneficial for children with language or communication difficulty.

Reduced anxiety: Many of our kids and young people experience anxiety in unfamiliar or even familiar social situations. Social stories and visuals can alleviate anxiety by providing predictability, structure, and guidance on how to navigate what’s to come.

Increased independence: Visual 4 6 SO U RCEKI DS .CO M . AU

supports encourage independence and self-management by enabling children to follow routines, make choices, and solve problems independently with visual prompts and reminders.

Support for transitions: Transitioning between activities, environments, or routines can be challenging for a variety of reasons. Social stories and visuals help the user prepare for transitions by outlining what to expect and how to adapt effectively.

Promotion of social skills: By explicitly teaching social norms, rules, and behaviours, social stories and visuals help children develop essential social skills, such as turn-taking, sharing, empathy, and problem-solving.

WANT TO PUT A SOCIAL STORY INTO ACTION? Here’s a step-by-step guide to help you.

1. Identify the target situation: Begin by pinpointing the specific social situation, event, or behaviour you want to address.

It could be anything, from going to a doctor’s appointment to waiting in line at the grocery store or attending a birthday party. The key is to focus on scenarios that

your child finds challenging or confusing.

2. Define the goal: What do you want your child or young person to learn or understand from reading the story? For instance, the goal might be to help them understand what will happen during a day out and the transitions that they will encounter.

3. Keep it simple: Social stories should be written in clear and straightforward language that is appropriate for an individual’s age and comprehension level.

Avoid using ambiguous terms or complex vocabulary that could confuse them.

Here’s an example of how you could put together a social story for a visit to the park:

TITLE: A SAFE AND FUN VISIT TO THE PARK 1. Heading to the park Visual: Picture of a child holding an adult’s hand, smiling, and walking towards a park entrance.

Text: “Today, we are going to visit the park. The park is a nice place to be, and we can have fun while staying safe.”

2. Arriving at the park Visual: Image of the park entrance with trees, a playground, and people in the background.

Text: “When we arrive at the park, we will see other people. Some might be walking, running, or playing. It’s okay; we will have our own space to enjoy.”

3. Staying safe Visual: Illustration of a child standing close to an adult, with a safe space circle around them.

Shorter is usually better!

4. Structure the story: Divide the story into clear sections: introduction, body, and conclusion. The introduction sets the scene, the body describes the situation or behaviour in detail, and the conclusion reinforces the desired outcome or lesson.

5. Use visual supports: Incorporate pictures, drawings, or photographs to enhance understanding and engagement.

Visual supports can help individuals better comprehend the story’s content and make it more relatable.

6. Maintain a positive tone: Keep the

Text: “We will stay close to our grown-up or buddy. If we feel overwhelmed, we can communicate how we feel. We can find a quiet spot if we need a break.”

4. Being around other people Visual: Picture of a playground with kids playing, and the child waiting patiently.

Text: “There might be kids playing on the playground. We will wait our turn to use the swings and slides. If someone is too close, we can step back or move to another area. It’s okay to watch other kids play if we don’t want to join in right away.”

5. Things we will see and hear Visual: Picture of a child listening with hands cupped over ears, looking at birds,

and smelling a flower.

Text: “We might hear birds, the wind, or people talking, other children may be laughing and talking.

If it gets too loud, we can use headphones or earplugs. We will see green trees, colourful flowers, and maybe some animals like birds or bugs. We might smell flowers, grass, and fresh air.”

7. Taking breaks Visual: Image of a child sitting on a bench with a favourite toy and a snack.

Text: “We can take breaks whenever we need to. Just tell our grown-up or buddy. We can bring a favourite toy or book to help us feel calm. Drinking water and having a snack can also help us feel better.”

tone of the story positive and supportive.

Focus on highlighting appropriate behaviours and positive outcomes rather than dwelling on mistakes or negative consequences.

7. Include personalisation: Tailor the story to your person’s preferences, interests, and experiences whenever possible as this increases its relevance and resonance.

8. Provide rehearsal opportunities: After reading the social story, offer opportunities to practice the skills or behaviours described. Role-playing or

8. Transitioning home Visual: Picture of a child and adult walking back to the car, waving goodbye to the park.

Text: “When it’s time to leave, our grownup or buddy will let us know. We will say goodbye to the park.

We can walk back to the car or bike and head home. If we feel sad about leaving, we can talk about coming back another time.”

9. Looking forward to next time Visual: Image of a child thinking about the park, with a thought bubble showing the park.

Text: “We can visit the park again on another day. Every visit might be a little different, and that’s okay. We will always have fun and stay safe.”

real-life simulations can help reinforce the story’s lessons in a practical context.

9. Review and revise: Periodically revisit and revise the social story as needed. An individual’s understanding and needs may change over time, so it’s essential to ensure that the story remains effective and relevant.

10. Seek feedback: Finally, gather feedback from the individual, caregivers, teachers, or therapists to assess the story’s effectiveness. Adjustments may be necessary based on their input and observations.

I SSU E 40 | S P R I N G 2024 47

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MOBILITY & EQUIPMENT eGUIDE Reader-friendly, informative and brimming with the latest products on the market.

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I SSU E 40 | S P R I N G 2024 53

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10 MOTOR SKILLS

BACKYARD ACTIVITIES FOR YOUR CHILD

Parents, do you look out at your backyard and see only work to be done? Toys to pick up, out of control weeds, a playhouse in need of a few repairs, a grass lawn desperate for a trim…

W

ell, the therapists at NAPA see your backyard in a different light — a world of opportunity for your child to work on their gross motor skills!

The possibilities are endless, but here is a list of 10 backyard activities to target gross motor skills to get you started on the outdoor fun!

These first 7 ideas are all about sidewalk chalk!

