Source Autumn 2026

Magazin e

FOR K ID S, T EENS + YOUNG A DULT S The role of FUNCTIONAL

Pr od uc ts

CAPACITY ASSESSMENTS

Mealtime aids Vertical play Seating + positioning

Mealtimes without meltdowns

Thriving Kids

Caleb Ri xon

WHAT WE KNOW SO FAR

ISSUE 46 / AUTUMN 2026

survivor, not victim

Tu bie lif e A parent’s perspective + Tube feeding resources

BLACK SOCIAL MEDIA BLACK SOCIAL MEDIA BLACK SOCIAL MEDIA BLACK SOCIAL MEDIA LOGO COLLECTION LOGO COLLECTION LOGO COLLECTION LOGO COLLECTION

BLACK SOCIAL MEDIA BLACK BLACK SOCIAL MEDIA BLACKSOCIAL SOCIALMEDIA MEDIA LOGO COLLECTION LOGO COLLECTIONLOGO LOGOCOLLECTION COLLECTION

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70

HELLO

Autumn always feels like a moment to pause and regroup. The year is underway, routines are settling, and many families are navigating the realities of school, therapy, supports and everyday life. At Source, we know that behind all of this are the small wins, the challenges, and the incredible resilience that families show every day.

In this Autumn issue, we explore some of the real and often complex experiences families face, particularly around feeding, mealtimes and navigating supports. Our feature on “Tubie Life” shares a parent’s perspective of raising a child who is tube fed, alongside a collection of practical resources and communities that support families on this journey. We also take a closer look at mealtimes without meltdowns, sharing strategies and insights that can help make one of the most challenging parts of the day feel a little easier.

For many families, understanding the systems around disability supports can feel overwhelming. In this issue we unpack functional capacity assessments – what they are, why they matter, and how they can shape the supports a child receives through the NDIS. We also take a look at the evolving conversation around Thriving Kids and what we’re learning so far.

Alongside these practical topics, we share stories of strength and perspective. You’ll meet Caleb Rixon, who describes himself not as a victim of stroke, but a survivor, and is now using his experience to connect and empower others living with acquired disability. His story is a powerful reminder of the role identity, language and community play in shaping how we move forward after life-changing events.

Throughout the magazine you’ll also find ideas and products designed to support everyday life, from mealtime aids and feeding supports to equipment that encourages vertical play, positioning and movement, helping children explore and participate in the world around them.

As always, our goal is to bring together lived experience, expert insight and practical tools that support families wherever they are on their journey.

Thank you for continuing to read, share and be part of the Source community.

Emma x

20 Contents AUTUMN 2026 30

We love

The ABCs of FCAs

8

32

From lunchbox

Caleb Rixon: not a

woes to lunchbox

victim - a survivor

heroes

37

12

Confidence in the

58

Tubie life

classroom

Play, reach, grow

16

44

62

Tube feeding

Navigating before

Products: up, up

resources

and after school

and play

care for children

18 Mealtimes without the meltdowns

with autism

HEAD OF SALES & BUSINESS DEVELOPMENT Matthew Rainsford, matthew@sourcekids.com.au 0409 418 362

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4 SO U RCEKI DS .CO M . AU

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

aesthetics matter in

Therapist tips: the

early intervention

daily disconnect

equipment

50

70

Monique Power:

Cooking with

Silent screams

confidence

Autumn, a season

52

72

of coming home

Family apps that

Watches & Reads

20 Products: mealtime helpers

24 Bec Glover:

make healthy

26 NDIS: Thriving

habits fun

74 Product review: seating and positioning

M a g azi n e GRAPHIC DESIGN Emma Henderson

68 Source AT files: Why

48

kids latest

CONTENT EDITOR Nicole Davis

32

5

62 Editorial and advertising in Source Kids is based on material, written and verbal, provided by contributors and advertisers. No responsibility is taken for errors or omissions, and opinions expressed do not necessarily reflect those of the publisher.

All material in Source Kids is subject to copyright provisions. No part of this publication may be reproduced without written permission by the publisher.

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I SSU E 46 | AU T U M N 2026 5

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U N F O ( F O OT W E A R F O R C O R R E C T I O N ) The Universal Neonatal Foot Orthosis (UNFO) is a gentle, baby-friendly brace that helps correct Metatarsus Adductus (MTA), sometimes called Metatarsus Varus or Forefoot Adduction. Designed to be safe and easy to use, it offers a less stressful alternative to traditional methods like serial casting, supporting your little one’s foot development with comfort and care. wellandable.com.au

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I SSU E 46 | AU T U M N 2026 7

FROM LUNCHBOX WOES TO

LUNCHBOX HEROES

8 SO U RCEKI DS .CO M . AU

FOOD & NUTRITION

How Responsive Feeding helps neurodivergent kids eat at school

By Rachel Zabel, Paediatric Dietician

L

ike many other autistic children, Emily* often finds it hard to get food into her tummy. Her sensory processing difference is the main culprit, though anxiety and other factors also play a role. Like many of her neurodivergent peers, Emily has a short list of ‘safe’ foods, and smelling, tasting, or even touching other foods feels really stressful for her. The clinical term for Emily’s condition is “Avoidant Restrictive Food Intake Disorder”, or “ARFID”, which essentially means that Emily will only eat a small number of foods from her safe list, and there are times when she won’t even do that. Emily’s parents navigate her condition as best they can at home, but when Emily started school, things got more complicated.

Many of us have been on the receiving end of well-intentioned but uninformed comments about our children’s lunchboxes.

In an ideal scenario, we’d pack a rainbow of nutritionally balanced foods and our children would eat them. Instead, we send the same ‘safe’ foods each day, with no guarantee they’ll even be touched, and they’re often foods that many would deem unhealthy. Some schools try to restrict lunchbox contents to a list of approved ‘healthy’ foods, but for kids like Emily, this can be really harmful. When teachers say, “Eat your sandwich first,” or “Oreos are too unhealthy for school, so please don’t bring them again,” Emily is likely to simply not eat. Her food anxiety spikes, school refusal can emerge, her relationship with food worsens, and she experiences guilt, shame, and embarrassment.

As a paediatric dietitian who specialises in feeding therapy for children like Emily,

I’m far too familiar with the lunchbox woes my clients face every day. As the mum to my own “Emily”, I also know how hard it is to fight this battle continually.

From both a clinical and personal perspective, we now know that Responsive Feeding can work wonders for kids like Emily, and it’s based around eight key principles: • Feeling safe and regulated • Internal motivation • Autonomy • Skill and competence • All behaviour makes sense • Attachment and connection • Mealtimes are more than just food • Health is broader than just what you eat.

Many of us come from generations that only knew how to use behavioural strategies to create compliance. Rewards and praise (sticker charts and prizes), negative reinforcement (no dessert until you’ve eaten all your peas), and escape extinction (stay at the table until everything is eaten), are the most common.

Unfortunately, they’re also the most I SSU E 46 | AU T U M N 2026 9

FOOD & NUTRITION

detrimental, especially for kids like Emily.

We now know that for Emily to be able to eat, she first needs to feel safe, calm, and in control. She needs her own internal motivation, that feeling of wanting to eat, and behavioural strategies take this away.

Emily has the right to choose what and how much to eat, and as parents of our own Emily, we need to follow a division of responsibility that supports this. It’s our job to decide what food is available and when, and it’s Emily’s job to decide what and how much she’ll eat from what’s on offer. Kids do well when they can, so it can really pay to dig deeper into why our child is restricting their food intake.

Mealtimes are about more than just food, and so is overall health. When we cast our nets further than just “eating for physical sustenance”, we discover family, culture, connection, socialising, and mental, spiritual, and emotional wellbeing.

All of these factors contribute to a child’s ability to eat, and when they’re not being nurtured, our child’s food intake is likely to suffer.

Knowing that kids like Emily need a Responsive Feeding approach instead of a behavioural one, how can we navigate school mealtimes when we’re not there to educate staff and/or advocate for our children’s needs?

KEEP SCHOOL IN THE LOOP As parents and caregivers, it’s our responsibility to ensure that school staff understand our child’s food-related needs. Your school likely already has accommodations and documentation in place, such as a personalised support plan, and if feeding is a challenge for your child, it needs to be explained and included. Be specific when educating your school about Responsive Feeding and what that should look like for your child. List the “dos” and “do-nots”, and make sure they are well documented.

GET THE KIDS INVOLVED Encourage your child to be involved in packing their lunch, as much as they are able to. This reinforces the division of responsibility, gives your child autonomy, improves their skills and competence, and keeps you in the loop with their current needs and wants.

While I have created official “Dr Rachel/Fun Family Food” lunchbox communication cards (which you can access at - fun-family-food.kit.com/products/ mlr-communication-cards), the principle can still be implemented without them. These are laminated cards that go inside your child’s lunchbox and communicate on your, or your health practitioner’s, behalf.

The cards might say things like, “I have a disability that affects my eating, and I do well when I am allowed to choose what and how much I eat,” or “Please refer to my personalised support plan to learn how to support my eating needs at school.”

They take the responsibility off your child, educate staff about your child’s needs, and help maintain Responsive Feeding at school.

When it comes to restricted eating, feeling safe, secure, and in control is the most important thing. Anything we can do to support this at school can help our children gradually overcome their feeding challenges and blossom into happy, healthy adults.

---By Rachel Zabel, Paediatric Dietician

Dr Rachel supports families in her Responsive Feeding practice Fun Family Food. She has a free Facebook group called “Dr Rachel’s Feeding Kitchen for Neurodivergent Families’ which is a safe, supportive space for all families with complex feeding journeys. You can follow Rachel on social media at @dr.rachelfeedingkids and learn more at funfamilyfood.com.au

10 SO U RCEKI DS .CO M . AU

Use the QR code to visit Rachel’s Facebook group

*EMILY IS A FICTIONAL CHILD WHO REPRESENTS MANY OF THE CLIENTS I SUPPORT IN MY PRACTICE.

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TUBIE LIFE It might feel like it at first, but tube feeding is not the worst-case scenario. There are good points, too, says Katherine Granich.

F

or many parents, being told your child needs to be fed via tube can feel like a shock, and like failure. A feeding tube is a visible signal that something isn’t working quite right, and that medical intervention is now “in charge” of one of the biggest parts of life: Eating.

It’s no wonder that tube feeding is such an emotionally charged topic.

Feeding is one of the first skills babies learn. And eating is a huge part of our everyday lives, as we plan our days around meals, share birthday cake, chat over a cuppa… Food is a source of joy and comfort, a reason to gather together, and there are many life milestones and rituals attached to food.

And when that part of life is restricted or significantly changed because tube feeding is necessary, parents (and children) can feel very disappointed, frustrated, and let down. It’s okay if you feel sad or upset, or you are grieving what you thought feeding your child would look like.

TUBIE OR NOT TO BE My daughter’s tube-feeding journey started when she was two weeks old, and she’s gone through just about every kind of tube feeding there is. When it came to enteral feeding – that’s the medical 12 SO U RCEKI DS .CO M . AU

term for tube-feeding the gastrointestinal tract – she started with a nasogastric tube (NG-tube), then progressed through (in no particular order) nasoduedenal (NDtube), nasojejunal (NJ-tube), gastrostomy (G-tube), jejunostomy ( J-tube), and gastrostomy-jejunostomy (GJ-tube).

She also had a short stint on parenteral nutrition – intravenous feeding, which can be partial (PPN) or total (TPN), which for my daughter meant feeding via a central line.

When it came to enteral feeding, her feeding tubes went to various places, depending on her needs at the time – sometimes directly to her stomach, sometimes to her duodenum (the first part of the small intestine, just past the stomach), sometimes to her jejunum (the second part of the small intestine). She

sometimes had several different kinds of feeding tubes at once, inserted and taped to various parts of her body.

In those early days, tube feeding felt intimidating and sometimes overwhelming. My daughter’s skin got irritated from the tape, so we spent a lot of time trialling different methods of securing her tubes. She loved to grab and pull on them – sometimes yanking them out! – so we also spent a lot of time back and forth to hospital getting tubes reinserted. (Some parents learn to successfully reinsert their children’s feeding tubes at home, but my daughter’s medical condition meant we needed to visit hospital every time a tube came out, so we had a go-bag packed and by the front door at all times!)

Some of my daughter’s tube feeds were done via gravity, with the feed – formula or pureed food – poured into a container and “hung” above the feeding tube to slowly drip down the tube. Some feeds were “pushed” with a big enteral syringe – this is a special syringe that screws on to the end of a feeding tube, and doesn’t have a needle – and I would slowly depress the

FOOD & NUTRITION

T op 3

TUBEFEEDING TIPS

pads – soft fabric 11. Tubie pads with snaps on them

sleeping through the night far earlier than her older siblings ever did, as her tummy was full.

