Source Autumn 2025

SOURCE Magazin e

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

ALL ABILITIES C R I C K E T:

BAT TING FOR INCLUSION

NDIS

Epilepsy education and awareness

I M PA I R M E N T NOTICES: WHAT YOU NEED TO KNOW!

Un tan gli ng

IN C LU SI V E ED U C AT IO N in Au str ali a

PRODUCT REVIEW

STANDERS

ISSUE 42 / AUTUMN 2025

Achieving the best outcomes from your AT t r i a l s

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HELLO

If there’s one thing I’ve learned in my years working in this space, it’s that when it comes to education and disability, no two learning journeys are the same. So many parents and carers that I know struggle with the question of where and how their child should be educated. For many kids, teens, and young adults with disability, literacy and education aren’t just about books and classrooms—they’re about breaking down barriers, finding the right support, and proving that learning should belong to everyone.

That’s why our Winter issue is so close to our hearts. Inside, we explore inclusive education in Australia - unpacking disability education funding, the role of the NDIS and what the Disability Royal Commission said. We also look at the roadmap for adult learners with disability and accessing education as an adult. We dive into the types of learning difficulties and what to watch for and highlight some of the best apps designed to support literacy development. And because we know the power of open conversations, we offer guidance on sharing an autism diagnosis in the school years—a moment that can bring both relief and uncertainty for families.

Beyond education, we’re telling real stories.

March 26 is Purple Day for Epilepsy and Lisa shares the emotional highs and lows of raising a child with epilepsy. We also tackle how to write impactful lived experience and carer statements, because your voice matters when fighting for the right support. And for those who love sport, Queensland’s All Abilities Cricket Program is showing what true inclusion looks like on and off the field.

I hope this issue informs, empowers, and reminds you that no one should have to navigate their learning journey alone.

Much love,

Emma x

Contents AUTUMN 2025

60

5

34

We love

Real life: our life

8

with epilepsy

Untangling

36

inclusive education

The care paradox:

in Australia

a marathon, not a

12

sprint

Unlocking

42

education: a

NDIS: carer impact

roadmap for adult

statements

learners with

62 Toe-walking: should you be worried?

66 Money management skills

68 The Source AT files

disabilities

48

16

Products: low-cost

70

assistive tech

Watches & reads

FOLLOW US ON SOCIALS…

An introduction to

sourcekids

learning difficulties

52

72

20

Health & fitness:

Product review:

stop setting goals

standers

M a g azi n e CONTENT EDITOR: Nicole Davis HEAD OF SALES & BUSINESS DEVELOPMENT: Matthew Rainsford, matthew@sourcekids.com.au 0409 418 362

sourcekidsau

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

HEAD OF EVENTS: Naomi Sirianni, naomi@sourcekids.com.au 0447 755 043

contributors and advertisers.

GRAPHIC DESIGN: Emma Henderson

All material in Source Kids is

PUBLISHER/CEO: Emma Price

be reproduced without written

4 SO U RCEKI DS .CO M . AU

68

Sharing an autism diagnosis in the school years

56

26

inclusion

Products: ready,

60

28

& coordination

NDIS update:

errors or omissions, and opinions

impairment notices

reflect those of the publisher. subject to copyright provisions.

No part of this publication may permission by the publisher.

Sport: batting for

set learn

No responsibility is taken for expressed do not necessarily

that fail

32 Diagnosis: epilepsy

Products: balance

56

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I SSU E 42 | AU T U M N 2025 5

The NDIS is changing: how does it impact you?

The federal government is rolling out NDIS reforms.

To help people understand the changes and how they might impact them, we’ve added an NDIS Changes section on our website.

There you’ll find detail about what is and is not an NDIS support, along with a breakdown of the other significant changes to the scheme.

We’ll keep this up-to-date as more information becomes available.

With us, it’s all about you.

We support you to navigate the NDIS with confidence, armed with the knowledge you need to get the most from your child’s plan.

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I SSU E 42 | AU T U M N 2025 7

Inclusive education has become a hot topic over the last 12 months. Sara Gingold of Team DSC explores the disability education funding (a system so complex it makes the NDIS look simple), the role of the NDIS and the recommendations of the Disability Royal Commission and NDIS Review.

Untangling

INCLUSIVE EDUCATION IN AUSTRALIA

I

nclusive education has become a hot topic over the last 12 months. As the proportion of children needing learning adjustments increases, the conversation about how best to support these students is becoming increasingly urgent.

Between the findings of the Disability Royal Commission, NDIS Review and multiple media reports, a picture is emerging of education and disability support systems that are floundering. The NDIS Review said they were ‘shocked to hear’ about the extent that kids with disability can’t go to school, have low attendance or need home schooling.

In this article, we’ll dive into Australia’s complex inclusive education system.

Including a look at disability loading funding, the role of the NDIS and the recommendations of the Disability Royal Commission and NDIS Review.

8 SO U RCEKI DS .CO M . AU

DISABILITY FUNDING IN SCHOOLS: A STORY OF WHY WE CAN’T HAVE NICE THINGS Disability funding in schools is so complex, it manages to make the NDIS look simple.

The federal and state and territory governments both provide funding to support students with disability.

The federal government uses the School Resourcing Standard (SRS) to calculate the dollar amount schools need per student. There are six additional loadings that can be added to the SRS, including a disability loading.

The Student with Disability loading is calculated based on data from the Nationally Consistent Collection of Data on School Students with Disability (NCCD). In NCCD reporting, schools provide information on the number of

students they have with a disability, and the level of adjustment each student needs to participate in the classroom. NCCD levels are based on the professional judgement of teachers, and do not require a formal diagnosis.

NCCD defines four levels of adjustments: extensive, substantial, supplementary and quality differentiated teaching practices.

There are 300,000 students in ‘quality differentiated teaching practices’, but it does not attract any funding. In the other three categories, funding ranges on average from $5,694 to $42,249 per student.

How schools receive disability funding (and how much) depends on the type of school and which jurisdiction it is in: Independent schools: the federal government provides at least 80% of the SRS funding directly to independent schools. They also provide 80% of any additional loadings. The rest of the school’s funding comes from state and territory governments and private contributions.

Catholic schools: The federal government provides the same level of funding to Catholic schools, but it goes through a middleman. The funding is provided to Catholic bodies - either a Catholic education authority or a diocesan depending on the state. These bodies have their own criteria for distributing the funding between schools.

Public schools: the federal government provides some of the funding for public schools to state-based education

EDUCATION

The role of the NDIS THE DIVISION OF RESPONSIBILITY BETWEEN THE NDIS AND THE EDUCATION SYSTEM IS - LIKE EVERY NDIS INTERFACE COMPLICATED AND CONTESTED. According to the Applied Principles and Tables of Services (APTOS), the education system is responsible for making adjustments to personalise a student’s learning. This can include: • Learning assistance and inclusion support.

departments. The amount is calculated as roughly 20% of the SRS, and 20% of any additional loadings, for each student in public schools in that jurisdiction. The rest of public school funding comes from state and territory governments, with a very small amount coming from private contributions. Every state and territory have their own criteria for deciding how much disability funding schools receive.

Some states and territories use a system aligned with NCCD, but in others it is based on a student’s diagnosis.

The system as it currently stands, disadvantages public schools in numerous ways: • State and territories are the major funders of public schools, but on average they provide less disability funding.

In 2021, the Australian government contributed approx. $3.4b in disability funding for schools, and states and territories provided approx. $1.8b.

• As Rick Morton documents in the Saturday Paper, in 2017, the federal government cut its contributions to public schools from 25% of SRS to 20%.

However, states and territories were not required to increase their contributions.

Consequently, most public schools receive less than 100% of SRS. This has implications for the disability loading, which is calculated as a percentage on top of the SRS amount a school receives.

• Getting the best funding outcomes for students with disability requires a lot of admin - just ask any teacher or school

administrator! Private schools have more resources to dedicate to the task.

• The federal government, who provides more funding for private schools than the states and territories, uses NCCD data to calculate disability funding.

However, the criteria that states and territories use doesn’t always capture as many students. The Guardian reports that in NSW, 148,000 public school students are in the top three NCCD categories, but only 17,800 students received individualised funding.

When the funding reaches the school, it can be used at the discretion of principals.

Consequently, there is very little oversight of the spending.

MAINSTREAM AND SPECIAL SCHOOLS There are over 800,000 students with a disability in Australian mainstream schools. Schools have an obligation to support these students under the Disability Education Standard (2005) and the Disability Discrimination Act (1992).

Some mainstream schools also have special units or classrooms that are only for students with disability.

There are also 46,700 students in special schools that cater only to children with disability. Each state and territory has its own enrolment criteria for special schools, but they are generally for children with high support needs. Between 2010-2022, there was a 26% growth in the number of special schools in Australia.

• Reasonable campus modifications, assistive technology (AT) for educational purposes and AT that is fixed to the school.

• Transport to school activities.

• General training, resources and support for school staff.

• Therapy for education purposes.

• Case coordination, if a significant proportion relates to education.

Meanwhile, according to APTOS and the transitional Rules to the define an NDIS support, the NDIS funds disability supports that are not primarily for the purpose of learning. This can include: • Personal support needed regardless of whether the student is at school (i.e.

Support with feeding, ventilation, etc.).

• Aids and equipment that are not reasonable adjustments for schools (i.e. Wheelchairs, hearing aids, etc.).

• Specialist transport to and from school.

• Specialised training for teachers and school staff (i.e. Behaviour support training).

• Therapy to build a student’s functional capacity.

• Specialised support for life transitions.

• Coordination between the NDIS and other supports.

There are some blurry lines here that can lead to a responsibility tug-of-war between NDIS and education. For example, general training for teachers is an education responsibility, but specialised training for teachers is funded by the NDIS. Clear as day, right?

I SSU E 42 | AU T U M N 2025 9

EDUCATION

What did the Disability Royal Commission (DRC) recommend?

THE DRC HAD A LOT TO SAY ON INCLUSIVE EDUCATION.

O

ne of the most controversial topics was the future of special schools. In fact, as you probably know, it was so controversial the Commissioners themselves couldn’t reach an agreement. Commissioners Bennett, Galbally and McEwin recommended phasing out special education, so that by 2051 there were no students in special schools or special classrooms. But Chair Sackville and Commissioners Mason and Ryan had other ideas. They recommended that, wherever feasible, special schools be relocated close to mainstream schools, and greater partnerships be fostered between the schools.

When the Australian and state and territory governments responded to the Disability Royal Commission recommendations on July 31st, 2024, they didn’t take a position on the special school debate. Instead, they ‘noted’ both sets of recommendations. Making it clear that they very much do not want to get involved.

All governments accepted several other recommendations related to education ‘in principle’. It’s hard to know whether these recommendations will ever be actioned.

The government says it agrees with the policy intent behind the recommendations but is still working out the implementation details. Nevertheless, the response stops short of a firm commitment.

Recommendations accepted in principle include: • Preventing inappropriate discipline practices, like excluding children from the classroom.

• Creating better guidelines for schools on reasonable adjustments and disability funding.

• Improving the relationships and communication between schools and parents and students.

10 SO U RCEKI DS .CO M . AU

• Improving the capabilities of the education workforce.

• Improving data collection, including collecting data on student experience and outcomes.

• Creating a complaints management system independent of schools.

• Creating a roadmap towards inclusive education.

• To improve disability funding by reviewing NCCD levels every 5 years, all jurisdictions aligning their distribution criteria with NCCD rather than based on diagnosis, and improving transparency around funding and how it is spent.

What did the NDIS Review recommend?

• The NDIS Review also acknowledged that the current education system is not always meeting the needs of children with disability. Their second recommendation was to improve the inclusivity of mainstream services and resolve NDIS interface issues. Under this recommendation, there were two supporting actions specific to education.

• Firstly, they recommended the NDIA, Department of Education and states and territories all sit down and come up with a plan for how the education system and NDIS can work together better.

• Secondly, like the DRC, the NDIS Review also recommended all governments take steps to improve inclusive education. This would include strengthening legislative instruments, monitoring school compliance, greater training for education staff, and ensuring disability loadings are set at the right levels.

The government has not yet responded to the NDIS Review recommendations.

The proportion of kids who need learning adjustments in Australian schools is increasing. The DRC reported that between 2017 to 2022, the number of students with a disability grew by 4.7% a year.

In coming years, there’s going to be a reckoning about how well the education system is supporting these children, and what role the NDIS should play.

We all know that a good education can change a person’s entire life.

Australia was one of the first places in the world to make education compulsory. Our challenge now is to make sure children with disability are included in that vision.