1

DRAWING ON THE GROUND Draw on the ground, either sitting or lying on belly. Bearing weight on a non-dominant hand as kids draw with the dominant hand strengthens non-dominant side.

How to make it easier: draw together! With your hand over your child’s hand, draw a big rainbow together to encourage your child to use full arm range of motion How to make it harder: draw with the non-dominant hand!

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2

MAKE A RACETRACK! A track for their ride-on toy, trike, bike, or scooter – tracing the chalk line wherever it goes targets motor planning and bilateral coordination for steering.

Riding a bike or scooter works on coordination, endurance, and overall strengthening.

3

HOPSCOTCH Targets balance, coordination, hopping, jumping, sequencing, timing, and visual system.

Jumping forward over the line from one square to the next.

To work on jumping farther, try jumping over a square (say, “The LAVA square will burn your feet! Better jump over it to the safe square!”)

Jumping with feet together, then apart, then back together develops coordination.

HARDER: hopping on one foot requires single leg balance AND muscle power.

HARDEST: combining all in one – one foot, two feet, together and apart!

4

OBSTACLE COURSE Put all these ideas together – walking the chalk line, jumping through hopscotch squares, stomping on some chalk circles, drawing hand and footprints to walk on.

5

DRAW A BALANCE BEAM Just draw a long straight line with chalk and ta-da!

Instant balance beam!

Encourage your child to try to walk on the line without stepping off.

Easiest: just keeping one foot on the line the whole way.

A little harder: both feet staying on the line, putting one foot in front of the other with each step!

Tricky: heel of front foot must touch toe of back foot. This tandem stance is a real challenge to balance.

Advanced: walking along a line and toe tapping on red solo cups or paper towel rolls placed on both sides of the line.

Super advanced: walking backwards or sideways along the line (Try a squiggly line ~~~~~~~~~~ getting fancy!)

To take the balance beam up a level, use a curb or low retaining wall instead of a line on the concrete for an additional balance challenge.

6

BACKYARD TWISTER This activity works on colour recognition, knowing left and right, and motor planning required to arrange their body to reach each color.

Reaching and stretching, and then bearing weight in unique positions and balancing to maintain these positions works the vestibular system, as well as targets strengthening!

Draw chalk circles on the ground. Lots of smaller circles everywhere makes it easier for smaller bodies, but bigger kids can play with fewer and bigger circles.

Randomly call out left or right, then hand or foot, and then a colour. Each player has to place the corresponding hand or foot on the circle of that colour!

Keep going until someone falls, and then play it again!

7

Throw it

BETTER BALL SKILLS

Just roll with it!

Draw a chalk design on the ground, the fence, the side of the house, wherever is allowed in your family, and then have your child trace the design made by rolling a ball along it.

If the design is on the ground, try first on hands and knees.

Too easy? Try on hands and feet, with knees up off the ground for increased arm strengthening.

If the design is on a vertical surface like a fence or side of the house, have your child trace it while in tall kneeling, half kneeling, or standing on only one leg.

Try adding a dynamic surface like a couch cushion from patio furniture (sitting, kneeling, or standing on it, or even standing with only one leg).

Another way to roll with it: with both hands on the wall, place a ball between your kiddo’s knee and the wall or fence and have them roll the ball up and down the wall by bending and straightening their knee – strengthens hip flexors and core.

Pick a target, any target, just not a window! Pick which arm will be their throwing arm, then have your child STEP forward with the opposite foot, POINT at the target with the opposite hand and arm, LOOK at the target so their ball knows where to go, and THROW at the target. Step, point, look, and throw – we say it as we play it so the motor plan will stick! Hand-over-hand guidance can help encourage beginner throwers!

Shoot it We don’t need a hoop to play basketball!

Gardening buckets, the kiddie pool, a chair with arms, anything can be a basket for basketball. Or you can duct tape a pool noodle to make a circle, and there’s your hoop!

Kick it Soccer play targets single leg balance to kick with one foot as well as motor planning to coordinate where we want the ball to go. Any spot in the yard can be a soccer goal!

Hit it Modify baseball with a pool noodle as a bat and your choice of a ball: • Regular balloons – these “baseballs” move slowly, making it easier to coordinate movements in time to hit.

• B each balls – these are usually faster than balloons, but still allow increased time for motor planning as kids learn this skill.

• Water balloons – these are typically much smaller targets, and therefore harder to hit, but may come with a fun splash if they get hit just right!

I SSU E 40 | S P R I N G 2024 57

MOTOR SKILLS

THINKING OUTSIDE OF THE BOX

8

GARDENING

• P ulling weeds or picking dandelions – targets arm strength and anticipatory postural responses to maintain their balance!

• C ollect sticks or wood chips from all over – repetitively squatting to pick something up strengthens legs and improves balance.

• Water play – fill a bucket, have your kiddo carry it around to help water the plants, and secretly work on strengthening!

• Just playing in the dirt – holding a deep squat is great for ankle stability, and getting messy is great sensory play!

9

GET OUTDOORSY Navigating up and down hills or across uneven surfaces like grass or gravel builds strength and endurance.

• Side stepping or forward stepping over rocks encourages balance and ankle strengthening.

• Lying in the grass, encourage your child to army crawl/ slither like a snake and sneak up on an unsuspecting family member.

Army crawl engages the entire body and strengthens the core and arm muscles.

• P laying barefoot in a sandbox strengthens ankles and legs – especially while squatting, jumping, and digging holes with feet.

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10

MASTERING THE the swing through. Only one MONKEY Practice hand on each bar may seem harder, BARS but when they get two hands onto the

Got a playset with monkey bars? This is a fantastic opportunity to work on arm and core strength, coordination, and motor planning!

First, just help your child get used to holding onto one bar. Swinging or counting to ten helps develop grip strength and arm strength for supporting their weight.