Outings were very manageable because feeding on the go was actually quite easy.

The feeding pump was small and portable.

I got a special insulated backpack that could contain the pump and bottle, and the tube was threaded discreetly through a hole in the bottom and up under my end of the syringe, one ml at a time. Once daughter’s shirt to her MIC-KEY button my daughter’s body learned to tolerate (the device in her stomach that the feeding the feeds, we used a feeding pump, which tube hooked up to). could be set to deliver her formula at a After several years of tube-feeding, certain rate and over a certain time. my daughter did learn to eat orally, with It was a learning curve, lots of feeding therapy and but we had excellent and I wanted to get SLP/OT/dietician help. But experienced nurses in with the feeding tube, a T-shirt printed I didn’t have to worry about hospital who answered my millions of questions. And I with the answers what or how much I was joined several tube feeding to the frequently feeding her. It probably support groups online, to ask sounds a bit lazy, but we were asked questions overwhelmed with medical for advice and learn from other parents. They became appointments and therapies we regularly my best source of info and and interventions, so having received. help, especially at 3am when nutrition “handled” was a the feeding pump was beeping annoyingly blessing. The feeding tube gave us space to and I didn’t know how to stop it! work on other things.

Sometimes having a feeding tube was A BELLY WITH MORE THAN actually awesome. When my daughter ONE BUTTON was sick, we never had to fight to get Overnight feeds became one of the benefits medication into her – we’d just pop it down of tube feeding that I didn’t anticipate. the tube. A little dehydrated and won’t The “middle-of-the-night feeds” were drink? Tube-feed some water. Stuck in simply me getting up to change the bottle traffic on a holiday weekend away? Get of formula on the feeding pump. I was the feeding pump going while she was still bleary-eyed, but I got used to it, and strapped into her car seat. The feeding my daughter often slept right through pump was very convenient at times, and the bottle change. As a result, she started I was grateful for it.

– can work better than disposable dressings between a mic-key button/stomach tube bumper and skin. Check your local tube-feeding support groups for recommendations of suppliers.

carry a tube22. Always feeding emergency kit

with spare equipment.

You never know when a tube might be pulled out or the feeding pump battery might be dead and you suddenly need to gravityfeed!

your child is able, get 33. Ifthem to help with feeds

and with tube cleaning and care. It will help them to become more comfortable with their feeding tube and also will help them to learn to self-advocate over time.

THE BEST ADVICE The hardest part of tube feeding was other people’s reactions. Ranging from “Why does she need a feeding tube?” from nosy strangers to “Have you tried xyz?” from well-meaning relatives, sometimes I wanted to get a T-shirt printed with the answers to the frequently asked questions we regularly received.

The simple truth was that tube-feeding saved my daughter’s life, and kept her alive, as her medical condition meant she couldn’t take in enough calories to sustain her life. It was not a failure. It was not “giving up”. It was giving her body and her life the best option possible, and that is the most important thing to remember.

---------By Katherine Granich I SSU E 46 | AU T U M N 2026 13

Cooper

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TUBE FEEDING RESOURCES Parenting a child or teen with a feeding tube can feel overwhelming at times but you don’t have to face all the challenges alone. Across Australia, there are support groups, parent communities, small businesses, and practical resources to make life easier. Here are just a few to check out…

FEEDING TUBE AWARENESS WEEK (FTAW) AusEE runs Feeding Tube Awareness Week every February. Their site shares community stories, support group links, events, and virtual education programs for people with feeding tubes and their carers. feedingtubeaware.com.au

TUBIE FUN A proudly Australian small business focusing on tube-feeding accessories with personality. Think tube backpacks, pads, reusable pouches and other tools designed to make tube feeding easier and more expressive. tubiefun.com.au 16 SO U RCEKI DS .CO M . AU

BLENDED BY SARAH A leading choice for whole food in enteral feeding, supporting children and adults naturally. Founder Sarah Thomas created the company after her son, Lewis, suffered a haemorrhagic stroke at the age of three, leaving him unable to chew and swallow safely. After years of intensive eating therapy and intermittent use of nasogastric (NG) tubes, at the age of nine, Lewis was prescribed a gastrostomy (G) feeding tube. Sarah wanted Lewis to be able to eat the same home-cooked meals as his twin brother. She was also aware that not all

families have the knowledge or confidence to prepare blended meals for their tube-fed loved ones. So, leveraging her background in international events, restaurants, and food manufacturing, Wholesome Blends was born. blendedbysarah.au

SINCHIES TUBIE KIT Reusable gravity feeding pouches that make on-the-go feeds a bit more portable and less awkward. They’re light, reusable, and can be handy if you’re blending at home and want an easy bag option. sinchies.com.au

FOOD & NUTRITION

PODCAST: BEYOND THE TUBE: REAL STORIES, REAL ADVICE

CHILDFEEDING.ORG (SUCCEED) A unique Aussie resource created by families for families dealing with complex feeding challenges (including tube feeding).

Their website contains articles, stories, videos and community-centric resources aimed at connection, education and celebration of shared experience.

They sometimes run in-person picnics, and other events (e.g. tube-training workshops and community gatherings) – so you can actually meet other families and carers face-to-face. childfeeding.org

AU TUBIE SUPPORT A private Facebook support group for individuals, parents and carers of people with feeding tubes in Australia and New Zealand – great for asking questions, sharing wins and pitfalls, and just feeling like you’re not alone. @AU tubie support

This is a podcast for parents, caregivers, and anyone navigating the world of tube feeding. Hosted by Fi Rodrick, a mum who has been through it firsthand, this podcast brings you expert advice, real-life experiences, and the support you need.

Each episode explores the challenges and triumphs of caring for a tube-fed child, with insights from medical professionals, parents, and people with lived experience. Whether you’re looking for practical tips, emotional reassurance, or a sense of community, the podcast is there to help.. @beyond.the.tube.podcast

THE BLEND MAGAZINE Created by author and writer Melanie Dimmit, The Blend is a lifestyle mag sharing stories and advice from the global tube-feeding community. theblendmag.com

THE ABILITIES IN ME – TUBE FEEDING BOOK This picture book is for young children who are tube fed. Follow the story of a little girl as she shares her experiences through bright, colourful illustrations and simple, engaging text. Ideal for parents, teachers, and children, it helps raise awareness, encourages kindness, and shows how to be supportive. The book also introduces different types of feeds, including NJ, NG, PEG, and Mic-Key buttons. amazon.com.au

FEEDING TUBE AUSTRALIA Another active facebook community for people with feeding tubes and their carers with a good mix of adults and parents. @Feeding Tube Australia

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Mealtimes without the meltdowns Mealtimes can be tough when your child is autistic or has ADHD. Here are 5 tips to try

G

athering as a family for a meal can serve several purposes: from social connection to nutrition.

But this can also make eating and mealtimes tricky to manage when someone in the family is neurodivergent.

Many autistic children and children with attention-deficit hyperactivity disorder (ADHD) display what has been called “abnormal feeding behaviours”.

Children may develop these behaviours as a way to cope with the complex task of mealtimes.

The skills involved in mealtimes such as recognising feelings of hunger and thirst, completing tasks in a set order, processing all kinds of sensory input, using fine motor skills, and interacting socially can be challenging. With meals occurring up to six times a day, the whole activity

18 SO U RCEKI DS .CO M . AU

can become daunting. But not getting enough to eat can have a negative effect on behaviour, learning and health.

So, what can you do to help your child get what they need at mealtimes?

COMMON BEHAVIOURS Common abnormal feeding behaviours in autistic children and children with ADHD include: • food selectivity, where a child has a small range of preferred foods and limited variety. For example, children choosing only grain-based or dairy foods, such as noodles and yoghurt, or toast and cheese.

• strong preferences in how food is prepared and presented, including brands or tableware used – such as only accepting hot chips from one source, or

only being able to use one bowl or fork • hypersensitivity to textures, such as needing foods to be very crunchy or preferring foods that are smooth like puree.

• overeating or undereating due to differences in how children understand and respond to body signals, a sense known as “interoception”. This can mean they go long periods without eating, or graze throughout the day.

• avoiding eating with others, choosing instead to eat in the lounge room or their bedroom.

• i nflexibility around mealtime routines due to a drive for consistency and sameness to feel safe. This means eating in different places, at different times, or having unfamiliar foods becomes challenging.

• d ifficulty transitioning to mealtimes due to hyperfocus on a preferred task.

FOOD & NUTRITION

5

ways to support children with different mealtime needs 1. Identify safe foods

– if your child prefers a particular food or type of food (such as salty, crunchy, sour), try to find “safe foods” within each core food group (grains, meats and fish, fruit, vegetables, and dairy). Offering these foods may help increase your child’s intake of key nutrients from each food group in a way that suits their sensory preferences.

2. A special plate,

spoon or set – if your child prefers specific tableware, allow them to use it in and out of the home. This will mean taking items with you when dining out. Introduce new types of tableware outside of mealtimes and use them in play (such as a pretend cafe or shop) or other activities to build familiarity before using them at mealtimes.

3. Offer regular meals and snacks – differences

in interoception, or how we feel bodily sensations, can mean neurodivergent children do not interpret feelings of hunger and thirst as neurotypical people do. So your child might not be able to tell if they are hungry or full easily. Offer food on a predicable schedule (roughly every two to three hours). Some children will also get a sense of safety from regular routines.

GETTING ENOUGH FUEL

4. Keep offering a

mix of foods – children may go through phases of wanting only one type of food. This can be due to sensory-seeking behaviours, a need for sameness, or fixations on topics or items. A supportive approach is to offer familiar, safe foods with other foods from the core food groups or the family meal. It is important to continue to provide opportunities everyday for your child to try a range of foods. This might look like offering them some of your dinner on a side plate, or allowing them to serve themselves from a selection of preferred and non-preferred foods.

5. Manage sensory input – some children

find mealtimes overwhelming due to the sensory input from smells, tastes, textures, sounds and even the sight of food and eating. To help your child manage sensory input, consider using headphones to reduce noise, using a fan to divert strong smells, or offering cold foods. Your child might need distractions like watching TV, using fidget toys or listening to music.

Always set them a place at the family table and encourage them to eat with the family, but allow them to move to a separate quiet space if they feel overwhelmed.

While some children can meet their nutrition requirements despite these challenges, others face more serious consequences. Sometimes these difficulties can impact their growth, lead to vitamin or mineral deficiencies, cause stomach or gut issues, and even increase the risk of developing chronic diseases later in life.

It also has a significant impact on the daily lives of parents and caregivers navigating these challenges while trying to provide food for their children.

Parents struggle to know how best to approach mealtimes and worry about the potential health impacts of their child’s diet.

Instead of panicking, punishing or trying to “fix” these behaviours, a more supportive mealtime approach that acknowledges and accommodates the child’s needs can be a better strategy.

WORTH THE EFFORT Taking a neuroaffirming approach to eating can significantly reduce the stress experienced by children at mealtimes.

Making them feel better understood and more accepted can even lead to a healthier diet over time.

For more advice on feeding neurodivergent children, check out growandgotoolbox.com.

By Stella Boyd-Ford, Research Fellow with the Grow&Go Toolbox, The University of Queensland and Clare Dix, Research Fellow in Nutrition & Dietetics, The University of Queensland This article is republished from The Conversation under a Creative Commons license. theconversation. com/mealtimes-can-be-tough-when-your-child-isautistic-or-has-adhd-here-are-5-tips-to-try-231061

I SSU E 46 | AU T U M N 2026 19

A Joyfull PLAYmat Created by paediatric speech pathologist Emma, this thoughtfully designed mat helps transform mealtimes into moments of play, discovery and connection. By encouraging children to interact with food, it supports sensory processing and fine motor development, while the bright, sensory-themed illustrations gently invite curiosity and exploration.

RRP: $24.95 | joyfullmealtimes.com.au

Sure Grip Mug This mug is expertly designed to enhance the drinking experience for individuals with limited hand strength or dexterity. Crafted from virtually unbreakable polycarbonate, it ensures durability and safety, making it an ideal choice for both small and large hands. Available in eight vibrant colors, including grey, clear, pink, blue, green, yellow, orange, and violet, allowing you to choose the one that best suits your style or needs. RRP: $14.95 assistivetech.com.au

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PRODUCTS

Plastic Spread Board Sandwich lovers take note! The Homecraft Plastic Spread Board provides a stable, slip-resistant surface for onehanded food preparation. Its raised edges and non-slip base help secure items in place, making tasks like buttering and slicing easier and safer. RRP: $39.99 | ilsau.com.au

KandoKutter Safe Knife KandoKutter is designed for adults and teens with disability to make prepping food easier and more enjoyable, enhancing independence and self-confidence. The knives feature rounded serrations that effectively cut through food, not skin. The unique patented blade works using a sawing motion that maintains contact with the food’s surface, reducing the effort required to slice, dice and chop.