By Sara Gingold. Sara is the Editorin-Chief of DSC’s Resource Hub. DSC is Australia’s leading training, conference and consulting group specialising in the NDIS. Learn more at teamdsc.com.au

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Unlocking education:

A ROADMAP FOR ADULT LEARNERS with disabilities

12 SO U RCEKI DS .CO M . AU

Accessing education as an adult learner poses challenges for anyone but particularly for people with disabilities. Fi Bridger delves into essential considerations and practical steps for PWD seeking adult education.

ARE ACCESSIBLE PRACTICES WIDESPREAD? In 2025, universities are increasingly embracing inclusive practices. Online lectures with in-person tutorials and group assignments facilitate greater inclusivity for PWD. Inclusive curriculum design, peer interaction opportunities, and diverse assessment methods create a richer learning experience for all learners.

EDUCATION

DO YOUR HOMEWORK FIRST Embarking on your educational journey begins with thorough research. Explore institutions offering programs aligned with your interests. Evaluate accommodation policies, campus facilities, and available support services to ensure a good learning environment.

Check if the learning institution you are considering has a dedicated Accessibility Services office. This is crucial in providing accommodations and support.

MY OWN EDUCATIONAL JOURNEY

ensures informed financial decisions aligning with your educational goals.

WHAT TO CONSIDER WHEN CHOOSING COURSES Empowerment lies at the heart of education. Choose courses that nurture self-advocacy skills, fostering confidence and independence. Education providers should encourage open communication and support-seeking behaviours, empowering individuals with disabilities to articulate their needs effectively.

Universities in major cities offer a great deal of interesting courses tailored to people with disabilities. Consider these examples.

The University of Technology Sydney (UTS) offers a course in Inclusive Design and Technology. Students learn to design accessible digital interfaces, products, and

I would encourage adults seeking further education, to focus on courses of genuine interest. My degrees were in Public Policy, Media Arts, and Administration.

Following your interests and passions helps you stay motivated throughout your studies.

COMPLIMENT YOUR FORMAL EDUCATION Education extends beyond the classroom.

Seek opportunities for community engagement, networking, and skillbuilding. Attend workshops, conferences, and industry events to forge connections and unlock future opportunities. Job fairs provide platforms to interact with potential employers, paving the way for career advancement.

Drawing on my personal experiences across 3 universities, I found that institutions with proactive disability policies significantly enhanced my learning experience. The university that was the most enjoyable and relevant for PERSONAL PAY OFFS OF my career was the one that had EDUCATION a really friendly disability officer I look back at my university studies Education providers should encourage dedicated to making my education fondly, and not just because of open communication and supportand uni experience successful. the fascinating lectures, and the seeking behaviours, empowering Before I attended any course, eclectic campus of people. Uni individuals with disabilities to articulate gave me self-confidence and the I researched to get answers to a their needs effectively. few key questions, “Is the campus opportunity to talk to so many accessible to a wheelchair? Will people with different perspectives they have support so that I can make services for diverse users, including those about life. friends? Will the course be enjoyable and with disabilities.

Access to education is a transformative relevant for me?”

Another great UTS course is Disability journey, offering PWDs pathways to In addition, I also looked at course Law and Policy which examines legal personal growth and societal contribution. relevance to maximise my educational frameworks, policies, and human rights By advocating for yourself and researching potential. issues related to disability. Topics places that foster inclusive environments, My experience was that most campuses include anti-discrimination legislation, PWD can unlock the doors to educational were kind of accessible. While many accessibility standards, and disability excellence and career success. Education is lecture theatres were accessible to rights advocacy. not just a privilege; it’s a powerful tool for wheelchair users, some of my lectures were Macquarie University offers a Master of empowerment and societal progress. not placed in these areas but the lectures Disability Studies for those wanting to be could be accessed online. The university more employable in the disability sector.

By Fi Bridger, Achieve Australia helped me to meet people by assigning Of course, PWD is not limited to Researcher and writer. Achieve group work for assignments. This allowed studying courses about disability. These Australia is a for-purpose community me to study with people from all walks examples represent just a snapshot of organisation that has been providing of life. the diverse range of courses available for accommodation and services to students with disabilities. people with disability since 1952.

FINANCIAL Each uni or college may offer additional They champion social inclusion, CONSIDERATIONS ARE programs, workshops, and support services focusing on the individual needs and PARAMOUNT tailored to meet the unique needs and lives of the people we support. An Evaluate course costs but also additional interests of PWD. Prospective students are NDIS-registered provider, Achieve expenses for accommodations or assistive encouraged to explore university websites, delivers expert disability support technology. Explore funding options consult with disability services offices, and services in greater Sydney, Northern tailored to students with disabilities. reach out to faculty members for further Rivers regions of NSW and South East Understanding HECS/HELP schemes information.

Queensland. achieveaustralia.org.au I SSU E 42 | AU T U M N 2025 13

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An introduction to

LEARNING DIFFICULTIES If you’re a parent worried about your child’s learning, you’re far from alone. Maybe you’ve noticed they struggle to keep up with their classmates, or that reading or simple maths problems feel like climbing a mountain. Perhaps you’ve wondered if it’s just a phase, something they’ll grow out of, or if it’s something more.

I

t is estimated that between 3 and 5 percent of the student population in Australia may have a learning disability – a disorder which inhibits a child’s ability to process and retain information.

The different types of learning disabilities can vary dramatically, and children can have just one or a cluster of different disorders affecting them in the classroom.

TYPES OF LEARNING DIFFICULTIES AND WHAT TO WATCH FOR Learning difficulties aren’t one-sizefits-all. They show up in different ways, 16 SO U RCEKI DS .CO M . AU

often affecting specific areas like reading, maths, or focus, which can be confusing for parents. Here’s a rundown of the most common types, along with some of the signs to look for to help you identify what’s going on:

DYSLEXIA Dyslexia is the most well-known and common learning disability affecting a student’s ability to read and comprehend a text. According to the Australian Dyslexia Association, dyslexia and reading difficulties are experienced on a continuum from mild to severe and no

two are alike. The central difficulty for a student with dyslexia is to convert letter symbols to their correct sound (decode) and convert sounds to their correct written symbol (spell). Students with dyslexia may also struggle with fluency, spelling, general comprehension and more.

What to watch for: • Difficulty sounding out words or recognising common words • Mixing up letters or reversing them when reading or writing • Trouble following sequences or rhyming • Avoidance of reading and expressing frustration with language-based tasks

DYSGRAPHIA Dysgraphia is defined as a persistent difficulty with written expression, handwriting and/or spelling. There can be issues with the mechanical aspects of

EDUCATION

WHAT TO DO IF YOU SUSPECT A LEARNING DIFFICULTY

ADHD: ATTENTION AND FOCUS CHALLENGES

writing causing it to be a tiring, difficult process for the student. Dysgraphia can also present as difficulty with written expression disrupting the ability to organise thoughts coherently on paper. It may also cause students to struggle with basic sentence structure and grammatical awareness.

While ADHD isn’t a learning difficulty in the traditional sense, it often coexists with them, making it harder for kids to concentrate, sit still, or follow through on multi-step tasks. ADHD can impact a child’s ability to organise their schoolwork, follow instructions, and manage time effectively, often causing stress in a classroom setting.

What to watch for:

What to watch for:

• Frequent daydreaming or zoning out during tasks

• Poor, often illegible handwriting

• Fidgeting, difficulty sitting still, and restlessness

• Inconsistent spacing, sizing, or alignment of letters • Frequent grammar, spelling, or punctuation errors despite lots of practice • Slow, laboured writing and complaints about hand pain during writing tasks

DYCALCULIA According to Auspeld (auspled.org.au) children with dyscalculia have trouble understanding numbers, learning how to manipulate numbers, learning mathematical facts, and a number of other related difficulties. Students with maths disorders may find it hard to do basic number calculations or they may have difficulty with concepts like time and measurement.

What to watch for: • Difficulty with counting, recognising numbers, or understanding maths symbols

• Problems with time management, forgetting steps, or leaving things incomplete • Frequent blurting out or difficulty waiting their turn in conversation or activities

AUDITORY PROCESSING DISORDER (APD): TROUBLE PROCESSING SOUNDS With APD, kids can hear just fine, but processing what they’re hearing can be a challenge. This can affect their understanding of language, especially in noisy environments, and lead to delays in responding. APD can also make it hard to follow verbal instructions or pick up on subtle language cues.

What to watch for: • Frequently asking people to repeat themselves or saying “What?” even after hearing something clearly

Because of their nature, potential learning issues will most likely be picked up by school. If you suspect that your child has an issue and their teacher hasn’t mentioned anything, start the ball rolling with a conversation with them.

Ask specific questions: Do they struggle with instructions? Does reading seem harder than it should? Are there patterns they’ve noticed? If it seems like more than just an occasional tough day, it might be time to explore a formal evaluation. Schools can often connect you with resources, or you can seek a private evaluation through a psychologist or specialist.

You can talk to a developmental paediatrician or contact an organisation such as AUSPELD (auspled.org.au) who are based in each Australian state.

Getting a diagnosis can open doors to support, tools, and strategies to make learning a whole lot easier for your child. It’s not about labelling—it’s about understanding and finding ways to help them thrive.

NONVERBAL LEARNING DISORDER (NVLD): TROUBLE WITH VISUAL-SPATIAL AND SOCIAL SKILLS NVLD can make it hard for kids to understand visual-spatial relationships and non-verbal cues like body language. While kids with NVLD may excel at reading or rote memorisation, they may struggle with interpreting social situations, organising tasks, or understanding concepts that aren’t verbally explained.

What to watch for: • Struggles with puzzles, drawing, or assembling things

• Struggles with basic addition, subtraction, and times tables

• Trouble following spoken directions, especially if they’re lengthy or complex

• Trouble with spatial organisation and direction, like telling left from right

• Easily distracted by background noises

• Difficulty reading social cues, like body language or facial expressions

• Avoidance of maths-related games or activities

• Difficulty with reading, spelling, and understanding language-based humor or idioms

• Trouble with maths, particularly geometry and word problems

• Poor coordination or frequent clumsiness

I SSU E 42 | AU T U M N 2025 17

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EDUCATION

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who might struggle with reading, speech, or focus. It’s easy to use too, which makes it perfect for kids with fine motor challenges, and the ability to pause or replay means they can go at their own pace. Plus, the stories are inclusive and packed with socialemotional lessons, helping kids feel seen and supported while they enjoy learning. apps.apple.com

I SSU E 42 | AU T U M N 2025 19

Sharing an

AUTISM DIAGNOSIS IN THE SCHOOL YEARS

Sharing an autism diagnosis in the school years can be a daunting process for families, not to mention for the autistic students themselves. In this article, autism parent Nicole Hurley and autistic adult Jackson Trout share their perspectives on discussing autism within a school community.

NICOLE’S STORY What factors influence your decision to disclose your child’s autism diagnosis to someone in their school community?

When deciding whether to tell someone at school about my child’s autism diagnosis, a few things can influence my choice.

First, I think about how it will help my child. If sharing means teachers and staff can better understand and support him—like knowing he might need a quiet 2 0 SO U RCEKI DS .CO M . AU

space during sensory overload or help with transitions, excursions, or day-to-day life at school—it feels worth sharing. We have been very open and honest with our school and the staff very early on in our son’s primary school journey (a year before our son started school), as this has been the best way to ensure he receives the funding and support he needs.

Trust is a huge factor. If I feel like the teachers, parents, or peers will be

supportive, will not make him feel singled out, and will have a better understanding of my son, I’m more likely to share. But if I’m not sure how they’ll react or if they have perhaps voiced their opinions about autism before, I will hold off. I want to make sure it’s helpful, not something that might lead to further misunderstanding or judgment.

I also consider how comfortable my

IN PARTNERSHIP WITH

Different members of a school community (e.g., teachers, support staff, other parents) will require different information about a child’s diagnosis. How can parents/ carers adapt their approach to discussing autism with different people?

child is with certain people knowing.

If he’s okay with it, I’m more open to discussing it. But if it makes him feel anxious or different, I’m more careful.

How he feels about sharing his diagnosis is really important, particularly as he gets older into the tweens/teens age group, where he himself is starting to share with his friends and classmates.

give them enough information so they have a better understanding, and also, they can encourage their children to be more inclusive without overwhelming them with details that aren’t really necessary.

For me, it’s about giving each group just the right amount of information to help them support my child in their role, without overloading them or making them feel like they need to be experts.