Next, support their body weight by holding them while they practice reaching through with their hands, one hand on each bar. This develops coordination to reach through with their hands and look for the next bar without the work of supporting their own body weight.

same bar, kids tend to turn off their core, stopping the momentum they have going and making it more work to move to the next bar. Swinging through with one hand on each bar teaches efficient use of momentum and keeps the core engaged, decreasing the work of hands and arms.

Practice makes perfect! Repetition is important to help kiddos get going across the bars.

BONUS ROUND Lifting knees to chest works deep abdominal muscles responsible for balance, posture, and toileting (and kids can practice this anywhere there’s a sturdy bar to hang onto).

Article written by the therapists at NAPA Centre, a paediatric clinic offering occupational therapy, physiotherapy and speech therapy for children with complex needs. NAPA Centre has 9 locations across the world, including three here in Australia – Sydney, Brisbane and Melbourne. Let your child’s journey begin today by contacting our team to learn more. napacentre.com.au

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LIFE WITH OLIVIA *

OUR STORY

Thanks to Jasmine for answering our questions about life with Olivia

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How did you first become aware that there might be a concern about Olivia’s health or development?

My pregnancy was uneventful despite my daughter, Olivia, being born 5 weeks early.

We were in ICU for a week and given a clean bill of health and sent home!

A week later, however, she went into cardiac arrest at my mother-in-law’s house, and I had to perform CPR on her. We were taken to Princess Margaret hospital and that’s when we found the first of many issues with her health.

Can you tell us a bit about the diagnosis Olivia received? What does it mean, and how does it affect her life?

Olivia has several diagnoses such as a heart condition, lung condition, global developmental delay, she is non-verbal autistic, has a brain abnormality, a genetic condition, plus mild cerebral palsy.

The first diagnosis - the heart condition - is the hardest in my opinion, as it has opened my eyes to a world of medical appointments and advocating for my child in a way I never imagined.

The genetic condition affected our family as it's hereditary and I was pregnant with our 3rd baby when I found out about it. Her global developmental delay means I am now involved with the NDIS, therapy appointments and the year after year battle of fighting for your child and justifying every piece of medical equipment you need and every dollar you spend.

I found that we have had to grieve the life we wanted for Olivia and accept the life she will have. We had to come to terms with the fact she might not ever say “I love you” or move out of home, but you learn to enjoy the smaller things in life and appreciate the laughter and every little smile.

DIAGNOSIS: OUR STORY

How has the diagnosis impacted a mealtime management plan and her your family dynamics and daily safety while eating when she’s sick. routines? Have there been any OT has helped with Olivia’s daily living specific challenges or adjustments skills such as eating, cutlery, safety steps you’ve had to make? and making things easier for her to use The diagnosis has impacted our family such as electric soap dispensers and easy routines massively! We have weekly push button cereal dispensers to help her speech, fortnightly OT and music therapy build up her independence. and physio sessions; along with full I started to feel her development was time school and medical coming to a bit of a standI decided to look still. That’s when I decided to appointments! It has made it at music therapy. look at music therapy. It was impossible for me to go back to work. the best thing we could have It was the best I have found that the done as she found something thing we could biggest challenge we have is have done as she she really enjoys and was able time; trying to find enough to stay in an activity for a found something prolonged period of time. time to do the things my she really enjoys daughter needs; plus spend Olivia started to make and was able to eye contact, started to copy time with my other children, research and plan for NDIS stay in an activity actions and started to copy meetings, run a house and of for a prolonged sounds. I couldn’t believe how course, try to fit in what little much difference it made in period of time. time you have for self-care to such a small amount of time! feel like a human being.

She can now sign ‘more’, ‘finished’, ‘help’ I found I had to put my life ‘on hold’ for and ‘open’ with assistance. a long time. I have only just now gone back

to school and started to take my selfcare As a parent, what are your primary seriously. concerns and hopes for Olivia’s future in light of her diagnosis?

What kinds of treatments, How can those around you support therapies, or interventions has you and your family?

Olivia been receiving?

My main concern and frustration We’ve undertaken therapies for years, and continues to be there isn’t any information she has improved, but it’s been at a very out there on my daughter’s genetic slow pace. condition. There is no-one out there, Speech therapy has helped get as far as we know, that has the same communication devices and helped with condition, so doctors and specialists are implementing signing. It’s also helped with unable to tell us what her life will look like

and how her development will progress.

The other main concern I have is what will happen to my baby after I die.

I have to leave her care in the hands of her sister and as much as I know when she grows up she will do it and be happy to, I don’t ever want to place this responsibility on anyone let alone my child.

It’s not even the daily management such as nappies and showering that takes its toll, it’s year after year of NDIS reviews and the stress that comes with advocating for someone who doesn’t have a voice. It is solely on me to advocate for what she needs, to live and thrive, to be the best possible version of themselves.

If someone was wanting to support someone going through a massive change like this it can be as simple as reaching out over messages and asking if they want a chat - sometimes you just need to vent what is going on. Even popping around for a coffee and a chat can help.

A lot of the times you feel so alone and isolated and that no one understands what you’re going through; just having a friend there to be a nonjudgemental voice and a safe space to express how we are feeling can make all the difference.

And finally, what’s your greatest hope for Olivia’s future?

My greatest hope for my daughter has always been, and always will be, for her to be happy and know she is loved.

I SSU E 40 | S P R I N G 2024 61

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YOUR HOME,

YOUR LIFE,

YOUR WAY! If you’re confused by the range of home and living supports available through the National Disability Insurance Scheme (NDIS), our friends at My Plan Manager have got you covered!

H

ome and living supports can help you choose who you want to live with and where you want to live.

Funding can also be provided for home modifications, assistive technology and formal supports.