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Plate Guards Plate guards make mealtimes easier for anyone who wants to feed themselves but finds it tricky to use two utensils. They attach to a standard plate, keeping food from slipping away and giving some extra help when scooping. Just push your food against the edge and lift—it’s that simple. Available for most plates, with straight or curved walls, they make every bite a bit more manageable. RRP: Various | aidacare.com.au

Homecraft Kitchen Workstation Increase independence in food prep! The Homecraft Kitchen Work Station is a tough, durable chopping board that features a removable grate and slicer with a protective cover that will collect the food with minimal waste or mess. The removable stainless steel spikes can be

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I SSU E 46 | AU T U M N 2026 21

Ask a PLAN

MANAGER! Dietitians and the NDIS Eating well looks different for every child.

For some children and teens with disability, getting the right nutrition can come with extra challenges, from difficulties chewing and swallowing to sensory sensitivities or medical needs.

Q Experienced Leap in! plan manager Minell answers some of the most common questions families ask about dietitians and NDIS Plans.

22 SO U RCEKI DS .CO M . AU

What does a dietitian do?

Dietitians are qualified health professionals who specialise in food and nutrition. They work with people of all ages to support health, growth and wellbeing through nutrition.

For children and teens, a dietitian may support areas such as: • Difficulty chewing or swallowing • Feeding challenges related to conditions such as cerebral palsy or Down syndrome • Being underweight or overweight • Food allergies or intolerances • Gastrointestinal or bowel conditions • Tube feeding or other non-oral feeding methods • Nutrition needs linked to chronic conditions.

Q

How can a dietitian support my child?

A dietitian will usually ask about what your child eats, their health needs and any food-related goals, then work with you to develop a plan that supports their wellbeing. A dietitian may help with: • Developing meal plans that meet your child’s nutrition needs • Reducing stress or anxiety around mealtimes • Supporting safe eating and drinking • Improving independence with food and meals • Managing allergies, intolerances or specialised diets • Ensuring adequate nutrition when tube feeding or using supplements.

Dietitians work closely with families and

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

GOOD TO KNOW

Recent changes to some NDIS budgets mean they may be “stated”. This means the funding can only be used for the specific services listed in your child’s plan.

There are two common scenarios:

may also collaborate with other allied health professionals involved in your child’s support team.

Q

Is dietitian support funded by the NDIS?

The NDIS does not fund supports that are purely for general health.

However, dietitian support may be funded when it relates directly to your child’s disability and meets the NDIS reasonable and necessary criteria.

For example, if your child’s disability affects their ability to chew, swallow, tolerate certain foods or maintain adequate nutrition, the NDIS may fund dietetic support to address those disability-related needs. For older children and teens, this may include

working with a dietitian on a plan to build knowledge and skills around healthy eating.

Q

Which NDIS budgets cover dietitian support?

Capacity Building supports Dietitians are most commonly funded through Capacity Building supports, including: • Improved Health and Wellbeing • Improved Daily Living.

Consumables In some cases, the Consumables budget may be used for approved disabilityrelated nutrition items, such as feeding equipment, nutrition formulas or food thickeners.

1. No stated therapies.

If your child’s plan does not specify which therapies the funding is for, dietitian support can usually be accessed for their disability-related needs.

2. Stated therapies only.

If the plan names specific therapies, such as occupational therapy or speech pathology, but does not include dietitians, this funding can’t be used for dietetic support unless a plan variation or review is approved.

If you think dietitian support may help your child, it’s a good idea to raise this with your early childhood partner, local area coordinator or NDIA Planner. You can talk about how nutrition impacts your child’s daily life, health and ability to participate.

LEAP IN! IS A TWO-TIME WINNER OF THE MOST OUTSTANDING PLAN MANAGEMENT AWARD AND SUPPORTS FAMILIES ACROSS AUSTRALIA TO UNDERSTAND AND USE THEIR CHILD’S NDIS PLANS WITH CONFIDENCE. CALL 1300 05 78 78 OR EMAIL CREW@LEAPIN.COM.AU TO LEARN MORE.

I SSU E 46 | AU T U M N 2026 23

BEC GLOVER

Autumn

A season of coming home Autumn has always been a season of quiet truth for me.

A season that asks us not to push harder, but to soften.

Not to add more, but to release.

F

or months, a book travelled with me everywhere, in and out of hospital rooms, beside my bed, tucked into a weekend bag. Art to Stillness.

I carried it faithfully, yet couldn’t quite open myself to it. Not because I didn’t want to, but because stillness can feel impossible when you are a parent and caregiver, always anticipating the next need, the next appointment, the next advocacy conversation.

That changed on a longawaited journey with my 18 -year-old daughter.

From my hometown in Devon, UK, standing in the wild wind beside my grandfather’s memorial bench on the sixth tee at Westward Ho!, to the crisp blue skies of Edinburgh, where something ancient and familiar settled into my skin. Across the channel to Paris, where history, colour and spirit felt alive in every stone. And finally, back to London, where the moment my feet touched the pavement, a breath I didn’t realise I’d been holding released itself.

It felt like home.

Abrupt. Reassuring.

Like a warm autumn embrace.

With it came gratitude. And grief.

Joy and sadness sitting side by side.

As parents of children with additional needs, we live here often, holding pride and love alongside exhaustion, fear, and a quiet ache that few people truly see. We give endlessly, not because we are asked to, but because our children require us to.

Because systems are fragmented. Because advocacy never really stops.

There was a moment on this trip when I recognised just how much of myself I’ve given, not from ego or obligation, but from reverence. From a deep calling to improve the lives of others. This calling was born the day my daughter Ruby entered my world, and it has shaped every choice since.

But the cost of carrying this space, or my child, my family, and so many others, is indescribable.

To wake each day thinking of what support is needed, what forms must be filled, what battles must be fought, and how to create a future that feels safe, and then to arrive at a place of surrender, hurts more than I expected. Letting go, even slightly, can feel like failing. Like stepping back when your child still needs you to stand so firmly.

And this isn’t just about work.

This is about my daughter Ruby, the heart of my mission.

It felt like home.

Abrupt.

Reassuring.

Like a warm autumn embrace.

2 4 SO U RCEKI DS .CO M . AU

It’s about siblings who adapt without complaint.

It’s about partners who hold the fort in quiet ways.

It’s about families who make sacrifices that go unseen and unacknowledged.

Autumn teaches us something vital here.

It is a season of dying and rising. Of harvest, gratitude, and release. Leaves don’t fall because they’ve failed, they fall because their work is done. In their letting go, they nourish what comes next.

In Paris, standing inside Notre Dame, surrounded by light and colour, I felt something close to heaven. I learned how the new pillars were rebuilt, not by pushing upwards from the ground, but by redistributing weight. Strength was taken from shoulders and placed higher, allowing the structure to rise again.

That image stayed with me.

Because parents and caregivers carry so much on their shoulders, vigilance, responsibility, fear, hope. Perhaps this season is asking us to redistribute the weight. To stop carrying everything alone.

To allow support, rest, and moments of stillness without guilt.

This journey brought spiritual encounters I hadn’t expected, shared deeply with my daughter. Moments that felt like meeting my own 18 -yearold self. Moments of going inward.

Of facing what has quietly been shrinking me, the sacrificial patterns

so many of us carry as parents and carers.

Putting everyone else before ourselves.

Longing to be protected. To be held.

What surprised me most was the realisation that the safety we search for often begins within. Not in a “woo woo” way, but in the simplest of truths: if we are constantly depleted, we cannot sustain the care our children need.

Autumn invites us to pause.

To ask not only What does my child need from me?

But also What do I need to remain whole?

As I walked beside my daughter, noticing the burnt-orange shimmer of leaves underfoot, I understood this is my season of renewal. A return to self. To presence.

To family. To remembering that my worth is not measured by how much I carry.

Of course, I will always be a mum.

A carer. An advocate.

But I am also a human being, allowed to rest, to grieve, to breathe.

Life becomes complicated not only because of our children’s needs, but because of the expectations we place on ourselves to never falter, never pause, never ask for help.

Autumn gently reminds us that letting go is not abandonment.

It is love, continuing in a more sustainable way.

A bo u t Be c:

Rebecca (Bec) Glover is a mum, carer, and lifelong advocate for children with disabilities and their families. Her journey began through raising her daughter with profound and complex needs, giving her an intimate understanding of the daily realities, emotional load, and systemic barriers families face.

Drawing on this lived experience, Bec founded Ruby & Ollie’s All Abilities Childcare and later The Inclusion Network to create practical, compassionate solutions where mainstream systems fall short.

Bec now works alongside families, educators, and organisations to advocate for better systems, stronger support, and a future where every child, regardless of their needs, has the opportunity to be seen, supported, and included. Learn more at theinclusionnetwork.com.au

By Bec Glover

I SSU E 46 | AU T U M N 2026 2 5

2 6 SO U RCEKI DS .CO M . AU

NDIS UPDATE

NO DIAGNOSES AND NO GAP FEES FOR PHYSIOS AND SPEECHIES

What else do we know about Thriving Kids?

T

hriving Kids is back in the spotlight after the states and territories agreed in late January to match the federal government’s A$2 billion dollar investment.

The new national program is targeted at children aged 0-8 with developmental delay and/or autism with low to moderate support needs. Under the proposal, many children currently supported through the NDIS would instead access assistance through this new “foundational supports” program.

But Thriving Kids has been clouded by uncertainty since its announcement last August.

Nearly 500 submissions to a senate inquiry showed many families, advocates and service providers are anxious about the lack of clarity and fear kids could miss out on essential support.

A week later, the government released a report that finally provides more detail.

This is welcome news. But important questions remain about how Thriving Kids will be rolled out, who for, and how the government will measure whether it’s working.

THE NEW DETAIL WE HAVE ABOUT THRIVING KIDS In the deal announced in January, the Commonwealth agreed to a delay, pushing back the start date to October.

Changes to NDIS access will not take

effect until January 2028, allowing more time for service transition, workforce development and quality assurance.

The long-awaited report from the Thriving Kids Advisory Group has also set out guiding principles and key design features.

Thriving Kids will deliver a mix of universal supports – such as advice and skill-building for families – and targeted supports, “delivered where children live, learn and play”.

Precisely how these will be rolled out depends on each state and territory’s approach and will vary, building on existing services.

Targeted supports could involve group or one-on-one sessions with a specialist to work on particular skills (such as language or social interaction) and take place online or at home, school or childcare, depending on what the child and family needs.

There will be multiple pathways to get onto the program, such as referral from teachers, early childhood educators, and GPs. There will also be formal intake mechanisms but these are up to the states and territories to design.

Significantly, children will not need a formal diagnosis to receive support, removing a process that can be timeconsuming, costly and inequitable.

Some children will likely still need a functional analysis of their support needs to access allied health professionals, I SSU E 46 | AU T U M N 2026 27

NDIS UPDATE

such as occupational therapists, speech But this prospect may concern families pathologists and physiotherapists. who recall limited choice, long waiting Butler also indicated these targeted lists and uneven quality prior to the allied health supports would not involve establishment of the NDIS. gap fees – an issue that had raised The report does not yet explain how concerns about access and equity.

Thriving Kids will avoid replicating these Thriving Kids will include greater problems, particularly in areas where supports for parents. These aim to build services are thin on the ground. self-advocacy skills, help them support It does identify workplace development their child’s development and navigate as critical, and there will be a focus on complex service systems. building disability capability across The report also commits health services, early to evaluating the program. childhood education and Thriving Kids will This means making sure care, and schools. deliver a mix of public investment leads to However, research universal supports consistently shows that meaningful improvements in children’s lives. workforce capability – such as advice Importantly, children depends on more than and skill-building with significant and individual skills. So training for families – and permanent disability will – while necessary – will not targeted supports, remain eligible for the be enough by itself. “delivered where NDIS, including those School leadership, staffing children live, learn levels, time, resources with developmental delay or autism. and play”. and families’ capacity to navigate complex systems WHAT WE STILL all shape whether inclusive practices are DON’T KNOW possible in practice.