As a parent, I think it’s really important to tailor how we talk about our child’s autism depending on who we’re talking to in the How can parents/carers school community since different people navigate situations where need different levels of understanding. an individual or group is not For teachers and school staff, I usually supportive of an autistic child? focus on how my child learns best and Navigating situations where someone what specific strategies can help in the isn’t supportive of my child can be really classroom and school environment. They challenging, but over time, I’ve learned a need to know about any sensory triggers, few approaches that help. And sometimes, communication challenges, or behavioural it’s easier said than done! cues that might come up during the school First, I try to stay calm and patient, even day. I always bring my son’s allied health if it's frustrating. People sometimes aren’t team into these conversations, which helps supportive because they don’t understand bring practical, professional autism or they have tips that can make the misconceptions. If I feel like If a parent teacher’s job easier while they’re open to learning, I’ll or child isn’t supporting my child, like gently start the conversation what kind of instructions with them about my child’s being kind work best or if he needs needs and quirkiness, or inclusive, breaks when things get explaining that autism can I’ll address it overwhelming. look different in every child.

For support staff, like the directly and in Sometimes, people just need school counsellor, learning more information and insight the moment. support or aides, we might to adjust their mindset. discuss his emotional If the lack of support comes needs and how they can help him feel from school staff, I advocate firmly but comfortable and secure at school. They respectfully. I’ll set up a meeting to discuss often play a role in making sure he feels my child’s needs, bringing in his allied included, so understanding his social and health experts as support, and highlighting emotional challenges is important. I might the importance of inclusion and their also talk about things like how he handles responsibility to provide accommodations transitions or anxiety so they know what to for my child. If necessary, I’ll raise my look out for. concern to the principal/executive team When it comes to other parents, I at the school and reinforce plans that usually keep things more general. If we have in place such as individualised it comes up, and it’s a situation like a education plans (IEPs), to back up my playdate where they may need extra case. Sometimes, bringing in a support information about my son, I might share professional or advocate can help, too. that my child is on the spectrum and It’s tougher when it comes to other explain a little about what that means for parents or children. If a parent or child him in general but also what might apply isn’t being kind or inclusive, I’ll address it to the environment/situation. I want to directly and in the moment. Sometimes, I SSU E 42 | AU T U M N 2025 21

I struggle to keep cool, calm and collected, especially when you see firsthand how your child is treated. Walking away is always a good option too!

In situations where someone just isn’t going to be supportive, I focus on building up a strong support system elsewhere. It’s very important to make sure my son has people around him who are accepting and encouraging. While I can’t change everyone’s attitude, I can make sure my son knows he’s valued and surrounded by people who care about him.

Teaching autistic children skills around self-advocacy and disclosing their own autism diagnosis is an important ongoing process. How have you navigated this process?

Teaching my child self-advocacy and how to disclose his own autism diagnosis has been an ongoing journey, and we have tried a few times to have discussions about what autism means, but he was either too young or his cognitive understanding wasn’t really ready for these discussions. We have focused more on helping him understand his own needs without necessarily labelling them as autism or ADHD or dyslexia. For example, we have worked with him on how to recognise when he’s feeling overwhelmed or when he needs a break. We encourage him to use certain phrases or signals with his teachers or friends, like asking for some quiet time when things get too loud, or he needs a quiet break. I want him to feel confident that it’s okay to ask for what he needs, even if it looks different from what other children might be doing.

As he’s gotten older, we’ve started talking more about his autism in a way that makes sense to him, so that he can explain it in his own words. We’ve explained that his brain works a little differently, and that it comes with both challenges and strengths. I try to give him language he can use if he ever wants to explain it to someone else, like saying, 22 SO U RCEKI DS .CO M . AU

What advice do you wish you had been given when you began sharing your child’s autism diagnosis with their school community?

When our child was diagnosed, we were given the advice by professionals to tell the school early. I contacted our primary school a year prior to our son starting kindergarten, which allowed the school to get to know us as a family, and also spend time with our son in his preschool and early intervention centre prior to starting. This was so valuable to his transition into school and allowed the school to get to know him, we applied early for integrated funding, which gave our son the best start to his schooling journey as they were able to be ready for his orientation days and prepare the teacher for day one.

I’ve learned that working together and keeping communication open is key to helping my child thrive at school and this is an ongoing process each year as they move grades and teachers. Some years will be better than others, and some will be more challenging!

“I have autism, which means I might need extra time to understand things, but I’m really good at focusing on things I love like Minecraft or Pokemon.” I let him decide when and how much to share, and I always make it clear that he doesn’t owe anyone an explanation unless he feels comfortable.

The hardest part is helping him navigate situations where people don’t understand or might react negatively, and I am not there to help him navigate these sometimes tricky conversations. I try to prepare him for that by practicing different scenarios, so he knows how to respond if someone isn’t supportive. Learning to self-advocate will be a process that grows with him, and we will continue to try to give him the tools to navigate these conversations about who he is and to speak up for himself when he’s ready.

IN PARTNERSHIP WITH

JACKSON’S STORY Did you ever disclose your autism diagnosis to people in your school community? Why/why not?

No, I never did, because I felt that I didn’t need to. Throughout high school I was in an early morning class with other kids on the spectrum. All the other students knew what kind of class it was so there was a silent acknowledgement.

What can autistic students do to prepare themselves to discuss their autism with others? And, how can they seek support to navigate this process, and the reactions of other people, with confidence?

Before anything, make sure you can communicate your words properly and clearly. If they can’t understand you, you can’t explain yourself. Aside from that, you need to have a good idea of what you need regarding support. You also need to be self-critical and interrogate yourself and ask if you really need this specific support from others. It’s always good to strive to be self-reliant.

What lessons or skills did you gain from discussing autism with others in your school community?

To be completely honest, I never really disclosed my diagnosis with others in my school. None of the other students showed any interest in the fact that I had Asperger’s Syndrome (autism).

What advice would you give to autistic students who want to share that they are autistic with people in their school community?

It depends on whether the other students are interested. If they are, then work on yourself to articulate what it is that you have and how it affects you. It’s important to be patient with those who are ignorant ( just as you would appreciate someone showing patience and forgiveness for your ignorance, so should you show common courtesy).

How can students, teachers and other members of a school community be supportive of an autistic person who discloses their diagnosis?

I would suggest listening to the autistic person and letting them define their needs, within reason of course. I also would suggest having the other students learn about what autism is and why people on the spectrum may act in certain ways so to avoid possible confrontations that arise because of a lack of understanding.

Most of all, from my perspective, it’s important to let the person on the spectrum know that their diagnosis is no ‘big deal,’ in that they shouldn’t ‘other’ themselves because of their diagnosis.

It’s better for them not to see themselves as a diagnosis and to see themselves as an individual who, despite their difference/disability, are still part of a student body.

Ask a PLAN

MANAGER! Do you have a Consumables budget question?

W

hen it comes to getting the most out of your child’s NDIS Plan, understanding the different budgets and what they cover is really important. The Consumables budget sits under Core supports and funds items related to your child, teen or young adult’s everyday disability needs.

Experienced Leap in! plan manager Amy has a wealth of knowledge about Consumables and answers some of your questions so you can use this budget with confidence.

Can you briefly explain the Consumables budget?

The Consumables budget funds everyday items you may need because of your disability support needs. For example, continence products or low-cost assistive technology and equipment to improve your independence and/or mobility.

What are the essential things I need to know about the Consumables budget?

Your NDIS Consumables budget can be used to purchase items valued at up to $1500.

1. Your Consumables budget gives you choice in how you spend it, as long as the items meet the NDIS ‘reasonable and necessary’ criteria and are on the ‘Supports that are NDIS supports’ list. Items on the ‘Supports that are

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

Can I buy nappies with NDIS Consumables funding?

For children under five: The NDIS will fund nappies, wipes and other associated items if the child has a disability-related medical condition which means they have higher needs than children of similar age or require urinary catheters.

For children aged five and over: If continence supports are still needed because of a developmental delay or disability they are likely to meet the NDIS criteria for funding. not NDIS supports’ list cannot be purchased with NDIS funds.

2. Keep track of your expenses. It’s good to have an idea of how you’d like to spread your Consumables budget over the life of your plan, that way you won’t be caught short at the end of your plan. When you have Leap in! plan management, you can use the Leap in! app to track your spending, so funding lasts throughout the year.

Can you only buy disposable items with Consumables funding?

Great question! Consumables may include single-use disposable items such as absorbent pads and specialised food supplements (where approved), as well as many other things that are not single-use, such as eating aids, modified cups and some personal care items.

What types of things can you buy with Consumables funding?

The NDIS recently released two lists – one details what can be purchased with NDIS funding and one that outlines what cannot be purchased with NDIS funding.

You can find the lists at ourguidelines. ndis.gov.au/would-we-fund-it/whatdoes-ndis-fund.

Examples of the things you might be able to purchase with your NDIS Consumables budget include: • Some personal care and safety products • Modified foods, pumps and syringes for

home enteral nutrition • Disability-related wound and skincare • Modified or adaptive clothing • Consumable items needed for maintenance or use of an assistive product • Modified eating aids • Products to manage incontinence such as nappies, disposal wipes and mattress protectors • Telephone or video interpreting • Auslan or signed English training • Vision or hearing-related low cost assistive technology.

What is a ‘replacement support’?

In some cases, you can request a replacement support for items generally not funded by the NDIS. You must apply for and get NDIA approval before buying these items. There are two categories for replacement supports – standard household items, or smart devices for accessibility or communication. For more information and how to request a replacement support visit the NDIS website (ourguidelines.ndis.gov.au/ would-we-fund-it/what-does-ndisfund).

Does Consumables funding cover vitamins and medications?

No. Everyday vitamins, medicines, prescription medications, sport supplements and homeopathic medicines are not funded by the NDIS. This includes supports for health issues not related to a disability including eating disorders, food allergies and diabetes. We always recommend that you reach out to your NDIS contact to discuss your child’s disability-related nutritional support needs.

Where can I purchase Consumables for my child?

Consumables can be purchased from shops such as chemists and supermarkets or online. NDIS consumables providers can be registered or unregistered. Items under $1500 generally don’t require a quote.

DO YOU HAVE A QUESTION YOU’D LIKE US TO ANSWER IN THE NEXT EDITION OF SOURCE KIDS? WE’D LOVE TO HEAR FROM YOU. SEND YOUR QUESTION TO MYSTORY@LEAPIN.COM.AU

Leap in! is a two-time winner of the Most Outstanding Plan Management Award (2023 and 2024). Speak to us about how we can make a difference for you. Call 1300 05 78 78 or email crew@leapin.com.au to learn more about Leap in! plan management.

I SSU E 42 | AU T U M N 2025 2 5

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A fabulous tool for learning support. RRP: $39.95 *fidgets sold separately. kaikofidgets.com.au

MAGNETIC PLANNER FOR SCHOOL KIDS Need a visual daily schedule for children? This is it! This chart will help your child remember what they need to pack each day and what activities are coming up in their week. Perfect for the family that LOVES to know what’s going on and exactly what they’ll need… removing unnecessary stress and chaos in an already busy world! With 60 magnetic tiles covering ‘Things I need’, ‘Things I have on’, ‘People I see and Places I need to be’ and more. RRP: $79 remindables.com.au

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I SSU E 42 | AU T U M N 2025 27

NDIS UPDATE

NDIS update:

IMPAIRMENT NOTICES, WHAT YOU NEED TO KNOW

IMPAIRMENT CATEGORIES

SINCE 1 JANUARY 2025 Starting in January 2025, every new participant in the NDIS will receive a document called an ‘impairment notice’.

This notice confirms that the individual has a permanent disability or significant impairment. It also outlines which specific impairments qualify for disability or early intervention support through the NDIS. If your child, teen or young adult is already on the NDIS, they’ll get this notice the next time they renew or transition to a new plan. Don’t worry if you don’t receive an impairment notice right away – each family’s timeline will look a bit different as the NDIS rolls this out.

WHAT’S INCLUDED IN THE IMPAIRMENT NOTICE? • If your child qualifies under the disability or early intervention pathway.

• The specific impairments that are recognised by the NDIS. Under the new rules, your child’s NDIS plan will include supports that align with the needs identified in their impairment notice.

2 8 SO U RCEKI DS .CO M . AU

The NDIS now focuses on the following types of impairment categories: • Intellectual • Cognitive • Neurological • Sensory • Physical • Psychosocial Your child’s impairment notice might include one or more of these categories.

If they have multiple impairments (for example, both physical and intellectual), you may see different types of supports for each.

WHY THIS CHANGE? Two children can have the same diagnosis but need very different supports. By shifting the focus from diagnosis to impairment, the NDIS hopes that each child will get the specific help they need, based on how their disability or condition affects their everyday life.