Here’s a breakdown of each type of home and living support available in the NDIS, the criteria to apply, and how it might look in your plan – depending on whether or not it’s built in the National Disability Insurance Agency’s (NDIA’s) new computer system, PACE. In every case, supports must meet the NDIA’s reasonable and necessary criteria and help you achieve your plan goals.

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SHORT TERM ACCOMMODATION Short Term Accommodation (STA) funding covers the cost of support and accommodation for a short time away from your usual home (up to 14 days at a time). It can include: • short term support – alone or with a group of people who may have similar needs and interests – to build new skills, achieve plan goals or provide a break to you and carers.

• overnight or weekend support away from home in a hotel – for example, if you’re going to participate in a sporting event which is a plan goal, and you require accommodation and other supports while you’re there.

HOW IT LOOKS IN YOUR PLAN

• short term support at a retreat to try new things, develop new skills or meet new friends.

The NDIS can fund up to 28 days of STA per calendar year, which can be used flexibly – but you can’t claim more than 14 days in a row. If you want to access more than that, you’ll need approval from the NDIA. You may request STA to prepare to live independently or make new friends, or to access value for money supports within the scope of your Core Supports budget.

If STA isn’t stated in your NDIS plan but you have funding available in your Core Supports budget, you may be able to use it for STA.

Regardless of whether your plan is on the NDIA’s ‘old’ system or its new PACE system, if you have STA funding it will be included in your Assistance with Daily Life budget (no description is typically included in plans that aren’t on PACE).

INDEPENDENT LIVING

SPECIALIST DISABILITY ACCOMMODATION

MEDIUM TERM ACCOMMODATION Medium Term Accommodation (MTA) can help you find a place to live when you haven’t yet found your long term home.

You might be funded for MTA if you’re moving out of a healthcare setting, like a hospital, or waiting to move into Specialist Disability Accommodation (SDA).

The NDIA typically funds MTA – which doesn’t cover the cost of food – for up to 90 days, and it must be included in your plan.

To be eligible for MTA, you need to have found, or be looking for, long term accommodation.

HOW IT LOOKS IN YOUR PLAN

If you don’t yet have a PACE plan, MTA will be described specifically, and funding will be included in your Assistance with Daily Life budget.

For those with a PACE plan, if you receive MTA funding it will be included in your Home and Living budget.

If you have very high support needs, it could mean you need to live in a specially designed home that meets your access requirements. If you do, SDA will be a stated support listed in your plan. A stated support means funding has been allocated for a specific support or service, and you can’t use it for anything else.

To be eligible for SDA you must have an extreme functional impairment or very high support needs. SDA housing includes accessible features that help residents live more independently and allow other supports to be delivered better or more safely.

Funding for SDA is paid directly to your provider to cover building and maintenance costs, and you’ll need to pay a reasonable rent contribution and other day-to-day living costs, such as electricity bills.

HOW IT LOOKS IN YOUR PLAN

For participants with non-PACE plans, SDA will be specifically described in the plan and funding will be included in your Home Modifications and Specialist Disability Accommodation budget.

If you have a PACE plan, funding will be included in your Specialist Disability Accommodation budget.

SUPPORTED INDEPENDENT LIVING Supported Independent Living (SIL) funding is designed to provide you with the support you need to assist you to complete daily tasks and build your skills.

It covers a range of supports in and out of home, like cleaning, cooking, personal care, or support to access the community – but not rent or other day-to-day expenses, like utility bills and groceries.

You may also be able to claim 10-15 days of ‘irregular SIL supports’ each year and funding for ’unplanned exits’ may also be provided if you need to immediately exit SIL accommodation due to a death or breakdown in your support relationship.

HOW IT LOOKS IN YOUR PLAN

SIL will be specifically described in your plan if you’re not yet on PACE and funding will be included in your Assistance with Daily Life budget.

For those with PACE-plans, funding will be included in your Home and Living budget.

I SSU E 40 | S P R I N G 2024 6 5

INDEPENDENT LIVING

HOME MODIFICATIONS

INDIVIDUALISED LIVING OPTIONS Individualised Living Options (ILO) funding gives you choice and control to live the way you want and in a living arrangement that suits your needs and preferences – but with tailored supports that help you achieve your goals.

You may decide to share your home with friends or housemates, live with a ‘host’ who’ll provide informal supports, or live on your own with the support you need. ILO supports work with other funded supports and services, as well as with informal supports.

Funding for ILO doesn’t cover the cost of accommodation. You’ll first need to work out where you want to live, who you want to live with, what support you’ll need, and who you want to provide that support. Then, you can work with your support coordinator or local area coordinator to put your supports into place.

HOW IT LOOKS IN YOUR PLAN

ILO will be specifically described in your plan if you’re not on PACE and funding will be included in your Assistance with Daily Life budget.

If you have a PACE plan, funding will be included in your Home and Living budget.

6 6 SO U RCEKI DS .CO M . AU

HOW IT LOOKS IN YOUR PLAN

Assistance with Daily Life Assistance with Daily Life is a support category in your Core Supports budget. It’s for assistance or supervision of personal tasks carried out during day-to-day life to help you to live as independently as possible. Examples might include assistance with household cleaning or yard maintenance, or support to attend medical and other appointments.

These supports are provided individually to participants and can be delivered in a range of environments, including your own home.

Applications for Assistance with Daily Life funding are assessed on a case-by-case basis.

Home modifications are changes that are made to the structure, layout or fittings of your home, so you can safely access it and move around comfortably. The NDIS can fund home modifications to make a home accessible.

You may need home modifications if you: • have safety concerns or difficulty moving around your home.

• have trouble with personal care, like using your shower.

• can’t use the rooms you need to use in your home.

• have difficulty achieving your goals in your home because of your disability.