Despite the additional information Without addressing these factors, there released this week, there are outstanding is a risk responsibility will be shifted onto questions. front-line workers without the conditions When the report was released, they need to succeed. These challenges are Butler commented that “there was a life likely to be particularly acute in regional before the NDIS”, indicating a return to and rural areas. state-run service models for children.

Under Thriving Kids, families will not WHAT WOULD MAKE receive individualised budgets as they did THRIVING KIDS under the NDIS, to purchase supports.

SUCCESSFUL? Instead, children will access services In late 2025, we helped convene a policy commissioned and delivered by states forum involving 35 stakeholders from and territories. across education, health, early childhood 2 8 SO U RCEKI DS .CO M . AU

and disability sectors to consider what would enable Thriving Kids to succeed.

This forum agreed that Thriving Kids must be holistic and universal, meaning it’s properly embedded wherever children live, play and learn. From the GP office to their school and beyond, there should be as few barriers to entry as possible.

It should be locally led, free of charge and neuro-affirming. This means there is recognition and support for the diverse ways people’s brains function – and this is valued as a strength, not a deficit.

Beyond these principles – which are shared by the Thriving Kids Advisory Group – success will depend on several practical commitments, ensuring: • families, advocates and workers are involved in its design • t hose working with children with disability are well-resourced and have the right skills, abilities and supports • T hriving Kids and the NDIS work together, rather than operating as separate systems • t here are clear pathways for children to transition between services within Thriving Kids and, at age 9, into other supports or the NDIS, and • f unding is sustained to prevent geographic inequities.

Supports must be delivered in genuinely inclusive, mainstream settings. Otherwise, routinely withdrawing children from the places they live, play and learn for therapy risks reinforcing their exclusion, rather than participation.

The report’s guiding principles are encouraging. But whether Thriving Kids delivers meaningful change will hinge on the detail of its implementation.

By Helen Dickinson, Professor, Public Service Research, UNSW Sydney & Molly Saunders, Research Associate, School of Business, UNSW Sydney.

This article is republished from The Conversation under a Creative Commons license. You can read here: theconversation.com/no-diagnoses-and-nogap-fees-for-physios-and-speechies-what-else-dowe-know-about-thriving-kids-274951

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3 0 SO U RCEKI DS .CO M . AU

re

ty c at io n

The ABCs of FCAs

our years. That’s how long my daughter has been on the same NDIS plan. It was the right fit for a while, but once she hit her midteens, suddenly it wasn’t. My daughter was 11 when her most recent plan began.

Funding covered what she needed, the supports were okay, and I’m sure you’ll know what I mean when I say that it was easier to let it roll over year after year rather than deal with all the drama of the new rules, LAC communication and paperwork. But as she’s gotten older, my daughter’s needs and goals have obviously been growing with her. Therapies, support needs, and even how she managed her dayto-day life needed to be much more age and developmental-level appropriate.

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So, when it came to her most current review period, alongside her therapists' reports, I decided a Functional Capacity Assessment (FCA) was probably the best way we could demonstrate her current needs and abilities.

WHAT IS A FUNCTIONAL CAPACITY ASSESSMENT AND WHEN MIGHT ONE BE NEEDED? A Functional Capacity Assessment (FCA) is a comprehensive evaluation of an individual’s ability to perform daily activities. For children with disabilities, this assessment looks at their functional strengths, challenges, and the types of support they might need to participate

fully in their communities. It offers insight into a child’s abilities and limitations, helping to shape individualised support plans.

An FCA might be needed when applying for or reviewing NDIS funding. It helps the NDIS understand what supports your child requires to meet their goals, increase independence, and engage in everyday activities. It may also be requested by healthcare professionals, educators, or therapy teams when they need a clearer understanding of your child’s needs.

Note: At the time of writing, from mid this year, Independent Assessments will become the main tool used for assessing NDIS participant needs, formulating plans and allocating funding for those over 16.

FCAs (alongside therapists’ reports, carer statements, etc.) will most likely still be highly relevant for children under 16.

SKILLS & DEVELOPMENT

Ho w c a n WHAT HAPPENS DURING AN ASSESSMENT FOR KIDS?

What kind of things are evaluated?

During an FCA, a trained professional observes and interacts with your child to understand their functional abilities in various domains. The assessment typically covers: Communication: How your child expresses themselves, their ability to understand language, and use of communication aids.

Mobility: How well they move around, including walking, using a wheelchair, or transferring between positions.

Self-care: Activities like dressing, feeding, and personal hygiene.

Social interaction and play: How your child interacts with others and engages in play or recreation.

Learning and attention: How they process information, focus, and follow instructions.

Emotional regulation: How your child manages emotions and handles stress or changes in routine.

The assessment is conducted in a childfriendly way, often through play, tasks, and conversation, depending on your child’s needs and age.

HOW IT’S DONE

Direct observation: The assessor watches your child performing everyday tasks at home, in the community, or in a clinic. My daughter, for example, went shopping with her OT in order to demonstrate her awareness and abilities in the community, showed her around her bedroom at home, and did some basic meal prep in the kitchen.

Structured tasks and activities: Designed to see your child’s abilities in action – like transferring from a chair to a bed or completing a self-care task (my daughter showed how she put on clothes).

Parent/caregiver questionnaires: For insight into daily routines, challenges, and functioning outside the assessment setting.

Interviews: Sometimes teachers, therapists, or other carers are asked for context.

Duration: Typically 3 or more hours, sometimes split across sessions if your child needs breaks or gets tired. You’ll probably spend more time answering the different questionnaires that make up the assessment too.

WHO CAN PERFORM AN ASSESSMENT? In Australia, FCAs can be conducted by qualified professionals, including: ➜O ccupational Therapists (OTs) ➜P hysiotherapists ➜S peech Pathologists ➜P sychologists These professionals are trained to assess how disability impacts a child’s functional abilities. It’s crucial to ensure the assessor has experience working with children and is registered with the appropriate professional body.

WHAT WILL I SEE IN THE REPORT? The FCA report will provide detailed information on your child’s current functional abilities and areas of need.

It will run over many changes (ours came in at 48) and it usually includes: • A summary of your child’s strengths and challenges • Recommendations for therapies, supports, assistive devices, or environmental modifications • Suggestions for skill development and ways to support your child’s independence • I nsights into how your child’s disability impacts day-to-day life and participation in activities This report becomes an important piece of evidence for NDIS planning and funding.

HOW OFTEN SHOULD A FCA BE UNDERTAKEN? An FCA should be completed: Before major NDIS plan reviews: To update the NDIS on any changes in your child’s abilities When significant changes occur: If your child’s functional abilities improve or decline, or if they’ve acquired new skills

I PREPARE MY CHILD FOR AN ASSESSMENT?

Preparing your child for an FCA can help make the experience smoother.

Here are some tips: Explain the process: Let your child know that someone will visit to observe how they do certain tasks. Frame it as a chance to show what they’re great at.

Familiar surroundings: If the assessment is at home or school, make sure your child is comfortable. If it’s at a clinic, bring familiar toys or items.

Relaxation: Try to schedule the assessment at a time when your child is usually relaxed and in a good mood.

Ask for breaks: Let the assessor know your child’s tolerance for activities. It’s okay to ask for breaks if needed.

that need to be factored into their support plan Generally, every couple of years is recommended unless there’s a specific need for more frequent assessments.

FINAL WORDS OF ADVICE An FCA is a collaborative process.

Speak openly with the assessor about your concerns and goals for your child.

Remember that the assessment may feel confronting as it often highlights so much that they can’t do, but ultimately, it’s about finding the right supports to help them thrive.

And what about us, I hear you ask? Well, my daughter took all the assessments in her stride; I had to do that mum thing and suck up all the feelings that came up seeing everything she couldn’t do compared to her peers. And the new plan? Still stuck in the NDIS queue, would you believe it.

The old plan rolled over while we wait.

Frustrating, and so NDIS typical, but at least now we have the evidence that will hopefully make the next plan actually fit her life. I’ll let you know how we go.

By Nicole Davis I SSU E 46 | AU T U M N 2026 31

Not a victi m –

A SURVIVOR

Caleb Rixon of Genyus Network talks to Katherine Granich about story sharing, identity, and rebuilding life after stroke.

C

aleb “Cal” Rixon is intentional about the words he uses. He’s a wordsmith with a background in acting, and his use of language is expressive and deliberate. Take, for example, his choice to describe himself as a stroke survivor rather than a victim.

The distinction might seem small, but for Cal, it’s a powerful signal of his agency, and a comment on the way people are seen after life-changing medical events.

Language, he believes, shapes how people understand themselves and how society understands them.

For Cal, language has been part of reclaiming his voice – both literally and metaphorically – after his own stroke at age 24. Today, Cal is Chief Vision Officer of Genyus Network (genyusnetwork.com), a growing social enterprise and community platform designed to empower and connect people living with acquired disability, trauma, and difference.

32 SO U RCEKI DS .CO M . AU

But Cal’s journey into this work began in circumstances he never could have imagined.

A LIFE REWRITTEN Before his stroke, Cal’s career in the performing arts was taking off. He had just secured a role touring nationally with the hit musical Chicago: The Musical when everything changed – he experienced a Grade 5 subarachnoid haemorrhage, the highest grading of the rarest form of stroke, due to a rare and undetected brain abnormality called Dural Arteriovenous Malformation (DAVM).

Cal spent over a month in the ICU, fully ventilated and in an induced coma, waking

to discover he’d lost the ability to walk, talk, swallow, see, and breathe on his own.

Despite the severity of his condition, Cal remembers still trying to negotiate with his agent from his hospital bed, believing that he might simply delay joining the Chicago tour for a few months – not yet fully grasping the scale of his new reality.

Looking back, Cal describes this period as both devastating and transformative.

He felt isolated and lost, but at the same time, recognised the opportunity to figure out what he wanted his life to be like poststroke. “It was definitely a rebirth, and an opportunity to reframe what it is to have a voice,” he explains.

“At first I didn’t see myself as an activist

CALEB RIXON

– I just thought, ‘I’m a person rebuilding their life after catastrophic changes, and I’m trying to rewrite a new narrative.’

And I want other people to know that they can do that, too.

“The first chord of that is to find each other, find ourselves, feel connected, feel like we have purpose and worth.”

That reflection became the foundation for the work Cal does today.

Today, Genyus Network creates structured spaces where people with lived experience can connect socially, share experiences, and build their confidence.

It’s peer-led, by survivors and for survivors, with a Board of Directors filled with talented professionals who have lived experience of disability.

Genyus provides support and leadership programs that promote confidence, improve self-esteem and communication skills, enrich rehab outcomes, and enhance overall capacity for people to participate and contribute, both personally and professionally, to community life.

NOT JUST A LIST OF SYMPTOMS

One of Cal’s strongest messages is the need to shift how disability is viewed.

He believes disability is too often framed through a purely clinical lens, reducing THE POWER OF STORY individuals to lists of symptoms, diagnoses, SHARING or service requirements.

Cal is reluctant to use the word Instead, he advocates for a social and “advocate”, instead describing himself as human-centred perspective that prioritises a “story sharer” focussed on identity, relationships, and centring mutual connection belonging. and empowerment: “My With 700,000 people in work is about illuminating Australia living with a brain It’s about bigger things, and helping injury, it’s not a small cohort, sharing, people centre themselves in but loneliness and isolation is their own stories. connecting, rarely addressed by clinical Genyus Network began in (or, indeed, even celebrating services 2015 with Cal’s own feelings mentioned as an issue – despite – giving of loneliness, and subsequent the staggering statistics search for connection with people a safe around self-harm and suicide others who had experienced among people with mental space to find and physical health issues). stroke or brain injury. What he discovered surprised him.

As the Genyus website states: others who When he started recording of young stroke survivors understand. “96% conversations with other often lack access to follow-up stroke survivors, they were therapy and support to resume less interested in hearing his story and far everyday life.” more eager to share their own.

That 96% is who Genyus Network “I’m a performer. I’m the centre of my strives to reach – with a caveat. “It’s not narrative; I’m the star of my story – and I a support group. Support is a byproduct realised that actually, everyone’s the lead of the badass connections that happen role in their own story,” Cal says. in this community platform,” Cal says “So why don’t we give people tools and emphatically. “It’s not about having community to connect with as we write ‘misery meetups’ where disabled people that new narrative, learn how to share that sit around feeling sad. It’s about sharing, new narrative, and maybe reframe that connecting, celebrating – giving people a new narrative?” safe space to find others who understand.”

“

And the community has grown far beyond Australia. Now with a worldwide community of stroke and ABI survivors (plus supporters) from more than 50 countries, it’s a social enterprise that’s reaching beyond borders, connecting people from all walks of life.