IMPAIRMENTS AND YOUR CHILD’S NDIS PLAN The impairments on your child’s notice will guide funding decisions and determine what supports can be included in their plan. If at any point you feel the impairment notice is incorrect or missing information, you can request to change it.

KEY POINTS From 1 January 2025, all new NDIS participants will receive an impairment notice Existing participants will get their impairment notice when they review or transition to a new plan An impairment notice confirms a permanent disability or significant impairment that meets NDIS eligibility There are six impairment categories under the NDIS.

WHAT YOU CAN DO NOW If you’d like to find out the information the NDIA used to decide your child’s eligibility for the NDIS, you can complete a Participant Information Access request.

While this isn’t a formal impairment notice, it can help you understand what the NDIA used to grant access. It’s a helpful first step while waiting for the official notice, especially if you have a plan review or reassessment coming up.

Here to help.

At Leap in!, the team is there to support you through these updates and provide clear, timely information as further details become available.

Check out their NDIS Changes page for all the latest updates on the NDIS reforms. leapin.com.au/ndis-changes

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Purple Power:

Epilepsy education and awareness March 26th is Purple Day for Epilepsy, a global initiative dedicated to raising awareness about epilepsy and supporting those affected by this neurological condition. Epilepsy is characterised by recurrent, unprovoked seizures resulting from sudden bursts of electrical activity in the brain, leading to temporary disruptions in normal brain function.

UNDERSTANDING EPILEPSY Around 250,000 Australians are currently diagnosed with epilepsy, and approximately 3.5% of the Australian population will experience this neurological disorder at some point in their lifetime. On a global scale, more than 65 million people worldwide have epilepsy, making it the world’s most common serious brain disorder. However, despite these statistics, epilepsy remains shrouded in mystery and misconceptions for much of the community.

32 SO U RCEKI DS .CO M . AU

Epilepsy varies in severity and frequency from person to person and seizures differ as well, from a momentary pause and staring into space to full body convulsions.

In fact, there are about 40 different types of epilepsy which can either involve the whole brain or part of the brain. The frequency of seizures also differs among individuals, with some experiencing multiple seizures daily, while others may have them only occasionally.

CAUSES AND TRIGGERS The exact cause of epilepsy remains unknown in about half of all cases.

However, potential factors contributing to the development of epilepsy include: • G enetic predisposition: A family history of epilepsy can increase the likelihood of developing the condition.

• B rain injuries: Trauma from accidents, strokes, or infections can lead to epilepsy.

• Developmental disorders: Conditions such as autism and neurofibromatosis are associated with a higher incidence of epilepsy.

Common triggers that may provoke seizures in individuals with epilepsy include stress, lack of sleep, some rapid flashing lights or geometrical pattern changes, physical or emotional stress, and alcohol consumption.

DIAGNOSIS AND TREATMENT Diagnosing epilepsy typically involves a comprehensive medical evaluation, including a detailed account of seizure history, neurological examinations, and diagnostic tests such as electroencephalograms (EEGs) and imaging studies.

While there is no cure for epilepsy, various treatment options can help manage seizures effectively: • Medications: Anti-epileptic drugs (AEDs) are the most common treatment and can control seizures in about 70% of cases.

• Surgery: For individuals whose seizures originate from a specific area of the brain, surgical intervention may be considered.

• L ifestyle modifications: Adequate sleep, stress management, and avoiding known seizure triggers can aid in seizure control.

• D ietary therapies: Specialised diets, such as the ketogenic diet, have been effective in reducing seizures for some individuals.

DIAGNOSIS

Exploding Myths MYTH Epilepsy is rare.

MYTH You need to put something in a persons mouth to stop them from swallowing their tongue during a seizure.

MYTH You only get epilepsy as a child.

FACT: Approximately 250,000 Australians have epilepsy.

FACT: It's physically impossible to swallow the tongue. Put the person in the recovery position.

MYTH Epilepsy is a mental illness.

FACT: You can get epilepsy at any age, but seniors are the most commonly diagnosed group.

MYTH You should restrain someone having a seizure.

MYTH You can't die from epilepsy.

MYTH People with epilepsy lose consciousness and have convulsions.

FACT: Epilepsy is a disorder of the brain.

FACT: Restraining a person will not stop or slow a seizure. Instead, it is likely to cause agitation or distress.

FACT: Whilst uncommon, death in epilepsy can happen due to SUDEP or seizure related accidents.

FACT: Not all seizures are convulsions.

Seizures can be brief stares, confusion or unusual behaviour.

MYTH Epilepsy is genetic.

SEIZURE FIRST AID – Key Steps

1. Stay with the person 2. Keep them safe, removing anything that could hurt them 3. Don’t try to restrain them 4. Don’t put anything in their mouth 5. Roll them onto their side once jerking/shaking subsides 6. Reassure them until they have recovered 7. Call an ambulance if the seizure lasts longer than five minutes

FACT: Some types of epilepsy are genetic, but there are many other cases.

LIVING WITH EPILEPSY Coming to terms with the diagnosis of epilepsy may be difficult, require a period of adjustment and some lifestyle changes. Seizures can be disruptive and impact your life, but many people with epilepsy gain seizure control with regular medications and a sensible lifestyle. Two in three people become seizure free.

Epilepsy does not need to limit your expectations or achievements.

Public education and awareness initiatives like Purple Day play a crucial role in dispelling myths around epilepsy.

Purple Day, is all about raising awareness for epilepsy and showing support for the 1 in 25 Australians living with the condition. In Australia, the Make March Purple campaign runs all month long, giving families, schools, and communities plenty of ways to get involved. This year’s theme, Purple Heroes, celebrates the amazing strength of people with epilepsy, as well as their families, carers, and supporters.

Getting involved is easy!

You can wear purple, host a morning tea, take on a fun “Purple Challenge,” or set up a fundraising page to support epilepsy services, education, and research. Schools and workplaces can also join in by decorating in purple or running awareness activities. And if you’re short on time? Even a quick social media post using #MakeMarchPurple helps spread the word. Find out more and access resources at makemarchpurple.org.au/event/ epilepsy-action-australia

Organisations like Epilepsy Action Australia work to bring the condition out of the shadows and increase awareness of the impact that this condition can have on individuals and families. Plus, knowledge is power when it comes to understanding and assisting someone with epilepsy.

There’s no reason to be afraid if you see someone having a seizure; you can help, with just a little knowledge about the condition.

For more information and resources, visit Epilepsy Action Australia epilepsy.org.au I SSU E 42 | AU T U M N 2025 33

REAL LIFE

OUR LIFE with epilepsy Lisa and her son Oliver, have ridden the rollercoaster ride of seizures since he was a baby. Here is her story.

How did you first become aware that there might be a concern about Oliver? What were the early signs that led you to seek a diagnosis?

Oliver was having breath holding spells from about 8 weeks of age. We knew this could be semi-normal for a toddler, and usually tantrum related, but certainly not normal for a baby his age. He would have these spells and that would be followed by what looked like a small seizure which would be followed by some sleeping time.

treatment to prevent potential damage caused by the seizures. However, they can be challenging to identify, as the spasms often occur in clusters and can resemble the startle reflex.

Further investigations into Oliver’s epilepsy revealed cortical dysplasia on the right side of his brain, which was triggering different types of seizures.

Despite trying several medications, Oliver was eventually diagnosed with refractory (drug-resistant) epilepsy, along with developmental delay.

Can you tell us a bit about the diagnosis Oliver received?

Oliver was initially diagnosed with epilepsy after numerous consultations with specialists regarding his infantile spasms.

These spasms are typically considered a medical emergency, requiring prompt

How has the diagnosis impacted your family dynamics and daily routines? Have there been any specific challenges or adjustments you’ve had to make?

Oliver’s diagnosis has brought significant challenges for our family. He underwent a right-sided hemispherectomy, a procedure that disconnects the right side of the brain, in the hope of stopping his seizures.

While he continues to have seizures, their frequency and severity have improved compared to before the surgery.

Oliver receives regular therapy, including speech therapy, occupational therapy, and physiotherapy. He needs assistance with most daily tasks and

3 4 SO U RCEKI DS .CO M . AU

experiences developmental delays compared to his age. Balancing Oliver’s needs with parenting his sister, who doesn’t face the same struggles, is a constant challenge. We work hard to ensure she feels seen, heard, and equally supported.

What kinds of treatments, therapies, or interventions has Oliver been receiving?

Oliver currently receives occupational therapy, speech therapy, and physiotherapy. However, we’ve had to reduce the frequency of some sessions to find a better balance between family life, work, and ensuring he has downtime. It’s an ongoing process of reassessment as we strive to meet everyone’s needs.

As a parent, what are your primary concerns and hopes for Oliver?

How can those around you offer support during this time?

Our main concern is what the future holds for Oliver. Our goal is to support him in becoming the best version of himself, whatever that may look like. We’re grateful for the emotional support and understanding of those around us– every bit of help is deeply appreciated. Parenting is demanding at the best of times, and adding these extra stresses into the mix definitely makes things more challenging and takes a lot out of you.

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THE CARE PARADOX:

A marathon,

NOT A SPRINT P

Caregiving for children, teens or young adults with disability can feel increasingly at odds with the fast-paced, efficiency-driven world around us. Monique Power, unpacks The Care Paradox

arenting a child with disability or complex needs is often described as a marathon, not a sprint. It’s a journey that requires endurance, resilience, and a constant adjustment to new challenges. In today’s world, where technological advancements promise to make life easier and more efficient, parents like you may find yourselves caught in a paradox — the more efficient our society becomes, the more isolated and overwhelming the act of caring feels. This is the essence of the “care paradox.”.

THE MARATHON OF CARE: A long-term commitment Caring for a child with disabilities or complex needs is akin to running a marathon. It’s not just about the finish line; it’s about the journey — the unseen preparation, each step, each mile, requires unwavering dedication and focus. Unlike a sprint, where the goal is immediate and the effort short-lived, the marathon of care stretches over a lifetime, demanding sustained energy and emotional resources. In this context, the rapid pace of technological progress can feel dissonant. While the world races ahead

3 6 SO U RCEKI DS .CO M . AU

with innovations in artificial intelligence, automation, and efficiency, the world of care seems to lag behind, tethered to the unchanging realities of human need and connection. This contrast brings into sharp relief the care paradox — where the more our society advances, the more the fundamental act of caring for another human being becomes marginalised and undervalued.

THE CARE PARADOX: Efficiency vs humanity At the heart of this paradox is what economists call The Baumol effect.

Named after economist William Baumol, this concept explains how sectors with slow productivity growth — like healthcare, education, and care — become

increasingly expensive relative to highefficiency sectors like technology and manufacturing. While it becomes cheaper and easier to produce goods or services, the relative cost and effort of providing personal, human-centric care increase.

Think of it this way, bathing a child 30 years ago took just as long as bathing a child today. Even settling and soothing a child after sensory overstimulation takes time. Quality care is careful, time consuming, and there are no short cuts.

For parents of children with disability, this paradox is experienced daily. The societal push for efficiency means that resources and support systems for care are often strained, undervalued, and underfunded.

Care becomes a costly endeavour, not just financially, but emotionally and physically.

THE EROSION OF CONNECTION: The human cost of technological progress As our society becomes more connected through technology (and ‘apps’ open our worlds to new possibilities), paradoxically, we can feel more isolated in our care roles. It is often a very thankless ‘ job’.

The demands of caregiving can create a sense of isolation, as the support needed is not just logistical but deeply personal and emotional, or extortionately expensive and unattainable. Technology may offer tools to help manage care more efficiently (and in some cases really well!), but it cannot replace the essential human connection that true caregiving requires. For parents in the midst of this care marathon, the erosion of connection is profoundly felt. Whilst, technology can provide temporary relief, for instance, a telehealth consultation or an app to track medication schedule… it cannot sit with you during the sleepless nights, or offer a comforting touch when the road feels particularly long, winding and lonely. The push for efficiency in all other aspects of life can make the inherently slow, deliberate, and compassionate nature of care feel out of step with the times.

THE GENDERED BURDEN OF CARE: A labour of love The Care Paradox also has a gendered dimension. Historically, caregiving has fallen disproportionately on women, a trend that continues today. In many families, mothers are the primary caregivers, juggling multiple roles and responsibilities while managing the complex needs of their children. This creates a double bind where the increasing cost and difficulty of care, coupled with societal expectations that place the burden of this care on the fairer sex, exacerbate gender inequalities. For parents, especially mothers, running this marathon means constantly navigating a landscape that undervalues their labour, both paid and unpaid. The societal expectation that women should naturally take on caregiving roles can lead to burnout and a sense of being overwhelmed - or that

all too familiar feeling of “mum guilt”.