• need changes to your home so your carers can support you safely.

If your plan isn’t a PACE plan and you’re funded for home modifications, the funding will be specifically described in your plan and included in your Home Modifications and Specialist Disability Accommodation budget.

Participants with PACE plans will see their home modifications funding (if they have it) included in their Home Modifications budget.

Assistive technology

Assistive technology is equipment you may need to help you with everyday tasks. Perhaps you want to buy an iPad to help you to communicate better, or modified cutlery for a child who’s learning to cut up their own food? Maybe you need a new wheelchair, a handrail or a washing line to assist you to live more independently?

Low-cost assistive technology priced under $1500 can come out of your Core Supports budget, while assistive technologies priced at more than $1500 need to be written into a plan.

Be sure to talk to your NDIA Partner about exploring your home and living options and ask their advice about what to do next.

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.

INDEPENDENT LIVING GOALS Help your young person move towards a level of independent or supported living that best suits them with these goal ideas.

DAILY LIVING SKILLS

Goal: improve personal hygiene and grooming Objective: Develop and maintain a daily routine for personal care, including bathing, brushing teeth, and grooming, with the aim of achieving independence in these tasks.

Goal: enhance cooking and nutrition skills Objective: Learn to prepare simple, healthy meals and understand basic nutrition to support a balanced diet, with the long-term goal of meal preparation with or without assistance.

Goal: master household chores Objective: Gain proficiency in tasks like cleaning, laundry, and organising living spaces, with a goal of maintaining a clean and orderly home environment.

FINANCIAL MANAGEMENT

Goal: Develop budgeting skills Objective: Learn to create and manage a budget, track spending, and differentiate between needs and wants.

Goal: gain banking proficiency Objective: Become confident in using a bank account, making transactions, and managing finances.

Goal: manage bills independently Objective: Understand how to read and pay bills on time, using tools like automatic payments or reminders to ensure financial obligations are met.

TRANSPORT AND MOBILITY

Goal: Increase independence using public transport.

Objective: Learn to navigate public transport, including reading schedules and understanding routes.

Goal: achieve driving independence (if applicable) Objective: Learn to drive with or without adaptations and understand basic car maintenance, with the goal of obtaining a driver’s license and driving safely.

Goal: master community navigation Objective: Get to know the local community, including key locations like grocery stores, medical facilities, and recreational areas.

HEALTH AND SAFETY

Goal: Safe medication management Objective: Learn to manage medications, including understanding dosages, timing, and prescription refills.

Goal: Enhance first aid and emergency preparedness Objective: Gain basic first aid knowledge, understand when to seek help, and learn how to contact emergency services, with a goal of responding effectively in emergencies.

Goal: Strengthen personal safety awareness Objective: Develop awareness of personal safety, understanding boundaries, and knowing how to seek help when needed.

SOCIAL AND COMMUNICATION SKILLS

Goal: Build and maintain relationships Objective: Learn to maintain friendships, communicate needs, and navigate social settings, with the goal of developing and sustaining positive relationships.

Goal: Strengthen self-advocacy skills Objective: Learn to express needs clearly and understand personal rights in various settings.

EMOTIONAL AND MENTAL HEALTH

Goal: Develop effective coping strategies Objective: Learn strategies to manage stress, anxiety, or depression, with the goal of maintaining emotional stability and resilience.

Goal: Build a support network Objective: Create a network of trusted friends, family, or mentors to provide guidance and support.

TECHNOLOGY USE

Goal: Improve basic computer skills Objective: Learn to use a computer or smartphone for communication, managing finances, and accessing information.

Goal: Enhance online safety skills Objective: Develop skills to navigate the internet safely by understanding privacy settings and identifying potential online scams, trolls and bad actors, with the aim of protecting personal information and ensuring overall personal safety.

I SSU E 40 | S P R I N G 2024 67

HEALTH AND FITNESS

SUNNY STEPS to fitness

M

y brother wasn’t interested in changing his routine (a man on the spectrum being fussy about his routine…shocker!).

However, after a series of negotiations and agreements that would make the UN look lazy – we reached an agreement. Every morning Jackson would go for a walk.

Near our home there’s a beautiful bay walk, and we would do it there. 10 minutes into the walk he put his headphones in and was in his own world (leaving me to talk to myself ), but he was enjoying it.

He kept this routine up and within a year had lost close to 8kgs! Even better, this is a habit he has kept to this day - 11 years later.

Walking itself is a brilliant form of exercise for people who don’t really want

6 8 SO U RCEKI DS .CO M . AU

is, hoping instead to hear about an ancient root or plant that grants superpowers, or to exercise, like Jackson. But the exercise a radical shift in routine. But the reality isn’t the main benefit. The impact of is, many aspects of living a healthy life is getting some morning sunshine cannot adhering to simple protocols consistently be underestimated. Some of the known and for a while. Which is why choosing benefits of morning sun are; improved exercises and habits that are sustainable immune system, better mood, better sleep, and can adapt with you and your family lower blood pressure and promotion of the is so important. A walk (or any outdoor production of vitamin D. Think activity) in the morning is one such habit. of the morning sun like Another example; I have winding up a clock, the a young client who had He kept this internal circadian clock of no interest in exercise and routine up and your body. her sleep patterns were all within a year had It’s important to outline lost close to 8kgs! over the shop. This led to Even better, this is challenging behaviour and these benefits because for a habit he has kept lethargy during the day, people who use wheelchairs to this day or other mobility devices, playing PlayStation for 11 years later. the real benefit of a morning hours non-stop. This spilled walk is the sunshine and its over into her schooling and impact on your health. Nor does it have everything was getting very difficult for to be walking, any activity outside would mum to manage. After discussing some yield similar benefits and set the day ideas, we decided on her and mum walking off right. to school every morning. Some bribes were required to get the ball rolling to be JUST GO OUTSIDE sure, but over time the routine stuck! The As an inclusive health and fitness results? Her sleep improved as did her professional I get a lot of questions from mood, which made other changes easier parents about supplements or ‘hacks’ to to implement. help their families get healthier. Many of So, with Spring springing and summer them mention their kids being addicted just around the corner, take advantage of to the screen, playing games and being the amazing benefits sunshine has to offer lethargic. So, they’re often surprised by my and get the family outside every morning. immediate advice to go for a walk or do an In a sun-safe manner obviously. outdoor activity in the morning.