LOOKING FORWARD Cal is currently taking part in a Westpac Social Change Fellowship, as one of 10 remarkable Australians tackling some of the country’s most pressing social challenges. It’s an opportunity for self-reflection and professional development, and Cal thinks deeply about his role as a social change leader – one he never imagined for himself, but feels privileged to hold.

“Over the years I’ve learned just how powerful my story is, as a vehicle for connection and awareness. I love sharing my story, and utilising it for good – to be in service of bigger things.”

Genyus continues to expand, with plans for global collaboration and new initiatives. Cal is particularly passionate about developing spaces that use gamification, social engagement, and peer connection to build confidence and wellbeing. And while Genyus Network is currently aimed at adults – “Genyus” stands for “Gen Y United Survivor” – he doesn’t rule out a Genyus Junior version of the platform in the future, helping kids and teens navigate acquired disability and trauma.

Despite the organisation’s growth, Cal remains grounded in his original mission: Helping people connect and rediscover identity, purpose, and belonging after life changes that can feel isolating or overwhelming.

“I believe in getting to the story beyond the symptoms,” he says.

“People are not just a collection of symptoms – they’re humans. And human stories have value.”

Learn more about Caleb and his work at calebrixon.com and genyusnetwork.com

By Katherine Granich I SSU E 46 | AU T U M N 2026 33

R O F T L I BU HER For Rachel, the right wheelchair isn’t just about mobility, it gives her access to the world, explains Katherine Granich.

W

hen Heather first became a mother, she never imagined the road ahead would be quite as complex as it turned out to be. Her daughter Rachel, now 31, was born with neurofibromatosis and cerebral palsy, and has lived with the layered realities those diagnoses bring – hip dysplasia, a PEG tube, autism, an intellectual disability, and a body that simply does not work the same as others.

Rachel is nonverbal, uses a wheelchair, and has needed specialist equipment her entire life. She lives in supported accommodation, where a team of carers knows her well. She is also, by her mother’s account, a person of real presence: Curious, engaging, and attuned to the people around her.

“She’s always interested in people,” Heather says. “If you give her attention, she’ll make eye contact with you, and she’s quite engaging in her own way.”

For families navigating this kind of

3 4 SO U RCEKI DS .CO M . AU

complexity, the question of equipment is never a small one. A wheelchair is not just a mobility device. A standing frame is not just a piece of apparatus. These are the tools that give a person access to the world, and when they are fitted well and built with genuine understanding of who is using them, the difference is profound.

Heather first turned to Dejay when Rachel’s previous wheelchair – an imported model – became a problem. Parts were difficult to source, and when Rachel’s physiotherapist Alfred began looking for a provider who could do better, Dejay came highly recommended. What followed was a relationship built on something Heather

had not always experienced: The sense that someone was actually listening.

Alfred’s assessment of Dejay was straightforward. “He told me that these are people who would build what Rachel needs from scratch,” Heather recalls. And that is exactly what the Dejay team did.

Rachel’s needs are specific and, in some ways, quite particular to her. She tends to bounce as a form of self-regulation. Her first custom-built Dejay Smik wheelchair was designed with a back that could lock for transport, but also flex when she needed it to, accommodating her natural movement rather than fighting against it. Other customised features, such as footplates and

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a special cushion to protect her skin from “They say hello to Rachel,” Heather says. pressure sores, were also included.

“They show her that respect.”

This all grew out of thoughtful It might seem like a small thing. But for conversations between Dejay equipment families who have spent years watching consultant Lena and Rachel’s their loved ones be looked through rather physiotherapist, carers, and her mum, than looked at, it is not small at all.

Heather.

Heather is direct about what the Heather values Lena’s responsive equipment means in practical terms. approach. She describes Dejay as a provider Without her wheelchair, Rachel would that genuinely asks what is needed and then not be able to attend her day programme. builds to meet it, which matters enormously She would not be able to get out into when the person using the equipment the community. She can move around cannot speak for herself. Rachel cannot say independently to some degree, but the chair that she is uncomfortable, or that a fitting is what connects her to the wider world. is not quite right. The people around her “It’s about giving people dignity,” have to speak for her, and Heather says. “People who What followed was a need wheelchairs or need the people building her equipment have to take relationship built on equipment – it gives them that seriously. In Heather’s the ability to live their something Heather fullest life.” experience, Dejay does had not always exactly that. Rachel has That phrase, living your recently received another fullest life, is one Heather experienced: The updated Smik wheelchair, sense that someone returns to more than once, and each iteration has been and it clear she values was actually an improvement on the that deeply. Rachel goes listening. last. to a day programme. She Rachel also uses an attends equine therapy, Evolv standing frame from Dejay. Weightwhere she and the horses simply get each bearing is important for her physical health, other. She celebrated her milestone 30th and while it is not her favourite activity, she birthday with people who love her. She tolerates it well – especially, Heather laughs, lives, in every real sense of the word. when there is eating involved.

None of that happens without the right But as much as the equipment itself has support, the right equipment, and the right made a difference, Heather is equally clear people building it with care. For Heather, about what she values in the people behind Dejay has been part of that foundation – a it. When Michael, who works in Dejay’s provider that does not just supply a product, fabrication and workshop department, but takes the time to understand the person came to deliver Rachel’s most recent chair who will use it. As Heather puts it, that in person, Heather was struck by the way understanding, that willingness to listen he handled himself. He did not speak past and to build accordingly, is what makes the Rachel – he greeted her directly and took difference between equipment that works the time to engage with her. Lena, who and equipment that truly fits. visits regularly for adjustments and check------ins, brings the same quality to her work.

By Katherine Granich

EMPOWERING CARE. ENABLING INDEPENDENCE FOR MORE INFORMATION OR TO BOOK A FREE TRIAL, CONTACT US TODAY

02 9838 8869 | info@dejay.com.au | www.dejay.com.au I SSU E 46 | AU T U M N 2026 35

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MENTAL HEALTH

Confidence IN THE CLASSROOM When self-belief doesn’t come easy: raising kids who know their worth

H

ere’s something they don’t tell you when your child starts school: confidence isn’t evenly distributed. Some kids seem born with it – hand up, head high, practically glowing with self-belief. Others? They’re still figuring out how to take up space in a world that wasn’t exactly built for them.

If your child has a disability or is neurodivergent, you probably already know that confidence is a moving target.

One day they’re smashing it; proud, capable, relaxed. The next, they come home quiet, deflated, and you can tell something at school has knocked them sideways.

And you do the thing all parents do: you tell them they’re amazing, you list all their strengths, you hug it out. But inside, there’s that ache – the one that whispers, “Why does it have to be so hard for them just to feel okay?”

THE INVISIBLE WEIGHT OUR KIDS CARRY School is supposed to be the great leveller – everyone in the same uniform, same classroom, same shot at belonging. But it’s not that simple, is it? For many kids with disability, it’s the first place they realise they’re “different.”

Not bad different. Just… different. And sometimes that difference gets treated like a problem.

The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability found that children with disability are still more likely to be excluded or suspended from school. Not

because they’re doing something wrong, but because the system doesn’t flex to meet their needs.

That’s a confidence-killer right there. Imagine trying your best in an environment that keeps telling you – subtly or not – that your best isn’t the right kind of “good.”

• S ocial isolation, when friendship groups and play spaces aren’t designed with inclusion in mind.

These experiences accumulate. A student who is repeatedly excluded from excursions, left out of group projects, or misunderstood for their communication style learns – however unintentionally – that school is not built for them. That message can have lasting effects on confidence, motivation, and mental health.

WHAT UNDERMINES CONFIDENCE AT SCHOOL

CONFIDENCE GROWS IN SMALL, MESSY WAYS

Children with disability or neurodivergence often encounter subtle and overt signals that they don’t fully belong. These might include: • O ver-assistance, where help is given too quickly, sending the message that a child isn’t capable.

• B eing set up to fail – lack of supports when support is needed.

• L ow expectations, where assumptions about what a child can achieve limit opportunities to grow.

• I nconsistent adjustments, where supports depend on goodwill rather than structured policy.

Confidence doesn’t just appear one day because you’ve told your child they’re wonderful (though please, keep doing that).

It’s built, moment by moment, through experiences that say, you belong here, you’re capable, you’re seen.

• It’s the teacher who celebrates effort, not just outcomes.

• It’s a friend who waits instead of rushing ahead.

• It’s being trusted to make choices, even small ones.

When kids have those experiences, they start to internalise something powerful: I can do things. I matter. I’m enough.

I SSU E 46 | AU T U M N 2026 37

MENTAL HEALTH

WHAT REBUILDS CONFIDENCE

- wh at sc h ools c an d o Research points to a few consistent themes: belonging, autonomy, and opportunity. Confidence grows when students experience success on their own terms and feel their contribution is valued. Schools that focus on these areas see measurable benefits for all students.

1 2 3

Start with relationships Confidence is relational. Teachers who invest time in understanding a student’s communication style, sensory profile, and triggers create psychological safety; the foundation for learning. A predictable, calm environment where children know what to expect reduces anxiety and supports focus.

Teach through strengths A strengths-based approach – focusing on what a child can do and how they learn best – can change the entire trajectory of schooling. For example, a student who struggles with handwriting but excels verbally might demonstrate learning through oral presentation or technology.

That adjustment doesn’t lower the bar; it widens access to success.

Foster peer connection Confidence doesn’t thrive in isolation.

Structured peer-support programs, buddy systems, or cooperative learning help students feel included. For neurodivergent students, this might include explicit teaching about friendship skills, communication differences, and empathy – always with dignity and consent at the core.

Make inclusion routine, not exceptional

4 5

Adjustments shouldn’t depend on individual teachers’ enthusiasm.

Inclusion works best when built into school culture and policy. Visual supports, flexible seating, and multiple ways to demonstrate understanding normalise diversity instead of spotlighting it.

Celebrate process, not perfection Confidence is nurtured through small wins. Praising effort, persistence, and problem-solving – rather than outcomes – helps children internalise the belief that they can improve and adapt. This “growth mindset” approach is especially powerful for children who have been repeatedly told they “can’t.”

3 8 SO U RCEKI DS .CO M . AU

WHAT YOU CAN DO (AND WHAT YOU ALREADY ARE DOING) Confidence-building isn’t about pep talks or Pinterest-worthy affirmations (though those can help on a rough morning). It’s about giving your child real evidence that they’re capable and valued.

• Notice effort, not outcomes. “You worked really hard on that” lands better than “You’re so smart.” Effort builds selfbelief; praise for talent can backfire.

• Talk about difference as normal.

Everyone’s brain and body work in their own way. That’s human.

• P roblem-solve together. Let your child help come up with solutions instead of always swooping in to fix things.

• Keep the adults in sync. Teachers, aides, therapists – make sure everyone’s on the same page. Confidence thrives on consistency.

• P rotect rest. Meltdowns, shutdowns, and burnout often come from overload, not weakness. Rest isn’t laziness; it’s recovery.

And if you’re reading this thinking, I don’t always get it right – please know: nobody does. You’re modelling confidence just by showing up, learning, and adapting alongside your child.

IT’S NOT JUST ABOUT THEM – IT’S ABOUT US Here’s the bigger truth: our kids’ confidence is deeply tied to how the world treats them. You can be the most loving, supportive parent in the world, but if a school excludes, a playground stares, or a system fails to adapt – that chips away at both of you.

That’s why inclusion matters. Not as a buzzword, but as a mental health intervention. Research from QUT’s Centre for Inclusive Education shows that when kids feel they belong, their wellbeing skyrockets. When they’re excluded, anxiety and depression creep in.

So yes, keep building your child’s confidence at home, but keep pushing for a world that doesn’t knock it down at the gate.

THE QUIET POWER OF SHOWING UP Confidence, for our kids, doesn’t look like standing on a stage. It looks like trying again after a hard day. It looks like walking (or wheeling!) into school, knowing that somewhere inside, they’ve got the tools to get through it – and the adults in their corner to back them up.

That’s what you’re building every day, even if it doesn’t always feel visible: a sense of self that can handle setbacks. In a world that often asks them to work harder than their peers, that steady belief in themselves matters more than anything.

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Doing what I love is my kind of independence Created in collaboration with people with disability, Mable’s Can-do Guides provide useful tips and information to help kids achieve independence by accessing the experiences they love.

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Preparing for indoor skydiving 1

Arrive ready to fly

2 Bring a wingman

Have your child wear comfortable clothes and closed-in shoes. Avoid jewellery, bulky jackets or anything that might flap around.