The marathon becomes not just about the endurance required to care for your child, but about the stamina needed to advocate for support, recognition, and fair treatment in a society that too often takes caregiving for granted, with no end in sight. It is a labour of love.

REIMAGINING THE SUPPORT SYSTEM: Technology as a partner, not a replacement

of our lives. Also, just as importantly, how we communicate this to others.

Running the care marathon requires not just endurance, but also a community that understands and values the race you are running. It requires policies that support families, workplaces that accommodate the realities of caregiving, and a culture that celebrates the act of caring as a fundamental part of what it means to be human.

Despite these challenges, there is hope.

Pace yourself, embrace the The very technology that can seems so marathon alienating also holds the potential to In the end, navigating the Care Paradox create more robust support systems for as a parent of a child with disabilities or families. By reimagining how care is complex needs is about embracing the delivered, integrating technological tools marathon. It’s about recognising that while with human compassion, we can create a the road may be long and challenging, it new model of care that respects both the is also filled with moments of profound needs of those receiving connection, love, and care and the realities of meaning (all things a For parents in the those providing it. For tech tool can’t fulfill!). midst of this care example, online support It’s about understanding groups, virtual therapy that while technology marathon, the sessions, and digital and efficiency may erosion of connection reshape many aspects tools that help track and is profoundly felt. manage care needs can of our world, the act offer much-needed relief. of caring for another These tools, when used as supplements human being remains a deeply personal, rather than replacements, can provide irreplaceable part of our humanity. It is parents with a sense of connection and part of the very fabric that makes support that bridges the gap created by the us who we are.

Care Paradox. They can help transform As you continue on this care marathon, the care marathon into a more sustainable know that you are not alone. There is journey, offering water stations and rest a growing recognition of the value of stops along the way. And with enough foot care, and a collective movement towards traffic, the ‘stampede’ of carers can carve creating a society that supports and a new pathway for those following in their honours the caregivers among us. The footsteps. marathon may be long, but with each step, you are paving the way for a future where THE CULTURAL SHIFT: care is not seen as a paradox, but as a VALUING CARE IN A HIGHshared, cherished responsibility.

TECH WORLD

Ultimately, addressing the Care Paradox requires a cultural shift in how we value care. As a society, we need to move away from seeing care as a burden or a drain on resources and begin to recognise it as the vital, life-sustaining work that it is. This means not only providing better support systems for caregivers but also changing the way we think about care in the context

By, Monique Power, founder Rippleability. RippleAbility is a paediatric specific disability provider, helping families navigate complex systems of support and build their capacity to advocate for appropriate supports and services for their child.

Email: monique@rippleability.org rippleability.org I SSU E 42 | AU T U M N 2025 37

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STATE YOUR CASE:

How to write impactful lived experience and carer statements If you’re applying to join the National Disability Insurance Scheme (NDIS), going through a plan review or reassessment, or challenging a National Disability Insurance Agency (NDIA) decision, it may feel like your voice is lost in swathes of letters and assessments prepared by medical and allied health professionals.

4 2 SO U RCEKI DS .CO M . AU

NDIS

Services, a lived experience statement is a letter from a person to the NDIA explaining what the effects of their disability are and how it impacts their daily life.

“It presents a person’s perspective of their personal situation and evidence of what direct supports they require to live a more supported daily life,” says Zena.

“This is helpful when applying for the NDIS, at plan reviews or reassessments, or for a review of an NDIA decision. It provides the NDIA with a step-by-step guide to what you can or can’t do daily due to disability.”

CAN A STATEMENT OF LIVED EXPERIENCE INFLUENCE THE AMOUNT OF NDIS FUNDING YOU RECEIVE?

W

hile gathering evidence to support your case, maybe you wish you could just tell your story – what it’s like to live a day in your life. That way, the Agency will understand what it’s like to be you, and recognise the supports you need – right?

Well, there is a way you can share your story – through a statement of lived experience (if you’re an NDIS participant) or a carer statement (if you’re a carer of someone with disability).

Our friends at My Plan Manager have all the information you need, so be sure to read on!

WHAT’S A LIVED EXPERIENCE STATEMENT? According to Zena Dyson, a Specialist Support Coordinator at Esteem Care

The power of a statement of lived experience shouldn’t be underestimated.

“A statement of lived experience provides evidence for what NDIS supports (and amount of funding) are needed,” says Zena.

“Together with evidence such as allied health reports and medical diagnosis evidence, it can be crucial evidence to determine the funding received from the NDIA.” Kristie Findlater – founder of the Western Sydney Support Coordinators Network – agrees. She says it’s critical to provide a lived experience statement to the NDIA if a current plan is underfunded, or if you’re going into crisis.

“You could be in a position where currently you’re okay, but in a couple of months you’re going into hospital and you have a child who’ll need extra care, which requires more funding,” says Kristie.

“I was working with a participant whose Mum lives with PTSD, severe depression, and a chronic medical condition. She was also caring for her daughter as a sole parent. The NDIA didn’t consider how much support was really needed and, as a result, her plan was underfunded.

“She provided a lived experience statement in a plan reassessment, and the evidence to go with it, and she secured more funding in her daughter’s plan.”

Kristie says a lived experience statement is also important evidence when too little

funding is received in a plan.

“A lived experience statement shows you’ve disclosed critical information about your life to the NDIA and have provided the evidence to support it. If you get a plan back with too little funding, you can ask for a reassessment based on the fact that the NDIA hasn’t considered everything provided in your lived experience statement.”

HOW TO WRITE AN IMPACTFUL LIVED EXPERIENCE STATEMENT There’s no right or wrong way to write a statement of lived experience. That’s because you and your experiences are unique, so how you write about them will be too.

Whether you’re comfortable writing a formal letter, or prefer communicating through bullet points, here are some basics to consider when crafting your statement of lived experience: 1. Introduction: introduce who you are and the purpose of your statement.

2. Overview of disability: give an overview of the disability you live with, and the permanency of it.

3. Impact of disability: describe how the disability you live with impacts your day-to-day life.

4. Support: describe the limitations of your informal supports, and how extra support would benefit you.

5. Conclusion: write a finishing sentence.

If you feel stuck, you can seek support from a family member, a friend, or your support coordinator (if you have one). You can also take inspiration from these free templates found on these pages: Queensland Advocacy for Inclusion statement of lived experience template: qai.org.au/ndis-resources People with Disabilities Western Australia - statement of lived experience template: pwdwa.org/how-we-help/ndis What you have to say is powerful, and by voicing it, you can strengthen your position and have an impact on the NDIS funding allocated to you.

Remember, no one knows your experience and the support you need like you do – let your voice shine.

I SSU E 42 | AU T U M N 2025 4 3

Five top tips from Kristie

T ip #1 If you have physical or

mental health issues or conditions that mean you’re not coping, be sure to include them in your statement. Talk about your life, living situation, ability to maintain a home and do day-to-day tasks from the minute you wake up, and how the challenges you experience stop you from getting a job or caring for yourself, or how they’re impacting your mental health.

T ip # 2 If you’re a carer, talk

about your support networks and your ability to maintain a job if your carer role impacts work. The NDIA assumes every participant has a network to support them – but if that’s not the case, make it clear.

T ip #3 If you’re going into a

plan review, write the statement a week or two before the review, because the NDIA wants your statement to be current.

WRITING A CARER STATEMENT A carer statement is a letter written by a person who cares for an individual with disability. It gives the carer’s perspective of the impact of disability on the individual and those around them.

When writing a carer statement, Kristie recommends being honest.

“A lot of carers try to paint a positive picture to the NDIA because they’re doing it in front of a person they care for in a planning meeting, or in a carer statement that a participant could read,” says Kristie.

“But from experience, ‘positive’ doesn’t always paint the full extent of disability and can result in less funding.”

“I had to write carer statements for both my children and culled a lot of information because I was scared they’d eventually read them. It comes down to what you’re comfortable including and it can be difficult.”

As with a statement of lived experience, there’s no right or wrong way to craft a carer statement. Here are some basics to consider including: 1. Introduction: introduce yourself and your relationship to the person you care for.

4 4 SO U RCEKI DS .CO M . AU

T ip # 4 Provide as much evidence 2. Overview of disability: give an overview of the disability the person you care for lives with, and the permanency of it.

3. Impact of disability: describe how the disability impacts the day-to-day life of the person you care for, and how it impacts you.

4. Support: describe the limitations of the support you provide, and how extra support would benefit the person you care for, and you.

5. Conclusion: write a finishing sentence.

If you’re a carer, you’re likely to be low on free time – so here are some carer statement templates you can adapt to get started: • Queensland Advocacy for Inclusion - carer statement template: qai.org.au/ ndis-resources • Carers Australia - example carer statement: qai.org.au/ndis-resources

as possible to go with your statement – like allied health reports and medical diagnosis evidence. Without this evidence, you won’t have a case.

T ip # 5 Break it up. Write your

statement in a Word document and add to it over time to make it more manageable, and to be sure you’ve covered everything.

Your voice has impact Whether you’re a person with disability or a carer, remember – your voice has impact. Only one person can truly tell your story, and that’s you!

Want to learn more about NDIS plan management? Check out My Plan Manager – Australia’s first, largest and leading plan management provider – at myplanmanager.com.au or give them a call on 1800 861 272.

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HEALTH AND FITNESS

Stop setting goals TEAD S IN IS H T O D that fail Y ou might think this article on goal-setting is a little late January, the month we usually reflect and plan for the year ahead, is long gone. But goals and resolutions set on any day other than January 1 are just as meaningful.

Chances are, you’ve made a New Year’s resolution you didn’t keep, or set a goal that becomes a distant memory - we all have. In fact, at this point, it’s practically a trope.

But through my research (and a bit of personal experience), I’ve identified the biggest mistakes people make when setting—and more importantly, sticking to—new goals. So, here are five key tips to help you push past the hurdles and become a goal-scoring machine.

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1

FOCUS LESS ON OUTCOMES AND MORE ON INPUTS. So, let’s say

you want to lose 20kg of body fat by the end of the year. That’s an outcome but not one you can directly influence. Weight loss is a measurement, the result of diet, lifestyle and activity. So, the emphasis needs to be on those inputs. If you changed your goal to eating healthier, exercising most days and being more active, do you think it’s likely you’ll lose weight? Focus on things you can do, not on the outcomes of those things.

2

Kiss broken intentions goodbye with these five game-changing goal-setting tips.

MILESTONES MARK THE WAY! The key to achieving goals is to have wins along the way. The brain likes winning and achieving goals, and achievement is a positive cycle, once you start scoring goals you tend to keep going. This is why including milestones or mini goals along the way can help keep you on the path.

4

FAILURE IS PART OF THE PROCESS. Failing sucks and nobody likes to experience it, and for many it can perpetuate negative self-beliefs and limiting thoughts. However, I’m here to say that failure is pretty much inevitable when tackling big audacious goals. Name anyone who had a perfect road to success in anything. So, what do you do when you fail? You breathe and you don’t make it personal. Forgot to work out today and now the weekly routine is ruined? It happens.

Identify what went wrong, how to avoid it in the future, forgive yourself and get back on track tomorrow.

GET REALISTIC. I’m not a Tony Robbins guy but I do love a quote of his – “people overestimate what they can achieve in 1 year and underestimate what they can achieve in 5 years”. As a former personal trainer, I saw countless fitness ads guaranteeing ‘abs in 6 weeks’ which is either impossible or deeply unpleasant and unsustainable. Why the rush? If you’re setting big goals, that’s great, just make sure you have ample time for life so you’re not cramming. Another great quote to make this point is from Bruce Lee “long term consistency trumps short term intensity”.

52 SO U RCEKI DS .CO M . AU

5

ACCOUNTABILITY IS YOUR MATE. There’s two parts to this. 1. Find ways to measure progress towards your goal and measure it consistently. Not when you think it’ll be a good result, but every day/week/whenever is appropriate. 2. Let certain people know about your journey so they can hold you accountable. It might be your partner, colleagues, whatever, but surrounding yourself with people who want to see you succeed can help you get through difficult times. It can also be galvanising to not want to fail in front of them either.

If I could offer any advice it would be this. I learnt the hard way to NOT chase a life I love. Because we often love things that are bad for us, junk food, alcohol, sleeping in, toxic relationships, etc.

Instead, focus on chasing a life that loves you back. You may not love eating vegetables or exercising, but those things love you. You deserve to be loved by your routine and goals as much as by the people around you. I believe in you. Good luck!