----I often feel like they’re disappointed by Tommy Trout, Inclusive-AF, the simplicity and how boring that advice inclusive-af.com

SOURCE DISABILITY EXPO

FOR KIDS, TEENS + YOUNG ADULTS

2025

ADELAIDE

22-23 FEBRUARY Adelaide Convention & Exhibition Centre

MELBOURNE 11-12 APRIL Melbourne Convention & Exhibition Centre

BRISBANE 4-5 JULY Brisbane Convention & Exhibition Centre

SYDNEY 18-19 JULY Sydney International Convention Centre

PERTH 1-2 NOVEMBER Perth Convention & Exhibition Centre

Watches Reads

&

On our list this edition…

YOUR CHILD IS NOT BROKEN An unapologetic, deeply moving manual for parents of neurodivergent children from Heidi Mavir, a late-identified, neurodivergent adult and parent to an autistic/ADHD teenager. This updated edition includes information on Pathological Demand Avoidance, Rejection Sensitivity Dysphoria, an interview with Heidi’s son Theo and more. amazon.com.au

Self-Manthrough aged and Agencour y-Managed Order par ticipants can now access discounts on ouNDIS r new NDISwebstore. webstore. new Plan quick Managed Participant Ordering is It's andOnline easy! coming soon!

Plan ordering is now live!

YouManaged can access special NDIS discounts ordering online or by email or phone. We deliver a wide

Access special NDIS discounts ordering range of Continence products, Nutritional products, Skin Care products online, or byWound email and or phone.

We deliverand otherrange NDIS Consumables direct to your door. a wide of Continence products, Nutritional products, Wound and Shop our reliable, discreet, home delivery Skinservice Care now. products and other NDIS Consumables direct to your door. www.ndis.brightsky.com.au

ndis@brightsky.com.au is@brightsky.com.au 1300nd88 66 01 1300 88 66 01 Option 1

ndis.brightsky.com.au

70 SO U RCEKI DS .CO M . AU

AUSTIN A best-selling, but recently cancelled, children’s author has a meltdown when approached

by Austin, a neurodivergent 20-something claiming to be his son. He then realises that embracing the young man may be the path to redemption.

ABC’s new comedy series features autistic actor Michael Theo, from the reality dating series Love on the Spectrum in the titular role. ABC iView

WATCH & READ

CHAMPIONS

FEARLESS FILMS

Woody Harrelson stars in this hilarious, heartwarming story.

Four short films showcase

Facing court-ordered

fearless Australians living

community service,

with disability through

a scornful basketball

the eyes of regional

coach reluctantly trains

filmmakers - bold, daring,

a scrappy team of

and extraordinary, these

players with intellectual

people smash all disability

disabilities. Netflix

stereotypes. ABC iView

KLIM Michael Klim is a renowned Australian swimmer, Olympic gold medallist and successful entrepreneur. His illustrious career in the pool spanned seventeen years. He competed in three Olympic Games and won six medals, including two gold. But Michael Klim’s impact extends far beyond the pool. Since 2020, Michael has lived with a rare autoimmune disorder, chronic inflammatory demyelinating polyneuropathy (CIDP). He has established the Klim Foundation to provide support to sufferers and champion the search for new treatments. From the heights of Olympic glory to the depths of personal adversity, KLIM is a testament to the power of passion, perseverance and the unsinkable human spirit. amazon.com.au

The Faris Scholarship Applications are now open

One round of intensive DMI therapy will be awarded to a child aged 3 months to 2 years.

Applications open for the This isare innow memory Faris Scholarship. of Faris Al Masri One round of intensive DMI therapy and is being will be awarded free to a child aged 3 funded through months to 2 years.

This is in memory of Faris Al Masri and is beinghis funded donation from through donation from his parents. parents, charities, Applications are open to children and Timmermans with developmental delay or cerebral Method staff. palsy (or similar) who are waiting for approval for NDIS. Applications Criteria: are open to • Child does not yet have access children with to NDIS funding, but might be developmental awaiting approval.

• Child has motor developmental delay or cerebral delays. palsy (or similar) • Parents have shown determination arechild. waiting towho help their for approval for NDIS.

ABOUT THE THERAPY 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.

Thethetherapy consists of two hours per day, five About therapy: Dynamic Movement Intervention is days per week,(DMI) for two weeks.

The Faris Scholarship 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,

Large bodysuits to assist everyday living • unisex onesies to help keep wandering hands out of nappies & pants • deters inappropriate undressing & other challenging behaviour

Intensity: The therapy consists of two hours per day, five days per week, for two weeks.

The Faris Scholarship• range includes back-zips

How to apply: Please fill out the enquiry for at timmermansmethod.com.au/Faris

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.

CRITERIA

Applications are open to children with developmental delay or cerebral palsy (or similar) who are waiting for approval for NDIS.

About the therapy: 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,

& tummy access styles for tube feeding

• available in sizes for kids & adults (great for aged care) • soft fabric & tag-free to minimise irriation

Intensity: The therapy consists of two hours per day, five days per week, for two weeks.