Bring an independent support worker from Mable along with you if you think you need help carrying gear and supporting your child.

3 Check-in Check-in 3

44 Suit Suit up up

Meet your your child’s child’s instructors, instructors, check check Meet and review review necessary necessary paperwork paperwork and from the the indoor indoor flying flying centre, centre, from complete a safety briefing and talk talk complete a safety briefing and through your your child’s child’s needs. needs. through

Get Get your your child child fitted fitted out out in in their their flying suit, helmet and googles. flying suit, helmet and googles. The The staff staff will will find find your your child's child's correct correct sizing sizing and and make make any any adjustments adjustments so everything fits properly. so everything fits properly.

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5 Strike a pose

Watch as your child enters the tunnel with the centre’s instructor, who will be there with them as they take to the skies.

As your child is flying, most venues will take videos. This is optional, but a great way to capture the memory.

"

It's that freedom to be able to get out of the chair, even just for a short while. To give people with disability a chance to do an activity that everyone can do.

- Greg, indoor skydiver This guide provides general information about indoor skydiving based on interviews and may not be applicable to everyone. Like all adventure activities, Mable recommends you conduct your own enquiries into whether the flight is suitable and safe in your personal circumstances.

Check out the Mable Can-Do Guide

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Nav i gati ng

BEFORE AND AFTER SCHOOL CARE For children with autism

Finding a before and after school care (BASC) provider for a child on the autism spectrum involves careful planning and consideration.

T

he transition from the structure of the classroom environment to a more relaxed after-school setting can be challenging. Still, with the right preparation and support, it can be managed successfully, providing fun and rewarding experiences for the child.

UNDERSTANDING BASC OPTIONS Many schools and community groups offer BASC services, which provide supervised care outside regular school hours. These programs are designed to accommodate children of various needs, including those on the autism spectrum.

It’s important to do plenty of research into BASC options for your child, particularly to determine how inclusive their policies and procedures are.

KEY QUESTIONS TO ASK When looking into potential BASC providers, families should consider the 4 4 SO U RCEKI DS .CO M . AU

following points to determine if the service is supportive and inclusive:

Inclusion policy

Review the program’s inclusion policy to ensure it meets your child’s needs and your family’s expectations. This policy should detail how the program accommodates children with additional needs and collaborates with families and professionals to deliver support.

Program adaptability

Ask how flexible the service is in adapting activities to include all children. Ensuring your child can participate in activities on offer without feeling unsupported or excluded is important for their social and emotional wellbeing.

Support and training for staff

Confirm that the BASC staff has appropriate training to handle the specific needs of children on the autism spectrum,

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

may be eligible for this subsidy until their child is 18.

State and territory governments may also have funding options; however, these vary. Often, this involves BASC centres applying for funding they can use when your child attends the service.

This funding could go towards employing additional staff or tailoring programs and procedures to better include your child.

Families should ask whether their chosen BASC service has experience applying for and using these funding options.

PREPARING FOR BEFORE AND AFTER SCHOOL CARE

including understanding sensory sensitivities and communication challenges.

Accessibility and assistance

Confirm whether the staff can assist your child in transitioning to and from the BASC room and their regular classroom and vice versa. This is particularly important when your child first starts attending, as it helps them adjust to this new transition in their routine and become familiar with the staff at the centre who can support them.

Communication strategies

Determine how the provider will communicate with you about your child’s day-to-day experiences and any issues that might arise. Effective communication is essential for maintaining a consistent support network for your child.

FUNDING AND EXTERNAL SUPPORT The Child Care Subsidy is a federal government initiative that can assist families with the cost of child care services, including before and after school care.

Families with children with a disability

A significant transition, such as starting BASC, requires support from the child’s family and the service itself. Here are some strategies for supporting an autistic child:

Visiting

An in-person visit can help the child become familiar with the new environment, staff, and routine, reducing anxiety and helping them settle in.

Communication tools

Visual schedules or social stories at home and school can help the child understand what to expect at BASC.

Support strategies

Discussing potential challenges and their solutions with BASC staff, such as providing a quieter space for downtime or creating more structure to reduce anxiety, can prevent behavioural and mental health challenges.

Feedback and communication Setting up a system to receive regular updates from BASC staff and providing them with insights and updates on your child’s needs and progress ensures your child receives consistent support.

This could involve filling out a book or scheduling phone calls or in-person meetings.

VACATION CARE FOR AUTISTIC CHILDREN School holidays present a unique opportunity for children to relax, engage in different activities, and enjoy a break from the school routine. However, this change in routine can sometimes be difficult for autistic children and their families. This is where vacation care programs can help.

Vacation care programs are essential services that operate during school holidays to provide care and structured activities for children. These programs are particularly helpful for parents who work during the day or families who wish to maintain a similar routine to school for their children. For children with autism, these programs provide support and engagement while allowing them to participate in fun activities with their peers.

Choosing the right vacation care program involves following a similar process to finding the right BASC provider. Allowing your child plenty of time to familiarise themselves with the new environment is important for reducing their anxiety and helping them to understand new routines, people and activities. It also helps staff understand your child’s support needs.

Communicating frequently with the staff at a vacation care centre is also vital, as it helps them to understand your child’s needs, preferences, and strategies that support their engagement and participation.

There are also some funding options to support vacation care centres to accommodate autistic children.

Contact your vacation care provider to learn more.

Autism Awareness Australia has been a trusted, independent source of information for autism families for 18 years. Learn more at autismawareness.com.au.

I SSU E 46 | AU T U M N 2026 4 5

s ’ x e Al y r o t S Playing today, preparing

W

hen Marian Graham first heard about LusioMATE from another Brisbane family, she was hopeful. Her five-year-old son Alex had always thrived in face-to-face therapy but struggled with home routines. She wanted something different, something that could give him motivation, structure, and a sense of ownership over his therapy at home. With school on the horizon in 2026, the timing could not have been better.

“Our goal is to prepare Alex for school, and LusioMATE is helping us get there, not just with engaging content, but with real progress we can see and measure,” Marian says.

for tomorrow

FINDING SUPPORT IN COMMUNITY The journey began with a recommendation from another parent. Marian decided to try LusioMATE and quickly introduced it to Alex’s physiotherapist, Christine Jessop. Christine immediately recognised the potential and has since referred more than ten clients to the platform.

Occupational therapist Danielle Strickland from Everton Therapy also became involved, forming a collaborative support team working across disciplines to support Alex’s therapy at home and in preparation for school.

FROM RESISTANCE TO ROUTINE Before LusioMATE, Marian faced daily resistance when trying to do therapy at home with Alex. Therapy was something he associated with clinicians, not home, which he viewed as a space to relax. That distinction made consistency difficult.

“The LusioMATE has given him more choice and control over what he is doing, while making it a fun activity at the same time,” Marian shares. “Alex now does therapy at home and is proud to achieve his goals.”

She recalls a breakthrough moment when Alex proudly demonstrated the interactive activities to his older brothers. “Having pride in completing goals, and being able to show his big brothers how to play, has really given him more motivation,” she says.

For Marian, LusioMATE has been more than a therapy tool. It has increased 4 6 SO U RCEKI DS .CO M . AU

her confidence as a parent supporting daily therapy. “I feel more confident now that I can keep on top of his daily therapy needs without his therapists being there,” she explains. “His therapists can add in goals and exercises, and I can follow them through. I feel much more confident that I can stay on top of it now.”

Receiving a Team Lusio t-shirt marked another milestone. “He felt so proud,” Marian says. “With two older brothers who play sports and have their own team shirts, Alex was thrilled to have something of his own.”

PHYSIOTHERAPY PERSPECTIVE: Targeted Practice with Measurable Feedback For Christine Jessop, LusioMATE stood out from the beginning because of its ability to provide objective feedback on specific movements through wearable sensors.

“It offered feedback of selected movements via sensors,” Christine explains.

“Targeted movements for a particular functional goal are rewarded through activities on a tablet, phone or television that look motivating for children.”

From a physiotherapy perspective, repetition is critical for strengthening and the development of neural pathways.

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MAINTAINING ENGAGEMENT IS OFTEN THE BIGGEST CHALLENGE

terms of range of movement, graded gravity positions and repetition targets.

“It provides a more objective approach “Maintaining engagement to keep to monitoring and progressing activities,” practising a movement allows for the Christine says. “It gives a more accurate repetitions required for neural pathways picture of how many repetitions are being and strengthening,” Christine says. “It also done outside of clinic sessions, which offered a way targeted movements could be impacts support planning and allows practised outside of the clinic, at home, with more clinic time to be focused on feedback ensuring the correct movement is functional training.” being practised.”

Parents have also reported practical Within Alex’s program, Christine selects benefits. While younger children still specific movements for home require help to set up, the “With two practice. Those movements system reduces the need for older brothers constant hands-on assistance, are then incorporated into functional activities during who play sports allowing parents to supervise clinic sessions. and have their from a distance while “Knowing Alex practises managing other responsibilities. own team targeted movements at home shirts, Alex was OCCUPATIONAL allows extra time in clinic sessions to focus on functional thrilled to have THERAPY IN ACTION training, so therapy sessions are something of From an occupational therapy more efficient,” she explains. perspective, Danielle Strickland his own.”

“Improvements in functional is excited by how LusioMATE goals reflect improvements at shifts therapy from being adultan impairment level through home-based led to child-driven while still supporting practice of selected movements using motor development.

LusioMATE as part of his home program.”

“Children initiate, engage with, and Christine notes that while it is difficult to persist in activities more independently, attribute progress to a single intervention, fostering confidence and self-motivation,” increased repetition of targeted movements she explains. “At the same time, the is likely contributing to gains in isolated repeated, purposeful movement supports movement, strength and range of movement. motor skills such as postural control, In comparison to traditional home coordination and motor planning. These programs, LusioMATE provides real-time experiences directly support schoolfeedback about the quality of movement and readiness skills including task initiation, the number of correct repetitions completed. sustained engagement and participation It also allows for objective progression in in routines.”

With Alex, Danielle targets goals such as bilateral coordination, midline crossing, upper limb strength, motor planning, sustained attention and endurance.

LusioMATE enables joint-specific movements to be practised repeatedly within motivating activities, encouraging symmetrical use of the body and controlled movement.

Danielle and Christine coordinate their approaches using LusioMATE as a shared reference point. “We each address our discipline-specific goals while working towards shared functional outcomes,” Danielle says. “It helps align therapy approaches, reinforce consistency and reduce duplication across services.”

She also highlights the importance of generalisation. The same activities can be used at home, in therapy or in educational settings, supporting the transfer of skills into classroom routines, peer play and daily self-care tasks.

For other occupational therapists considering the platform, Danielle points to its versatility, measurable feedback and capacity to support independence. “It supports autonomy, confidence and selfinitiation,” she says. “It allows therapy to remain goal-directed while feeling natural and functional.”

LOOKING AHEAD Alex is not just doing therapy. He is taking ownership of it. With the support of his clinical team and a platform that adapts alongside his progress, he is building the strength, confidence and consistency needed for school and beyond.

“It is not just about fun,” Marian says. “It is about functional outcomes and long-term independence. LusioMATE has helped us create a routine that feels empowering and effective.”

As Alex prepares for the transition to school, his therapy is no longer confined to the clinic. It is embedded into daily life, supported by measurable feedback, interdisciplinary collaboration and a child who is proud of his progress.

Click or scan to contact Lusio Rehab or email letsplay@lusiorehab.com I SSU E 46 | AU T U M N 2026 47

The Daily Disconnect Is your child struggling to respond when you ask, “How was your day?”

– Here are some tips that can help.

I

t is important for our children to be able to share with their parents, carers or loved ones how their day was – it helps them with connection and relationships, to feel heard, and sometimes provides an opportunity for problem solving and support. However, sometimes children may have difficulty with responding to what feels like the simple question of “How was your day?” If your child is having difficulty responding to this question, they may only provide short replies that reveal little about their daily experiences, which can lead to feelings of frustration or a sense of disconnect between parent and child.

This article aims to give you some information and strategies about how to support children to more easily respond to the question: “How was your day?”

4 8 SO U RCEKI DS .CO M . AU

So, why do children struggle to answer this question?

Children are required to use several skills to answer this one question. These skills include: 1. Language skills: Children have to use their language skills to put their thoughts into words and sentences that follow grammar and sentence structure rules.

If a child has language difficulties or a language disorder, this may be particularly difficult.

2. Cognitive processing skills:

Recounting events in sequence demands strong memory and organisational skills.

Temporal sequencing skills, or the ability to put events in order, is important for organising and effectively communicating story information.