----Tommy Trout, Inclusive-AF, inclusive-af.com

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PLAY FOR OUR FUTURE he world we live in is rapidly changing. It’s so vital that the early years of children’s lives have all the right ingredients to support them to thrive. This of course includes the critical basics of food, housing, safety and education.

It also includes play.

Did you know that Article 31 of the United Nations Convention on the Rights of the Child specifically says that children have the right to play, rest and take part in cultural and creative activities? It’s a call to action to make sure that children in our communities have opportunities to be a part of play activities that are meaningful to them and will set them up for the future.

Instinct tells us that play is good for children. But over the last two decades in particular, science has confirmed it.

Play builds children’s brains.

It supports the development of language, thinking, learning, socialising,

creativity, physical skills, emotional regulation, wellbeing and so much more. You name it, it’s on the list! And all types of play matter – free play, structured play, guided play to name a few. They each contribute something unique to children’s development in a complementary way.

When grown-ups are a part of play with a child, there is the potential for it to be even better. Play is powerful as a foundation for family relationships and connectedness. Parents and carers tell us that they often worry about whether they are doing enough to support their children’s development. The good news is that simply being present, interested and following your child’s lead makes a real difference. Those fun moments of playful engagement send a powerful message to your child that you value and enjoy spending time with them. It has a positive and measurable effect on their development and wellbeing.

Play isn’t just for kids - parents benefit too! Through bonding, oxytocin release

P

T

By Jennifer Kemp, Chief Social Impact Officer Playgroup NSW

Y LA

17-23

and sparking joy to reduce stress, play really is for everyone of every age. And let’s not forget grandparents, too. So, how do we play?

Play doesn’t require you to be an expert or have a range of expensive toys on hand. Your everyday environments and routines contain so many opportunities for fun, creativity, learning and playful interactions. There is also a wealth of information and resources available to spark ideas and build confidence on our website.

The power of play is the secret advantage for children’s futures – and families too. At Playgroup NSW, we are here to support families and children in playing for our bright future.

On 17-23 March 2025, Playgroup NSW will be celebrating National Playgroup Week. To celebrate we are offering families free play resources, workshops, events and so much more. To get involved or check out your local playgroup, visit nationalplaygroupweek.org.au

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Serve and return is a powerful brain builder and you can start this from babyhood.

• Follow your child’s lead by watching carefully for signs that they are “serving to you” - by looking at you, smiling, cooing, reaching, babbling, pointing or kicking.

• Then “return the serve” as soon as you can by smiling back, saying hello, naming the object or action, laughing or whatever feels natural.

Creative play goes beyond toys, you’ve got great tools right at your fingertips!

• Big boxes and clothes baskets can be turned into anything! Cars, spaceships, houses, even puppet theatres.

• Your recycling bin is full of things that can be used to make, build and discover. Just add glue or sticky tape!

• Kitchen cupboards contain a full orchestra of musical instruments such as spoons, spatulas, plastic containers and tins.

• Socks can be puppets, soft balls or matching games.

LET’S GET MESSY Explore the world through the sense of touch and spatial skills TI P 3

Messy play helps children explore and learn about the world through their sense of touch. Pouring, holding, squishing, splashing and stirring teach children about texture, weight, volume and words, such as: • Walking barefoot in puddles, mud and sand.

• Supervised water play using buckets, sieves and spray bottles.

• Getting into nature and exploring leaves, twigs, rocks and dirt.

Lean into your silly side and get imaginative and ask your child why they’ve chosen who to be or why they’ve chosen certain toys!

• Dress up or play as a favourite animal or character.

• Have a tea party with your child’s selected toys.

PLAY YOUR WAY Promote self determination and independence TI P 5

There really is no rulebook when it comes to play! We know there are many moments when being your child’s play partner can feel overwhelming, awkward and let’s name it - not practical. But there are other ways to support play: • Invite children to be a part of what you’re doing.

• Take a coaching role, helping children to find enjoyable play activities to engage in themselves.

• Mindfully incorporate play into everyday routines - bathtime, nappy changes, mealtimes, car trips.

• Small chunks of quality time make a big difference, if a few minutes is all you have, that’s all you need • Attend your local playgroup. It’s a great opportunity for social play with others and for you to meet other adults raising children.

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B AT TING S U L C N I R FO In Queensland, a revolution is taking place on the cricket pitch – with the state’s only All Abilities Cricket program entering its fifth year.

Katherine Granich talks to the program’s founder.

C

ricket has always been a sport deeply woven into the fabric of Australian culture, but at the Valley District Cricket Club in Ashgrove, Queensland, it’s more than just a game; it’s a place of belonging, inclusion, and opportunity. Not only is Valleys the largest cricket club in the Southern Hemisphere – it has over 1500 players, including around 1000 juniors – it’s also the only cricket club in Queensland to host an All Abilities Cricket program.

Karen “Kaz” Willis, the driving force behind All Abilities Cricket

5 6 SO U RCEKI DS .CO M . AU

(valleycricket.org.au/allabilities), created the program in 2021 after realising there weren’t enough opportunities for kids with disabilities to participate in mainstream sport. As a devoted cricket fan and the mother of an autistic son, Kaz couldn’t just accept that. “One day, I was facilitating a junior program, and I saw this little boy trying to get involved,” she recalls. “His mum was pulling him back, saying, ‘No, no, he has autism. He couldn’t possibly.’ And I just thought – why not?”

Kaz teamed up with the Clinton Kempnich, Chairman of the club’s Junior

Management Committee, to put together a plan. Clinton, a special education teacher with over 30 years of experience and a lifelong cricketer, was all in, and the pair started brainstorming ways to modify the equipment and activities for children with various disabilities, both physical and intellectual. The club was also fully on board with support and resources.

But there was little guidance from official cricket bodies. “I called up Queensland Cricket and told them I was going to start an inclusive program,” Kaz says with a laugh. “Their response? ‘Oh, that’s great.

Good luck’” Undeterred, Kaz forged ahead.

All Abilities Cricket runs two programs, both of which are free and provide participants with everything they need – Special Olympics Queensland certified

SPORT

SION

coaches, equipment, and a supportive and truly inclusive environment where everyone’s individual needs are looked after.

For one hour on Friday afternoons in November and February, younger kids and newcomers take part in the four-week All Abilities Program, where the focus is on fun, movement, and adapting the game to individual needs. These smallgroup sessions are especially designed for children with intellectual disabilities.

Kaz describes one of their youngest participants, a five-year-old boy who barely engaged when he first arrived.

“He sat apart from the group, squeezing a ball, rolling it to his mum,” she says. “Now, three terms later, he’s out there batting and throwing with all the other kids.”

On Wednesday nights from October to

December and February to March, the Queensland, but all of Australia. “We have older and more experienced players take to build spaces where kids with disabilities things up a notch at Club Training, where truly belong.” they have their own nets alongside the For players like 16-year-old Kynan, the mainstream senior players. “These guys program has been nothing short of lifewant proper training,” Kaz says. “Batting, changing. His father, Steven, remembers bowling, fielding drills – it’s all about the struggle to find a team where Kynan developing real skills.” felt included. “He loves sport, but Progressing through the two programs, everything we tried just wasn’t quite players have two pathways if they want right,” Steven explains. “Then we found to continue to play cricket at a higher this, and he’s never looked back.” level – via both Special Olympics and Steven and his wife, Elouise, both played Queensland Cricket. cricket as children, and “One of our coaches “We have to build he says that they took it for the Wednesday granted that when spaces where kids for program is actually the they had a child, he’d be with disabilities captain of the Australian able to play, too. “But Inclusion Team, which when you have a child truly belong.” is brilliant,” Kaz says. with special needs, there “And four of our players were selected to are a lot of roadblocks, a lot of things the Queensland Inclusion Cricket Team, that hold you back,” he explains. “Being and competed in the championships in involved in a club where other players are January.” in the same position, and other parents But keeping the program running is understand, makes it so much easier. We a challenge. While the Ashgrove/The never worry that Kynan won’t be included.

Gap Lions Club has been on board from “For Kynan to have an opportunity to the beginning, and regularly send their play and be involved – it’s fantastic. He members along to help out – “They loves saying he’s from Valleys Cricket, were our very first sponsor, and they’re wearing his club shirt, singing the club wonderful” – Kaz admits that for the first song. Feeling like part of the club is so two years, she personally funded most of important to him.” it. “Equipment, training, coaching, it all Kynan has even made a good friend, came out of my own pocket,” she recalls.

Harry, through the program. “He met While All Abilities Cricket now receives someone like him, someone who just gets some sponsorships and small grants, longit,” says Steven. “That’s priceless.” term sustainability remains a concern.

For Kaz, the heart of the program isn’t “What we need is an ambassador,” Kaz just cricket – it’s what happens beyond the muses. “Someone with a platform who can game. “We’ve had kids go to bed in their help us spread the word and get proper Valleys shirts because it’s the first time funding.” they’ve ever felt like part of a team,” she Despite the hurdles, Kaz remains says. “That’s what this is about.” undaunted. She dreams of seeing similar programs rolled out across not just

By Katherine Granich I SSU E 42 | AU T U M N 2025 57

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I SSU E 42 | AU T U M N 2025 61

Your toddler is walking on their toes, should you be worried?

Some children will walk on their toes some of the time… But what if your child walks on their toes most of the time? Or all the time? When should you be worried about your child walking on their toes?

A

child occasionally walking on the balls of their feet can be part of normal development. When children first begin walking, usually between 12-15 months of age, they often try different foot positions including walking up on their toes. However, it is expected that typically developing children will only walk on their toes occasionally. If your child is walking on their toes more than 50% of the time, or is walking on their toes ALL the time, then you should probably have them assessed by a health professional.

WHAT CAN CAUSE PERSISTENT TOE WALKING? Certain underlying health, medical or developmental conditions can cause a child 62 SO U RCEKI DS .CO M . AU

to walk on their toes. These conditions include cerebral palsy, muscular dystrophy, and autism spectrum disorder. These conditions are sometimes diagnosed before the child starts walking. But sometimes the child’s toe walking is the first sign of this medical or developmental condition. If your child is toe walking, it is important that they are screened for these conditions.

Sometimes children with no known health, medical or developmental conditions will also walk on their toes. These children seem to walk on their toes for no known reason, or out of habit. This type of toe walking is

called idiopathic toe walking. Most children with idiopathic toe walking are able to stand flat footed, and are often able to walk flat footed if you ask them to (we call this their ‘Doctor walk’). But when they are not concentrating on their walking, they quickly revert to walking on their toes. Some may walk better when they are in shoes, but when they have bare feet they revert back to their usual toe walking pattern.

Although there is no specific diagnosis associated with idiopathic toe walking, a thorough assessment by an experienced physiotherapist can help to identify

CHILD DEVELOPMENT

underlying reasons why your child might be walking on their toes: •Y our child has sensory differences, and walking on their toes gives them more sensory feedback through the stronger action of the muscles in the leg and the bouncing effect of walking on their toes.

•Y our child has sensory differences, and walking on their toes decreases the sensory feedback they receive through their heel.

•Y our child has persistent reflexes which are causing them to push up on their toes when they walk.

•Y our child has poor core strength, in particular poor activation and strength of their abdominal muscles and glutes (bottom muscles) – as a result, they over use their calf muscles to propel themselves forwards when walking

their brains are creating and refining pathways and connections in the brain. These pathways are laid down in response to what the child is experiencing and practicing. So if your child is learning to consistently walk on their toes, this will reinforce the sensory and motor connections that they are creating at a neurological level. For your child with idiopathic toe walking – walking on their toes becomes normal for them.

Consider this in reverse: I am assuming you walk using a typical heel-toe pattern. You have walked like this your entire life. What if someone suddenly asked you to walk on your toes? You are able to do this when asked. But what if they told you that you have to walk like this all the time now? Can you imagine how hard it would be to do this?

WHY IS IT IMPORTANT TO ADDRESS IDIOPATHIC TOE WALKING EARLY?

WHAT WILL HAPPEN IF I DON’T DO ANYTHING ABOUT MY CHILD’S TOE WALKING?

Between the ages of 12-18 months, most typically developing children will learn to walk independently. At a neurological level, as children are mastering walking,

The answer to this question, according to the current research is “we don’t know”.

Unfortunately, idiopathic toe walking has not been very well researched to date.

Usually, adults who continue to toe walk do not walk high up on the balls of their feet like children do. Instead, they tend to walk using a bouncing type pattern.

Depending on the person, this may or may not be a cosmetic problem for them.