• Child has motor developmental delays. How to apply: Please fill out the Criteria: enquiry for at • Parents have shown determination to timmermansmethod.com.au/Faris • swimwear, bibs, bandanas • Child does not yet have access help their child. to NDIS funding, but might be & bedding protection • Child does not yetawaiting haveapproval. access to NDIS • Child has motor developmental also available funding, but mightdelays. be awaiting approval.

• Parents have shown determination • Adelaide or Melbourne based. to help their child.

Apply at timmermansmethod.com.au/faris

www.wonsie.com.au

Registered NDIS Provider

I SSU E 40 | S P R I N G 2024 71

BIKES & TRIKES

COME AND TRY!

Lots of these products will be on display at our expos: sourcekids.com.au/ disability-expo

Keep up to date with Source Kids Expos

Want to take to the open road (or bike path!)?

Check out these adaptive bikes & trikes to kick-start a wheelie great adventure.

HAVE YOU ALSO CHECKED OUT MOBILITY & EQUIPMENT EGUIDE?

C Y

A DA P T I V E T R I C Y C L E Manufacturer: Rifton Supplier: APEX Mobility, Medix21 Australia Weight: Up to 90kg | Height: N/A • T he Rifton trike provides the therapeutic benefits of cycling including lower

sourcekids.com.au/atguide

extremity strengthening, balancing skills, visual/spatial perception and social development.

• T here is a hidden stop to prevent oversteering, and a low gear ratio that helps to slow the trike down.

• Features large, puncture-proof BMX-type wheels that are easy to use outdoors and indoors. No-tool adjustments make it easy as the child grows.

RO O M T O G ROW

C

P E T R A F R A M E RU N N E R S

Y

Manufacturer: ConnieHansen | Supplier: RTD Australia

A

Weight: Up to 120kg | Height: N/A • T he Petra Frame Runner is designed for multiple activities including basic mobility, play, family rides, sport and physical fitness.

• Available in seven sizes, catering for ages 18-months to adult, with a wide range of support options to suit all abilities.

• Rolls so freely that even children and adults using power wheelchairs can propel themselves by their own efforts.

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C Y A

PRODUCT REVIEW

R A D F R A M E RU N N E R Manufacturer: Freedom Wheels

INCREASE Y O U R C AR DIO F I T N E SS

Supplier: Freedom Wheels Weight: N/A Height: Up to 200cm • Increase your cardio fitness running in a frame runner.

Stretch your legs, be fit and

KEY

healthy in the park or compete on the track.

• L ightweight aluminium frame for easy movement.

• W ide range of seat and support

C

Children

Y

Youth

A

Adults

options to suit every individual.

C

C

M U S K A T E E R A DA P T I V E T R I C Y C L E Manufacturer: Everybody eBikes Supplier: Everybody eBikes Weight: Up to 60kg | Height: Up to 150cm • Rear steer with controls on handlebar or rear steer and can be supplied as mechanical or electric.

• P ostural supports including back, head & lateral supports.

• A ble to be configured as a standard

BALANCE ROOK IE BIKE Manufacturer: Kidvelo Bikes Supplier: Xchange Sports Australia, Kidvelo Bikes Australia Weight: Up to 30kg | Height: N/A • T he Rookie Balance Bike helps toddlers as young as two learn how to ride a bike without needing stabilizers or training wheels.

• L ightweight, with an adjustable seat range of 30-44cm and comes in four bright neon colours.

• L earning balance before pedals are introduced speeds up the transition to a pedal bike - it is far easier to learn one new skill than three at one time (such as balance, pedalling and braking).

trike without rear steer and/or postural supports.

C Y A

MOMO TRICYCLE Manufacturer: Schuchmann Supplier: APEX Mobility Weight: 40 to 120kg Height: N/A • T he Schuchmann Momo trike is beautifully designed to provide both therapeutic and riding pleasure with features that optimise comfort and ease of pedalling.

• L ow centre of gravity, ultra-low bar and wide frame makes it easy to get on and off the trike safely and independently.

• Multi-directional seating adjustments, available in six sizes to suit all ages and a selection of frame colours.

I SSU E 40 | S P R I N G 2024 73

PRODUCT REVIEW C Y A

E Z I S T E P 2+2 Manufacturer: Everybody eBikes Supplier: Everybody eBikes Weight: Up to 100kg Height: Up to 180cm • Versatile folding trike, with removeable (quick release) rear stabilisers. Perfect for transporting in a car yet having stability of a trike.

• C an be reconfigured to fit 6 years up to adult, and also as a two-wheeled bike if rider is confident.

• P otential for wide range of modifications to suit rider’s needs (e.g. side steer, remote cut-out).

PERFECT FOR T R A N S P O RT I N G

Y A

TRIVEL 350 Manufacturer: Trivel Supplier: Alivat

KEY C

Children

Y

Youth

A

Adults

Weight: Up to 110kg | Height: N/A • L ong lifecycle, simply remove, add or adjust components and the trike will adapt as your child grows.

• L ow centre of gravity and multiple stabilsation options so is an excellent choice for kids with motor challenges.

C Y A

MOMO THERAPY BIKE Manufacturer: Schuchmann | Supplier: APEX Mobility Weight: 35 to 100kg • Individual drive – from a rigid drive via a seven-gear freewheel brake hub, right up to an electrical support.

• L ow access level as standard feature which permits the rider to climb on conveniently and also allows independent transfer.

• S tabiliser wheels can be adjusted from rigid to very soft which helps train balance, co-ordination and endurance.

C

HOP TRIKE

Y

Manufacturer: Liw Care

A

Supplier: Alivat Weight: Up to 150kg Height:Up to 180cm • Height and angle adjustable handle.

• A wide set of accessories for trunk stabilisation.

• Available with Power Assist.