3. Emotional regulation skills: Children may need time to process their emotions before sharing their experiences, especially after a busy day at school or kindy when they are hungry and tired.

How can we foster this skill?

1. Ask the right questions: Children with

language difficulties or a language disorder often struggle to answer some of the wh- questions (that is, who, what, when, where, why and how). Your child may find it easier to answer questions starting with what, where and who (these responses relate to things we have seen with our

THERAPIST TIPS

eyes). They may find it more challenging to answer questions starting with when, why and how (because these responses require us to utilise higher level language and cognitive skills).

2. Ask specific questions: Instead of a broad inquiry, you can ask more targeted questions to help your child formulate a more specific answer. For example: • W hat was the most fun thing you did today?

• What did you do at lunch time?

• Where did you sit?

• Who did you play with?

• Who was away from school today?

3. Help them build their vocabulary:

Encourage your child to use descriptive words and phrases to express their thoughts and emotions. You can model using descriptive words so your child can observe them in use (eg: “Wow, it sounds like you felt very excited about that!”) or you can ask questions to help them to describe something more (eg: “Oh, how did that feel?”)

4. Recast: repeat what your child has

said with correct grammar and sentence structure during the conversation to help them hear more precise language.

5. Encourage sequencing: Help your child understand the order of events by asking them to recount what happened first, next, and last.

6. Foster prediction skills: Discuss possible outcomes of events or actions to enhance your child’s ability to infer and predict.

As you navigate conversations about your child’s day, or if your child is having trouble sharing with you about their day, it may be worth trying out some of these strategies to help foster richer communication opportunities and closer connection with your child.

By the speech therapists at - Move & Play Paediatric Therapy - a multidisciplinary paediatric allied health service based in Mackay, QLD. Learn more at moveandplay.com.au

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I SSU E 46 | AU T U M N 2026 4 9

Silent Screams To our systems of support: …—-… SOS.

D

ear Government, can’t you hear us screaming? Are our screams silently swallowed by the relentless noise of systems that are supposed to support us? Hear us, for we are collectively distraught, distressed and exhausted. We are crying for help, but secretly we know, no one is coming.

I write this in the shadow of sadness and in reflection of the shear cost to humanity our ‘support’ systems are inflicting upon us. In recent weeks, Australia has been confronted by an unimaginable tragedy involving two children with profound disability and the parents who loved them.

While the details are distressing, what sits beneath this event is not unfamiliar to many families raising children with complex needs. It is the quiet, constant and cumulative pressure of caring without relief, struggling with systems that constantly shift, in a landscape that is ever changing.

Our systems are suffocating under the weight of themselves. Falling short in their intention and execution. And leaving a nation holding its collective breath in anticipation of what comes next. Once again, decisions about how childhood disability will be categorised, funded and supported are being decided at unprecedented rates with vague and undefined parameters. Thriving Kids, to be rolled imminently, exemplifies this.

Those of us who study policy know that

5 0 SO U RCEKI DS .CO M . AU

this is a rollout without detailed objectives, without clear communication and with no concrete commitments to meaningful change.

Categorically, the cost of this shortsighted thinking will be worn by carers.

Carers are often described as resilient, strong, and tireless. While these qualities are real, they can also become a trap.

Strength is celebrated, but struggle is silenced. Many carers robotically answer, “I’m fine” when in fact their world is imploding.

Yeah I’m fine If “F” is for feeling overwhelmed And “I” is for “I’m not alright” Yeah I’m fine If “N” is for not being able to sleep “E” for every night Yeah I’m fine Finally feeling the pressure of Keeping my feelings inside Yeah I’m fine Well maybe I’m not And I just need to tell someone I’m not alright (Fine - Kyle Hume, Spotify)

In part, this is because the systems designed to support our families were designed for individuals, not children in families. We need to urge systems to understand that children do not exist in isolation. Parental wellbeing, sibling needs, and household stability are determinants of child outcomes.

For our children to be well supported, our systems need to legislate family wellbeing as a core metric and funding models should explicitly target care-giver sustainability, sibling well-being, and family functioning. Practically, this looks like funding of family supports as disability supports, reduced administrative burden, and crisis thresholds to extra supports for triggers like sleep deprivation, increased hospital admissions, or carer mental health risk.

MONIQUE POWER

While I don’t want to add to your workload, no-one knows your strain like you do, and we need you to scream louder.

Help yourself and your child’s therapists to support and advocate for you, by: Mapping your actual load, not your idealised one. Write down every care task, coordination task, advocacy task, and emotional labour role you hold. Use this to justify funding, respite, school supports, and extended family help – your workload is evidence.

Formalise informal supports. Ask schools, therapists, extended family, and community groups to document what they provide. Written evidence strengthens NDIS plans, appeals, and crisis requests.

Escalate early, not late. If sleep deprivation, mental health strain, or care demands exceed capacity, request urgent plan reviews or crisis supports before collapse. Systems respond to documented risk.

Share advocacy labour. Join parent networks or peer groups to divide tasks like submissions, complaints, and policy responses. Collective voice reduces individual burnout and increases impact.

Build a “failure buffer.” Identify at least two backup carers/services for emergencies (formal respite, paid carers, extended family, short-term accommodation).

Planning for breakdown is not pessimism – it is safety planning.

It is OK to not be ok. It is better to speak out than suffer in silence. Spot the signs of crisis early – and act.

By Monique Power, Founder Rippleability. Co-written with Dr. Michelle Olaithe, Clinical Director at 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 46 | AU T U M N 2026 51

APPS

Fami ly

APPS

THAT MAKE HEALTHY HABITS ACTUALLY FUN Building healthy habits with kids can feel like herding cats.

But a few clever apps can turn a daily struggle into something that’s fun for the whole family.

From mindfulness to movement, sleep to screen time, here’s a round-up of tools that help you all thrive together.

DAILY HABITS & MOTIVATION Habitica Chores and homework become RPG-style quests in this gamified

MINDFULNESS & EMOTIONAL CALM Smiling Mind This Australian gem offers agespecific mindfulness programs, from little ones to teens and adults. Short sessions make it easy to slip into the day, and it’s evidence-based, so you know it’s actually useful.

Headspace for Kids Mini meditations for focus, sleep, and managing big feelings. The playful animations make mindfulness

habit tracker. Kids and teens earn points,

relatable, even for children

level up, and tackle their “daily boss” (yes,

who usually roll their eyes at “quiet time”.

that’s laundry) with a grin. Family-friendly and addictive in a good way.

Calm Calm has a dedicated kids’ section

Streaks

alongside the features for adults.

Beautifully simple, Streaks helps

Dive in to sleep stories, meditations, and

you track up to 12 daily habits.

gentle breathing exercises. Even parents

It’s perfect for older kids and parents who

will find it hard to resist a “just five

respond to visual motivation — nothing

minutes” meditation.

SCREEN TIME & DIGITAL BALANCE Opal Block distractions, track screen time, and set healthy limits. A non-judgmental approach that encourages awareness rather than punishment.

Forest Stay off your phone, grow a tree.

Sounds simple, but turning focus into a game works beautifully for older kids and parents alike.

fancy, just results with a great interface.

Remente

MOVEMENT & ENERGY

Google family link / apple screen time

A hybrid of habit tracker, goal

Nike Training Club

setter, and mental wellbeing coach.

Free workouts for all ages and

Definitely. Keeps everyone accountable

levels, from parents wanting a

while teaching digital balance.

Family members can check in daily, track moods, and celebrate wins together.

SLEEP & REST

quick sweat to teens building stamina.

Family workouts? Totally doable.

Sworkit Kids

Boring? Maybe. Effective?

NUTRITION & MINDFUL EATING

Sleep cycle

Short, fun, guided workouts

Mealime

Tracks sleep patterns and wakes

for children. No pressure, just

Family-friendly meal planning

you up gently at the best moment.

movement that makes them giggle while

with quick, healthy recipes. Makes

Useful for teens who struggle with early

they get fit. There’s a whole lot of content

dinner less chaotic and more collaborative.

mornings… or parents who don’t.

for adults too so everyone can get involved.

EatRight Now

Moshi sleep

Zombies, Run!

Sleep sounds, white noise,

For older kids and teens, this

app offering guided lessons,

meditations and sleep stories

makes running or walking into

mindfulness exercises, and community

Eat Right Now is an evidence-based

for kids, narrated by soothing voices — yes,

a story adventure. Nothing motivates quite

support to help you build healthy eating

even Goldie Hawn.

like zombies chasing you.

habits that last.

52 SO U RCEKI DS .CO M . AU

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REACH,, PLAY,, GROW Building strength and skills: how vertical work benefits kids with disability

W

orking in vertical spaces engages a child’s body and brain in a way that differs from horizontal tasks.

Instead of relying on gravity to stabilise their movements (as they would when writing on a flat surface), children must use core strength, arm control, and visualmotor coordination to complete tasks. This helps build foundational skills for learning and everyday independence.

STRENGTHENS POSTURAL MUSCLES FOR BETTER POSTURE AND STABILITY Reaching to engage with objects on a vertical surface encourages children to activate their back, shoulder, arm, and wrist muscles. These muscle groups are responsible for postural control, which is essential for maintaining an upright position when sitting at a desk, using a computer, or even walking with confidence.

Children who struggle with low muscle tone, cerebral palsy, or other neuromuscular conditions can benefit from vertical activities that naturally encourage better posture and endurance.

5 8 SO U RCEKI DS .CO M . AU

ACTIVITIES

PR ACTICAL

Vertical Activities for Strength and Learning

PREPARES HANDS AND WRISTS FOR WRITING AND FINE MOTOR TASKS One of the most overlooked benefits of vertical engagement is its impact on wrist extension – the upward bending of the wrist necessary for efficient handwriting and grip strength.

When children draw on an easel or manipulate objects on a wall-mounted board, they must extend their wrists, activating intrinsic hand muscles that support grip, pressure control, and hand stability. This positioning also improves pencil grasp, scissor use, and functional hand movements, which are critical for academic and daily living skills.

IMPROVES VISUAL TRACKING, DEPTH PERCEPTION, AND READING READINESS Many children with disability experience challenges with visual tracking – the ability to follow a moving object or scan across a page efficiently. Vertical activities naturally encourage eye movement and hand-eye coordination, strengthening the brain’s ability to process spatial relationships.

For example: •C opying from a board to paper becomes easier when a child is used to adjusting their visual focus between different distances.

•R eading and writing skills improve as children practice left-to-right eye movements, an essential skill for literacy development.

•D epth perception and spatial awareness are enhanced, making activities like reaching for objects, walking, and even playing sports more manageable.

CORE STRENGTH BENEFITS Vertical activities don’t just work the arms and hands – they also engage the core muscles that support balance, stability, and overall body control. When a child reaches, stretches, or maintains

an upright posture during vertical tasks, they’re activating the muscles in their abdomen, back, and pelvis. This kind of core engagement is essential for tasks like sitting upright in a chair, moving with coordination, and maintaining balance during everyday activities. For children with disability, especially those with low muscle tone or postural challenges, vertical play can be a gentle and natural way to build trunk stability, helping them feel more grounded and in control of their movements.

BUILDING INDEPENDENCE AND CONFIDENCE THROUGH VERTICAL WORK Beyond the physical and cognitive benefits, vertical activities provide a sense of mastery and independence. Many children with disability experience frustration when tasks feel difficult, but vertical engagement often allows for more natural, successful movement patterns. ➜ For children with limited fine motor skills, vertical engagement encourages larger arm movements, which can be easier than precise tabletop tasks. ➜F or children with sensory processing challenges, standing while working can provide proprioceptive input, improving body awareness and regulation. ➜F or children who struggle with confidence, vertical tasks often feel novel and engaging, helping to build self-esteem through successful participation.

Incorporating vertical activities into a child’s routine is a simple yet powerful way to enhance motor skills, cognitive development, and independence.

Whether through creative play, movement challenges, or structured learning tasks, working in vertical spaces helps children build the strength, coordination, and skills they need for everyday life.

Easel or wall art • Encourage drawing, painting, or colouring on a vertical surface such as an easel, whiteboard, or butcher paper taped to the wall.

• This strengthens wrist extension, grip control, and fine motor coordination while allowing creative expression.

• For children with limited mobility, use adaptive grips or hand-overhand support to guide movements.

Sticky note or velcro board games • Place numbers, letters, or shapes on sticky notes and ask children to match or organise them on a vertical surface.

• This improves visual tracking, problem-solving, and hand strength while reinforcing literacy and numeracy skills.

Climbing or reaching tasks • For children who can engage in gross motor activities, climbing walls, reaching games, or stretching exercises can improve upper body strength and coordination.