However, theoretically (and also in my experience as a physiotherapist who has seen many children with toe walking), idiopathic toe walking can cause: Contracture of the Achilles tendon – this is when the Achilles tendon gets so tight that the child can no longer get their heels to the ground. Having a tight Achilles tendon is problematic in growing legs. When children grow, their bones grow first, and then their muscles slowly stretch and lengthen to match. But if the calf muscle and Achilles tendon is already tight, it pulls strongly on the growing bone, which can cause pain in the muscle and tendon. This can also mean that the muscle tightness gets worse – which means the toe walking gets worse.

Pain in the feet – this can be due to the feet over stretching as a result of trying to get the heel to the ground or taking excess weight through the ball of the foot.

I SSU E 42 | AU T U M N 2025 63

Normally when walking, we land with our heel first. The heel takes our body weight as we initially load our leg, and then we rock our body weight forwards over the whole of our foot. Children (and adults) who walk on the balls of their feet take all of their weight over the ball of the foot, which contains much smaller bones and many more ligaments. These bones are not designed to take all of our body weight and the ligaments can over stretch in an attempt to get more of the foot in contact with the ground for balance.

Low back pain – this is in compensation for their body weight being forwards when standing and walking on their toes.

Difficulty walking up hills – due to the tight calf muscles and Achilles tendons.

In severe cases, children may have difficulty standing still and going up and down stairs because the do not have the balance when they are so high up on the balls of their feet.

SO, WHAT SHOULD I DO NOW? If your child frequently or persistently walks on their toes, I recommend you to have them seen by a GP, paediatrician, physiotherapist, or podiatrist to screen them for any underlying medical or developmental conditions.

I also recommend having your child assessed by a physiotherapist experienced in idiopathic toe walking, and having this assessment done sooner rather than later. You can expect most success for your child’s idiopathic toe walking if it is treated before the age of 2. It is easier to change your child’s walking pattern at this age, before your child’s neurological pathways for walking on their toes can become well established.

WHAT CAN I EXPECT AT MY CHILD’S APPOINTMENT? At Move and Play Paediatric Therapy, our physiotherapists assess your child to identify the underlying reasons for their

toe walking. From this we will develop an individualised treatment program to address these problems. We use a variety of treatment techniques to encourage children to walk using a heel-toe pattern.

Treatments include exercises and stretches, taping, serial casting, and a few different types of braces. Treatment programs can last from between 4 weeks to many years. The length of your child’s treatment program depends upon how old your child and how severe their toe walking is when treatment starts.

Our overall aim will be for your child to stop toe walking, and to instead use a heel-toe pattern. But the earlier you seek treatment, then the easier it is to fix your child’s toe walking.

----By Emily Hayles – Physiotherapist and Owner – Move & Play Paediatric Therapy – moveandplay.com.au, and author of ‘Braver than you think: How to help your child with a disability live their best life’.

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Money

Management

For children, teenagers, and young adults with disability understanding and managing money can be challenging due to difficulties with impulse control, planning, organisation, working memory, fine motor skills, and specific learning disabilities.

Therefore, these individuals may require more support when developing their money management skills, or adaptations to support their independence.

I

t is also important to note that the financial world is more digitalised than ever. With the majority of us utilising online banking to manage our finances, children not only need to learn about coins and notes but also about contactless payment and online banking.

What skills does a child need for successful money management?

Please consider the safety of the child, including the choking risk when playing with coins and other small objects.

EXECUTIVE FUNCTIONING

Executive functioning skills (or cognitive skills) are important when looking at developing good money management skills, such as planning, problem-solving, FINE MOTOR sequencing, impulse control, Developing a child’s fine and working memory.

Teaching motor skills, such as in hand When seeking to utilise manipulation and pincer money a child is required to children the grip skills supports the plan how much they have value of saving and identify how much items independent sorting and is a crucial use of cash. Encouraging cost, add up the correct engagement in activities in part of money amount of cash and the value which a child must pick up, of multiple items, identify management. problems, and solve these manipulate, and sort small objects, helps to develop the problems (i.e. not having fine motor skills they will need. enough money and choosing what to buy/ not buy). You can support Activity ideas/ games: this by: • Using tongs and tweezers to pick up pom • Playing games that require working poms or other small items develops hand memory (matching games or the strength. shopping list game).

• When playing Connect 4 place the coin • E ncouraging problem-solving by into the child’s palm and have them allowing your child to identify and move the coin to the tip of their fingers attempt to problem solve on their own. without using their other hand or a • Providing opportunity for decision stabilising object. making e.g. provide a small amount of • Threading and beading activities money and support your child in making develop in-hand manipulation skills and choices between items. strengthen a child’s pincer grasp.

• Break down the steps and form a list or visual schedule to support sequencing.

6 6 SO U RCEKI DS .CO M . AU

What about the maths?

For some children the mathematics required to add coins to the correct amount, understand receiving change and budgeting can be difficult and it’s important that support is provided to not only develop these skills but also adapt money management for the child, depending on their needs. For children with difficulties with fine motor skills or for children who have difficulties understanding how to count the correct amount of money out, a debit card when developmentally appropriate may be a better option to support their independence.

Tips to build money management skills STARTING THROUGH EXPLORATION Teaching children about money can start at a very early age, beginning through the simple exploration of coins and notes.

This exploration allows a child to become familiar with the different types of money, including their size, shape, value and colour. You can do this by: • Placing coins into a sensory bin with rice for the child to find.

• Using cardboard to make a coinmatching activity where the child must slot the coins into the correct hole.

• Placing coins into a Ziplock bag with some clear glue and have the child sort the coins using their fingers (we suggest

taping the bag closed so the child can’t by introducing the concept of “saving for open it). later” in a tangible and engaging way.

Once a child is engaging in pretend This helps them understand the difference play, playing games like shop allows a between immediate spending and delayed child to explore the concept that money gratification. Here are a few tips: is exchanged for a good. This can be • Create a savings goal: Work with your expanded to exchanging money for a child to set a simple and achievable goal, service; incorporate the child’s interests such as saving for a new toy or a special i.e. for a child who likes dolls set up a outing. Use visual aids like a chart or jar dolly spa! Furthermore, where they can see their children learn from progress as they save.

Once a child watching and experiencing • Introduce the concept is engaging different situations, such as of needs vs. wants: Use in pretend watching their parents pay everyday examples to discuss for groceries. If able, give the difference between play, playing your child the money and things they need (e.g., lunch) games like shop and things they want (e.g., get them to give it to the allows a child a treat). Encourage them cashier to involve them in the transaction. Alternatively, at to explore the to allocate money towards the self-serve checkout, get needs first, and then save for concept that them involved in scanning wants. money and paying for the groceries.

• Make saving fun: Use a clear piggy bank or is exchanged DISTINGUISHING savings jar where they can for a good.

VALUE physically see their money Once a child understand that grow. Alternatively, for money has value, they can then develop older children, open a kid-friendly savings their understanding that different coins account and show them how to track their and notes have different levels of worth. savings digitally.

Begin with sorting coins and talking about how many of each coin you need to make Online banking and the same amount e.g. 2x 50c pieces is the cashless payments same as a $1 coin.

It’s also important to consider that In today’s world, many of us utilise different items have different levels of value electronic banking. Thus, for the children e.g. an apple vs a TV. When engaging in of this generation, their world will likely pretend play, try and value items relevant be relatively cashless. There is a new need to each other e.g. a banana is cheaper than for children to be educated about online a large toy. For slightly older children, banking, credit cards, debit cards, and when shopping use examples like 5 apples even concepts such as contactless payment. cost the same as 1 packet of chips to help Educating children about how these develop their understanding. Another systems work is crucial to support their way to support this is by giving the financial literacy and independence. You child a small amount of money and then can do this by: supporting them to decide what they want • Utilising online banking programs to spend it on e.g. 1 more expensive item or for kids such as ‘Spriggy’ which 5 cheaper items. provides children’s bank cards with online banking accounts that support LEARNING ABOUT SAVINGS budgeting and can be a helpful tool for Teaching children the value of saving is a children entering the world of online crucial part of money management. Start banking.

Resources The following resources support children and teens in learning about money and developing their financial literacy.

Big W Play Australian Money bigw.com.au Kmart cash register toy kmart.com.au Spriggy bank cards and online banking for kids spriggy.com.au

ONLINE GAMES crackerjackeducation.com.au/ resources/loose-change/ topmarks.co.uk/money/toy-shopmoney/aud aplusteacherclub.com.au/ collection/australian-coinsinteractive-game/ If you are concerned or are unsure how to support your child in developing their financial literacy, please speak to your child’s therapist, or contact Occupational Therapy Helping Children at 0299 133 823 or hello@occupationaltherapy.com.au

Individuals with disability are statistically more likely to be the victim of online scams. Therefore, it is important that individuals are educated and aware of the different types of scams that can occur, such as scam emails promising employment, phone calls about lottery wins and others. For individuals who are at risk, setting up a system with a trusted person can ensure the individual is safe and not passing on their personal details or pin codes to scammers.

Occupational Therapy Helping Children is a specialist team of occupational therapists in Sydney’s Frenchs Forrest dedicated to helping children thrive, offering one on one supports, as well as parent workshops and teacher training sessions. occupationaltherapy.com.au I SSU E 42 | AU T U M N 2025 67

Bringing you tips and advice about your assisitive technology from Australia’s leading professionals.

TRIALS OF EXCELLENCE Achieving the Best Outcomes from Your AT Trials

L

iving your best life sometimes requires a little extra support.

Whether it’s assistance with daily activities, mobility, or independence, the right Assistive Technology (AT) can make a world of difference.

To ensure the best possible outcomes, a thorough trial process is essential. A wellplanned AT trial helps determine the most suitable equipment for your needs. This process involves four key steps: Planning, Research, Assessment, and Trials.

PLANNING Start by identifying your needs and setting clear goals. What do you want to achieve with your AT? Keeping these goals in focus will make the decision-making process easier, as you can evaluate each option based on how well it meets your objectives.

Schedule an assessment with your 6 8 SO U RCEKI DS .CO M . AU

therapist, who can provide expert guidance on the best options for you. Their input is crucial not only for selecting the right equipment but also for preparing reports for any necessary funding applications. Additionally, discussing potential challenges or barriers you may face will help create a proactive plan for overcoming them.

RESEARCH Gather as much information as possible about available AT solutions. Explore online resources, talk to your therapist, attend AT expos, and visit local suppliers with knowledgeable product specialists.

These steps will help you gain a better understanding of the features and benefits of different equipment options.

ASSESSMENT A thorough assessment with your therapist ensures that all necessary factors are

considered before trialing equipment.

Ask yourself: • What tasks do I want to accomplish?

• What level of support do I need, and where? Your therapist will determine what supports or features are essential for your postural/balance support, movement support, pressure relieving needs, sensory needs, comfort of use and

ASSISTIVE TECHNOLOGY

requirements change can save time and resources in the long run.

TRIALS

optimal function.

• What are my non-negotiables in terms of comfort and functionality?

AT selection often involves compromise, so knowing what matters most to you will help keep your trial focused on finding the best fit. It’s also a good idea to discuss potential future needs—choosing equipment that can adapt as your

To make the most of your AT trial, follow these key steps: • Have the right equipment available.

Work with your therapist and AT provider to ensure suitable options are on hand for testing.

• Consider backup options. If possible, trial multiple solutions at the same time to compare and make more informed decisions.

• Keep an open mind. The best solution might not be what you initially expected, so be willing to explore different options.

• Provide honest feedback. AT is highly individualised, and what works for someone else may not be right for you.

Clear communication with your team is essential to finding your best fit.

SUMMARY By planning with your goals in mind, researching options thoroughly, and assessing your needs carefully, you can confidently navigate your AT journey.

A well-executed trial process leads to an informed choice, ensuring that you can truly Live Your Best Life.

This article was written by a physiotherapist and Clinical Educator at APEX Mobility, an importer of configured rehabilitation assistive technology for children and adults with complex needs. APEX Mobility works with trusted resellers of scripted AT across Australia and New Zealand, and can refer you to a supplier near you. Learn more at education@apexmobility.com.au.

I SSU E 42 | AU T U M N 2025 6 9

Watches and Reads

Books and shows on our radar right now…

I DON’T DO DISABILITY, AND OTHER LIES I’VE TOLD MYSELF

MY DISABILITY ROADMAP

A raw and intimate portrait of family, love, life,

My Disability Roadmap is a New York Times

relationships, and disability parenting through

Op-Doc directed by Samuel Habib, a young man with

the eyes of a mother to a daughter with Down

cerebral palsy, and his father, Dan Habib, an acclaimed

syndrome.

documentary filmmaker and disability rights advocate.