74 SO U RCEKI DS .CO M . AU

A S 2 000 A D V E N T U R E R T R I C Y C L E Y Manufacturer: Freedom Concepts

A

Supplier: RTD Australia Weight: Up to 102kg | Height: Up to 200cm • Increase your cardio fitness riding in a tricycle. Explore your local area, ride with friends, be fit and healthy.

• Unique supportive seat to maximise support where it counts to give the user the best opportunity to ride long distances.

• W ide range of support options to help everyone enjoy their ride.

Y A

TRIVEL AZTECA Manufacturer: Trivel Supplier: Alivat Weight: Up to 160kg | Height: N/A • Height and angle adjustable handle.

• A wide set of accessories for trunk stabilisation.

• Available with Power Assist.

C Y A

EDGE TRICYCLE Manufacturer: Mission Cycles Supplier: Body Cycles Australia Height: N/A | Weight: N/A • T he Edge range of tricycles are chain driven with three wheels to give added support, stablility and to build confidence.

• Adjustable handle bars plus a front locking handbrake.

• Available in 12” right up to 24” sizes.

• Multiple colours to choose from.

C Y A

D I S C O V E RY S E R I E S T R I C Y C L E Manufacturer: Freedom Concepts | Supplier: RTD Australia Weight: Up to 158kg | Height: N/A • D esigned specifically to help children of all abilities to increase mobility and gain independence through cycling.

• Four models in the range to suit from 18 months and up, includes supportive seat to improve and maintain posture for efficient cycling.

• P owered option and new folding frame option for easy transport.

I SSU E 40 | S P R I N G 2024 75

PRODUCT REVIEW KEY C

Children

C

Y

Youth

Y

Y

A

Adults

I M P, T E R R I E R AND TMX TRIKES

A

EDGE TRICYCLE Manufacturer: Mission Cycles Supplier: Body Cycles Australia Height: N/A | Weight: N/A • T he Edge range of tricycles are chain driven with three wheels to give added support, stablility and to build confidence.

• Adjustable handle bars plus a front locking handbrake.

• Available in 12” right up to 24” sizes.

• Multiple colours to choose from.

C

Manufacturer: Theraplay

EASY FOLD

Supplier: RTD Australia Weight: 32kg to 90kg (available in 3 sizes) Height: N/A • T heraplay trikes are modular and adaptable to the rider’s

needs, with optional positioning accessories to provide comfort and support if the rider needs it.

• Multiple gearing options available, including freewheeling option, when fatigue occurs.

• T he Terrier and TMX are foldable and have the ability to be hitched to a family member’s bike.

IMP

TMX

Terrier

Y A

THE VOYAGER Manufacturer: Freedom Wheels | Supplier: Freedom Wheels Weight: Up to 120kg | Height: N/A • T he Freedom Wheels Voyager provides a low step-through frame.

• Suitable for teens and adults who are independent riders, have good safety awareness and can pedal without hip and trunk support.

• Support includes outriggers to provide stability. Outriggers are wider and stronger than training wheels and much more flexible, for a smoother, quieter ride.

76 SO U RCEKI DS .CO M . AU

SUPPLIERS

For a full list of suppliers, please scan QR code.

VIC

Shop online for all your leading healthcare brands With over 50 brands and thousands of products to choose from, you’ll find everything you need from ALL your leading manufacturers.

Our product range includes disposable and washable incontinence products, skin care, urological, medical supplies, cleaning products, bedding, home equipment, adaptive clothing, sensory toys and more...

orders@topcathealthcare.com.au

(03) 8201 7137

topcathealthcare.com.au

5/31 Hosie St, Bayswater North

Your Local Continence Care & Support Services Conquip was established in 1987. We are a proudly family owned and operated nursing/specialist clinic.

Our nurses are both passionate and experienced in all areas of incontinence and strive to improve the outcomes for all.

conquip@suttonhouse.com.au conquip.net.au (03) 9876 3374 conquipcontinenceservices

We are a Registered Provider

I SSU E 40 | S P R I N G 2024 77

VIC

EXPERT NDIS PLAN MANAGEMENT

From our family to yours

Navigating the NDIS with Heart and E xpertise

At Nopa Plan Management, we understand the challenges of managing a NDIS plan because we’ve walked in your shoes. Founded by parents and carers, we offer: PERSONALISED SERVICE PROFESSIONAL Tailored to E XPERTISE maximise your Chartered NDIS funding.

Accountants ensuring precision.

ACCESSIBLE & RELIABLE Here when you need us.

78 SO U RCEKI DS .CO M . AU

FI

JO

IN

O

M M U N IT Y

sourcekids.com.au

E AND

CO

@sourcekids @sourcekidsau

OR M T

R

GET YOUR DAILY DOSE OF INSPO AND INFO!

D

OU

nopaplanmanager.com.au

U

N

0474 216 830 | info@nopaplanmanager.com.au

QLD

“ Freedom of Motoring” NDIS Provider# 4050004526

NDIS Approved

Get Your Family Mobile with Simple Upgrades To Your Vehicle Volkswagen CADDY GEN 5 with a lowered floor set up

Disability Vehicle Conversion

for Wheelchairs & Mobility Scooters • Van Fit Outs • Turney Seats • Hoists • Docking Stations

• Wheelchair Ramps & Lifts • Hand Controls • Careva Harnesses • Custom Jobs

To find out how to simplify your family’s transportation

call (07) 3474 6575 or visit www.alternatemobility.com.au Brisbane Service Agents for: NDIS Approved

Alternate Mobility Unit 1/5 Miller Street Slacks Creek Qld 4127 Email: sales@alternatemobility.com.au I SSU E 40 | S P R I N G 2024 79

Let us make the NDIS pain-free.

Join Australia’s #1 NDIS plan manager www.myplanmanager.com.au | 1800 861 272