With the arrival of her daughter with Down

The short film follows Samuel as he navigates the

syndrome, Adelle Purdham began unpacking

challenges of adulthood as a disabled person, including

a lifetime of her own ableism.

pursuing independence, finding meaningful work, and

In a society where people with disabilities

exploring romantic relationships.

remain largely invisible, what does it mean to

The short documentary highlights themes of

parent such a child? And simultaneously, what

self-determination, inclusion, and advocacy while

does it mean as a mother, a writer, and a woman

challenging societal stereotypes about disability. It has

to truly be seen?

been praised for its authenticity and Samuel’s engaging

The candid essays in I Don’t Do Disability and Other Lies I’ve Told Myself glimmer with humanity

perspective, making it both an inspiring and educational watch for viewers of all abilities. nytimes.com

and passion, and explore ideas of motherhood, disability, and worth. amazon.com.au

The Faris Scholarship Waterproof Accident Undies for Day & Night Protection ✅Full waterproof outer, keeping clothing dry and accidents discreet.

Feel the wet for sensory feedback.

Adjustable absorbency to suit your child’s needs.

Sensory friendly Bamboo Cloth Lining.

Unisex style with sizes up to 30kg.

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,

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

The Faris Scholarship

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

connect@kidsaroo.com.au

kidsaroo.com.au

70 SO U RCEKI DS .CO M . AU

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, 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 • Child does not yet have access help their child. to NDIS funding, but might be • Child does not yetawaiting haveapproval. access to NDIS • Child has motor developmental funding, but mightdelays. be awaiting approval.

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

Apply at timmermansmethod.com.au/faris

WATCHES AND READS EVERY BODY: A CELEBRATION OF DIVERSE ABILITIES

SQUARE ME, ROUND WORLD Square Me, Round World is an illuminating collection of seven short stories that perfectly capture the essence of growing up feeling different.

We have different

Written by an Autistic/ADHDer psychologist, this

ways to move around.

book delves into the unique experiences of those who

Celebrating children of

navigate life as square pegs in a world of round holes.

different abilities, this

The stories shine a light on the common experiences

photographic book from

of Autistic and ADHDer individuals, reminding us all

a National Geographic

that being different isn’t less—it’s just different. And

photographer presents

sometimes, it’s brilliant. amazon.com.au

large, clear images of children moving around their community, using scooters, wheelchairs, walkers, and more.

HEADLINERS

The text presents their

Headliners is a five-part Australian television series that

experiences navigating

premiered on ABC TV on November 19, 2024.

the world, from the park

Hosted by musician and advocate Elly-May Barnes (daughter

to the beach, in simple

of Jimmy Barnes), the show follows the formation of two bands

relatable language. Every

composed entirely of musicians with disabilities. Mentored by

Body celebrates children

artists Tim Rogers and Ella Hooper, the bands—Together With

with varying abilities,

Strangers and Sync or Swim—prepare for a live performance at

covering neurological

the Mundi Mundi Bash music festival. The series spotlights the

differences, physical

talents of disabled musicians and addresses challenges related

differences, and health

to inclusion and accessibility in the music industry. Headliners is

challenges.

available for streaming on ABC iview. iview.abc.net.au

amazon.com.au

Easy-grip Feeldom Signature Zipper Rings

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Stylish adaptive gear 5-year warranty

• unisex onesies to help keep wandering hands out of nappies & pants • deters inappropriate undressing & other challenging behaviour • range includes back-zips & tummy access styles for tube feeding • available in sizes for kids & adults (great for aged care)

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• swimwear, bibs, bandanas & bedding protection also available

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I SSU E 42 | AU T U M N 2025 71

STANDERS Take a look at what’s out there right now to support upright postures in children with mobility issues.

KEY

BANTAM STANDER C ( S U P I N E & S I T T O S T A N D)

Y

Manufacturer: Easy Stand Supplier: RTD Australia Weight: Up to 91kg Height: Up to 168cm • A unique standing frame for children which combines the convenience of a sit-tostand stander with the additional functionality of a supine stander.

• T he combination allows the child to be positioned in an infinite number of positions.

• Available in three sizes.

S M A RT S T A N D E R Manufacturer: Akces-Med Supplier: APEX Mobility Weight: Up to 95kg | Height:

C

S T A N DZ STANDER

Y

Manufacturer: Jenx

AVA I L ABL E I N 2 SIZES

Supplier: Medifab Size 1: Weight up to 45kg, Height up to 138cm Size 2: Weight up to 70kg, Height up to 160cm • A versatile standing system available in 2 sizes designed for children between the ages of 1-14 years old.

• Jenx Standz offers functions and accessories that are appropriate from very small children, right through to older, taller, heavier, and stronger users.

• B oth sizes of Standz offer the option for prone or supine standing positions and accommodate for abducted or neutral leg positioning.

72 SO U RCEKI DS .CO M . AU

Up to 200cm • A sturdy upright standing frame that provides many benefits including the user adopting an upright position which is safe and comfortable and highly supportive.

• B oth chest and pelvic braces adjust to a person’s body to assist with an upright position with generous room for growth, sizing and adjustment options.

• Smart Stander is suited to a range of conditions.

C Y

C

Children

Y

Youth

A

Adults

PRODUCT REVIEW

C Y

MINI STANDY Manufacturer: Ormesa Supplier: APEX Mobility Weight: up to 55kg Height: up to 150cm • Tool free and ease of adjustments.

• Growth adjustment.

• Manoeuvrable frame.

C

HORIZON

Y

Manufacturer: Leckey Supplier: Sunrise Medical Weight: Up to 100kg Height: Up to 71cm • Robust, durable 3-in-1 combination stander offering prone, upright and supine positioning.

• Innovative design facilitates easy and safe transfer of users.

Horizon’s power tilt is easy to control and simple to use. No effort required.

C

RABBIT UP

with plenty of growth and

Y

Manufacturer: R82 | Supplier: Etac

adjustment included to support

A

• Individually adjustable chest, hip and knee supports and footplates

changing needs.

Weight: Up to 70kg | Height: Up to 180cm • A standing frame that supports an upright or prone standing position.

• A truly adaptable stander as it offers the users the freedom to explore using the two optional driving wheels.

Mobility & Equipment 2024-2025 eGUIDE

C Y

ELLA STANDER Manufacturer: Timo

WHAT HAPPEN S AT A PRODUC T FITTING ?

Supplier: APEX Mobility

& NDIS PLANS ASSISTI VE TECH

Weight: Up to 80kg | Height: Up to 180cm • T he frame adapts easily into the most demanding needs related to standing.

Increasing muscle tone, stretching the muscles, strengthening the bones and

WRITING

From beds & bikes to standers & strollers, wheelchairs, walkers and more!

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ligaments.

• T his 3-in-1 stander can accommodate full range from supine, through to upright and prone standing.

• A supremely adaptable stander with smart ergonomics and easy setup.

Have you also checked out Mobility & equipment eguide? sourcekids.com.au/atguide

I SSU E 42 | AU T U M N 2025 73

KEY C

Children

Y

Youth

A

Adults

C

SUPINE STANDER

Y

Manufacturer: Jenx

A

Supplier: Medifab Weight: Up to 100kg | Height: Up to 190cm • Robust standing support that offers comfort and safety whilst standing.

• Easy to use standing solution, offering unrivalled support and safety. Suitable for children standing in a supine position from around 9 months right through to adults of up to 100kg.

• Every size of Supine Standing frame

B U I LT-I N S PI N E

can be fully reclined to a horizontal position with all support removed, minimising transfer time and manual handling risks to the child and carer.

C

BAFFIN AUTOMAT IC

Y

Manufacturer: Liware

A

Heigh: Up to 170cm • T he stander which delivers excellent supine,

• S tander & indoor seat in one product.

prone and upright

• Innovative systems of the buil-in ‘spine’, side supports and

positioning for children

pelvic correction.

with moderate to complex

• Highly adjustable to suit individual needs. The Baffin Automatic

needs.

multifunctional device is designed for standing and sitting.

• Unique leg positioning

Baffin Automatic, thanks to the innovative systems of the

system supporting lower

built-in ‘spine’, side supports and pelvic correction is an

limb contractures.

excellent tool. It facilitates changing the patient’s position to a sitting and upright position.

ZING STANDER Manufacturer: Easy Stand

SUPINE STANDER

C

Manufacturer: Rifton

Y

Supplier: RTD Australia

Supplier: APEX Mobility,

Weight: Up to 70kg

A

medix21 Australia

Height: Up to 152cm

Weight: Up to 113kg

• T he Zing MPS is a true

Height: Up to 182cm

multi-position stander

• Supine Stander is ideal

which allows supine,

for the classroom,

vertical and prone

whilst providing many

positioning without

therapeutic benefits

transferring the user.

including head support

• L eg abduction with a true pivot point from the hips, promoting alignment in the hips, knees and feet.

• W ide range of

with partial weightbearing.

• T he vertical height adjustment makes transfers easier and

configurations available

provides versatility,

to suit all client needs.

adapting to the needs of many different students.

• Optional components are available to tailor the standing frame to individual positioning needs.

74 SO U RCEKI DS .CO M . AU

Manufacturer: Leckey Weight: Up to 60kg

Weight: N/A | Height: N/A

Y

MYGO STANDER

Y

Supplier: Sunrise Medical

Supplier: Alivat

C

C

PRODUCT REVIEW

EASY TO MAKE A DJ US T M E N T S C Y A

PRONE STANDER Manufacturer: Rifton Supplier: APEX Mobility, Medix21 Australia Weight: Up to 200kg Height: Up to 72cm • Optional

S Q U I G G L E S+ C Manufacturer: Leckey Supplier: Sunrise Medical Weight: Up to 22kg | Height 110cm • Squiggles+ builds on the best of the much-loved Squiggles Stander.

• The anatomically correct abduction offered by Squiggles+ stabilises the joint and provides optimum loading for early hip joint development.

• 60° of hip abduction can be achieved bilaterally in prone, upright or supine.

components enable therapists to customise the supports to a client’s needs.

• W hen vertical, the Prone Stander’s footboard is almost at floor level, making transfers easy.

• Adjustments are easy to make.

C

MONKEY STANDER Manufacturer: Jenx Supplier: Medifab Weight: Up to 25kg Height: Up to 90cm • A simple, yet highly adjustable standing system that provides prone to upright positioning for children from 9 months to 4 years.

C

• Specifically designed for

MEERK AT Y

younger children, it offers

Manufacturer: R82 | Supplier: Etac

adjustment, can go from

Weight: Up to 80kg | Height: Up to 180cm

upright at 90 degrees

• D ynamic standing to encourage the

all the way down to 20

child’s freedom of movement.

• A ll supports are intuitively easy to

smooth and easy angle

degrees prone.

• T he wide-angle range

use and adjust, making life easier for

is the perfect way to

parents and carers.

gradually build tolerance

• Available in three sizes with growth adjustable accessories.

to standing as part of a therapy program.

I SSU E 42 | AU T U M N 2025 75

Y

E V O LV E S T A N D E R A Manufacturer: Easy Stand Supplier: RTD Australia Weight: Up to 159kg | Height: Up

COME AND TRY! Most of these products will be on display at our expos: sourcekids.com.au/ disability-expo

to 208kg • One of the most supportive and comfortable sit-to-stand standers available.

• T he modular design ensures the Evolve is functional for many

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different users, however when more support is needed a wide variety of positioning options can be added.

*Chat to a product specialist about your child’s individual needs

• A llows for full extension at the hips and knees for those with sufficient range of motion (ROM) and full weight-bearing on the long bones of the legs.

M U LT I S T A N D E R Manufacturer: Jenx

C Y

Supplier: Medifab Weight: Up to 35kg Height: Up to 160cm • Supine, prone, & upright standing frame available in 2 sizes, suitable for children from around 9 months right up to 13 years.

• Ideal for growing children and in multiuse environments where adjustments to the supports need to be made easily. This is achieved with tool-free adjustments.

• Provides 3-in-1 positioning in both neutral or abducted standing for children with moderate to complex needs. Abduction accessory is only available for size 1. The Jenx Standz is recommended to achieve abduction for larger children.

MOBILE STANDER

C

Manufacturer: Rifton

Y

Supplier: APEX Mobility, Medix21 Australia

A

Weight: Up to 70kg Height: Up to 180cm • A mobile prone stander, makes it easy – even for those with no weight-bearing ability.

• Rolls easily and supports standing mobility from non-weight-bearing to full weight-bearing.

• Skill building in action, a way to strengthen motor skills and work toward independent standing.

SUPPLIERS

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

76 SO U RCEKI DS .CO M . AU

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