• Even simple tasks like placing objects on a shelf can encourage postural control and balance.

Magnetic or felt storyboards • Creating a magnetic or felt board with characters and objects encourages storytelling, sequencing, and creativity.

• Children develop cognitive planning skills, language development, and fine motor control by arranging objects.

Vertical sorting and matching games • Using a Velcro board, pocket chart, or hanging organiser, children can match objects by colour, shape, or category.

• These activities build executive function skills, sorting abilities, and hand-eye coordination.

I SSU E 46 | AU T U M N 2026 59

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Shaping the Future of Human Rights in Disability

A Recap of the Human Rights Symposium 2025 Hosted by B-HART On 10 December 2025, leaders, families, people with disability, providers, advocates and government came together in Adelaide to mark International Human Rights Day with a clear purpose, turning commitment into action.

The day opened with a strong message from government about the shared responsibility to advance human rights at both local and systemic levels. From there, we moved quickly from principle to practice.

Dr Alinka Fisher, Senior Lecturer, Positive Behaviour Support, Disability and Community Inclusion, Flinders University, challenged the sector to move beyond compliance and embed rights-based behaviour support across disability services. Her message resonated deeply with both families and providers, “we don’t want to have compliance as our gold standard of good practice. We want to have meeting the person’s rights as our gold standard and along the way we’ll tick all the boxes that we need to according to current legislation.”

Across the first panel, leaders from employment, health, youth advocacy, the arts and service provision explored what it takes to remove barriers and create genuine autonomy and participation. The conversation was practical and honest, naming where rights are still restricted and identifying bold but achievable changes for 2026.

Natalie Wade, Associate Commissioner, NDIS Quality and Safeguards Commission, painted a compelling picture of a rights-

based future for disability services in Australia. She was clear about the standard that must guide the sector, stating “rights-based service delivery must be the primary focus of providers and should drive all of their activities.”

For families, this is reassurance that quality and safeguarding must be anchored in dignity and autonomy. For providers, it is a clear call to align governance, systems and daily practice with human rights as the organising principle.

The afternoon turned to leadership. Beginning with the confronting issue of forced sterilisation, panellists explored the courage and accountability required to ensure human rights are truly lived. This was not abstract discussion. It was a reminder that systems change only when leaders at every level choose to act.

We were also proud to share progress on B-HART’s three year project, How to Claim your Human Rights, proudly funded by the Australian Government Department of Health, Disability, and Ageing.

Project coordinators with lived expertise reflected on co-design sessions focused on how people can better understand and claim their human rights. In 2026, we will release practical resources to support individuals and families to understand how to claim their rights, alongside training for service providers to implement a human rights-based approach to service delivery.

Human Rights Day 2025 was not just an event. It was a marker of momentum. If you want to be part of what comes next, sign up to B-HART and stay connected. Together, we can continue shaping a disability sector where human rights are not promised but practised.

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UP, UP AND PLAY!

Turn walls, windows, and vertical spaces into hubs of hands-on learning, creativity, and fun.

Three dimensional felt storyboard This storyboard invites children to create their own stories through hands-on, imaginative play. With colourful felt pieces that stick and restick easily, kids can build scenes, characters, and adventures while enjoying a rich tactile experience. Designed to support creativity, fine motor skills, and early thinking, it introduces dinosaurs, animals, and different settings in a playful, engaging way, perfect for curious storytellers.

RRP: $47.89 | sensoryplanet.com.au

Window suction spinners A stimulating toy for vertical play that combines fun, sensory engagement, and portability! These vibrant, interactive toys attach securely to windows and other smooth surfaces using a strong suction cup – making them ideal for planes, car windows, cafe tables, or even bath time! RRP: $26.95 | letstravelbaby.com.au

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62 SO U RCEKI DS .CO M . AU

PRODUCTS

Wonderwall STEAM activity boards This open-ended game wall invites children to explore, experiment, and play at their own pace. Through hands-on activities like sorting, matching, arranging, and creating patterns, it builds problem-solving skills, creativity, and confidence.

A simple, engaging way to support early thinking and vertical learning through play. RRP: from $159 | joykidsoriginal.com

Boon building bath toys Who knew leaky pipes could be so much fun? This clever bathtime set turns splashing into a pouring and scooping adventure, with suction-backed pipes that link together and keep the water in the tub where it belongs. Add the spinning Boon Cogs and, set up just right, they work together like a delightfully chaotic little machine that makes bath time all about play and discovery. RRP: $19.50 | sensoryandme.com.au

Climbing rocks These bright children’s climbing rocks invite kids to climb, move, and explore while building strength, coordination, and confidence. The set of 10 supports active play, problemsolving, and sensory regulation, with durable, UV-resistant

Brick creativity wall

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Bricktastics baseplates and basic

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Squigz starter set Squigz flex and they stick! Once they take hold, it takes some pull to separate them. They are flexible fellows and committed joiners, and are a great resource for developing all sorts of important skills including bilateral skills, fine motor control, and grip strength. RRP: $34.95 | skillbuilders.com.au

Face felt activity set The Mr & Miss Face Felt Activity Set is a hands-on way for children to explore feelings through play. With two large felt faces and 44 hook-and-loop pieces, children can mix and match eyes, mouths, eyebrows, hair, and accessories to create and talk about different emotions.

RRP: $111.90 | teaching.com.au

I SSU E 46 | AU T U M N 2026 63

Plan management that puts you first.

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Navigating NDIS supports

You’ve found a product or service that makes a real difference to your life but aren’t sure if you can use your NDIS funding for it.

At Instacare, we manage thousands of invoices every week. e review every invoice sent to us to ensure it aligns with NDIS requirements.

Understanding what you can buy

The NDIS continues to develop guidelines on how funding can be used. However, because every person’s needs are different, there’s no one-si*e-fits-all answer.

1. You can use NDIS funds for supports that are directly related to your disability and are NDIS supports.

This can include allied health, assistive technology, support workers who help with daily living or community access, and home modifications such as grab rails or ramps.

2. There is also a list of supports NDIS funding cannot be used for. This includes everyday living expenses, such as groceries, takeaway food, or rent. Sometimes it can be hard to determine if something is an everyday living cost or something you need. For example, the NDIS is unlikely to fund a standard set of cutlery (an everyday household cost). However, they may fund adaptive cutlery for a participant who requires assistive technology to prepare meals independently.

3. In some circumstances, participants may be able to request a substitution from the replacement support list. A replacement support isn’t an extra support. It replaces an existing NDIS support or supports in your plan. For example, a participant with complex communication needs may request a tablet as a replacement support where this is the most appropriate solution for their needs.

Tips for invoices

To ensure your providers are paid quickly, check that their invoices include: Clear descriptions: For example, an invoice stating "Services" may be too vague. It should say exactly

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n early intervention, equipment plays a critical role in supporting your child’s development, mobility and participation. Traditionally, the focus of assistive devices has centred on clinical function – posture, positioning, durability and safety. And of course, those things matter. But there’s growing recognition of another equally important factor: how the equipment actually looks and feels in everyday life.

For families engaging in early intervention services, equipment isn’t used in isolation. It becomes part of your day-to-day world – at home, in therapy sessions, at childcare, in parks and out in the community. When mobility aids or supportive seating visibly resemble medical devices, they can unintentionally create social and emotional barriers, not just for

B ri n g in g yo u ti p s a n d a d v ic e a b o u yo u r a s s is it t ive te c h n o lo g y fr o m Au s tr a li a ’s le a d in g p ro fe s s io n a ls . children but for parents too. innovations allow equipment to maintain Aesthetic design in assistive equipment high levels of support while presenting refers to products that feel contemporary, a lighter visual footprint. Aluminium streamlined and integrated into everyday frames, clean lines, neutral colour palettes environments. Rather than appearing and refined fabric choices can transform overtly clinical, these devices blend form the overall impression of a device without and function – supporting therapeutic changing its therapeutic function. outcomes while reducing the visual There’s also a practical side to stigma sometimes associated with medical thoughtful design. Equipment that feels equipment. less clinical may be used more consistently.

For young children especially, You might feel more comfortable bringing social perception it into community spaces, When assistive plays a significant social gatherings or when role in confidence and travelling. That increased products are participation. Equipment use supports therapy designed with that looks similar to carryover – enabling both function and mainstream products can your child to practise form in mind, they promote inclusion and positioning, endurance communicate value or mobility goals outside peer acceptance. In early and respect for the learning environments, structured sessions. where curiosity and Early intervention today child using them. comparison are natural, increasingly takes a holistic subtle design differences can make a view. Supporting development isn’t limited meaningful impact. When a stroller, chair to physical alignment or motor skills. or mobility device appears modern and Emotional wellbeing, family confidence child-friendly rather than institutional, it and social inclusion are equally important. supports a sense of belonging.

Equipment that respects these dimensions Families also benefit from equipment contributes to a more complete support that integrates aesthetically into daily life. approach.

Early intervention can be an emotional Aesthetic design also aligns with the journey. Introducing equipment into your growing emphasis on dignity in disability home can feel both practical and deeply care. Children deserve equipment personal. Devices that appear highly that reflects their personality, age and medicalised may reinforce feelings of individuality – not devices that only difference or dependency. Conversely, highlight a diagnosis. When assistive thoughtfully designed products that align products are designed with both function with contemporary design standards can and form in mind, they communicate feel empowering rather than confronting. value and respect for the child using them.

Importantly, good aesthetics do not As the assistive technology sector mean sacrificing clinical integrity. Modern continues to evolve, design is becoming manufacturing techniques and material part of the conversation rather than an

afterthought. Families are increasingly seeking solutions that meet therapeutic needs while also fitting seamlessly into their homes and lifestyles. Manufacturers and providers who prioritise aesthetic integration are recognising that appearance influences experience.

In early intervention, where equipment may be introduced during formative years, thoughtful design can shape how children see themselves and their place in the world. By balancing clinical performance with contemporary aesthetics, assistive equipment can move beyond purely medical function and become a natural part of everyday childhood.

For more information about early intervention equipment and supportive mobility solutions, contact the team at Alivat on 1300 156 474 or visit alivat.com.au.

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Cooking wi th

CONFIDENCE Kitchen hacks to support independence in young adults with disability

F

or many young people with disability, learning to cook is about building independence, confidence, and life skills that will carry them far beyond the kitchen. The difficult thing however, is that the kitchen isn’t designed with diverse bodies, brains, or needs in mind. A fiddly can opener, hot stove, and recipe written in size-8 font don’t exactly scream “welcome in!” if you’re working with fine motor challenges, sensory sensitivities, or a different way of processing information.

But there are practical ways to make cooking more accessible – whether it’s by adapting the environment, switching up the tools, adding visuals, or inviting a voice assistant to lend a hand.

WHY COOKING MATTERS FOR INDEPENDENCE Learning to cook – even just a few basic meals – is a life skill that builds confidence, self-sufficiency, and pride.

For young people with disability, cooking can also foster: •C hoice and autonomy: picking meals, experimenting with flavours, and deciding what works best for you.

• Self-esteem: the pride of saying, “I made this myself.”

•E veryday problem-solving: cooking teaches planning, sequencing, and adapting to change.

• Opportunities for social connection: sharing food is one of the most natural ways to connect with others.

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ADAPT THE TOOLS, NOT THE EXPECTATIONS

Here are some practical tools that make everyday cooking safer and easier: • One-handed cutting boards with stabilising spikes and raised edges help hold ingredients in place for safer slicing.

• Rocking knives, loop-handled utensils, or ergonomic grips are great for anyone with reduced hand strength or fine motor control.

• E lectric can openers, jar openers, and automatic choppers take the strain out of repetitive, strength-based tasks.

• Non-slip mats under bowls and boards keep things steady and safe.

• Measuring spoons and cups with bold markings, colour coding, or tactile indicators (like bumps or textures) help those with visual or cognitive challenges measure ingredients independently.

• I nduction cooktops or air fryers may feel safer for some users than gas burners or open flames, as they reduce the risk of burns.

Small changes in tools can lead to big changes in confidence – and that’s what it’s all about.

INDEPENDENCE

USE VOICE-ASSISTED TECHNOLOGY AS A KITCHEN SIDEKICK

Visual aids

MAKING THE INVISIBLE, VISIBLE For many young adults, especially those with intellectual disabilities, autism, or receptive language difficulties, seeing the steps can be much more helpful than reading or hearing them. Here are some helpful visual supports: • Step-by-step picture recipes: Break the recipe into simple actions with images for each step – e.g., a picture of someone cracking an egg, stirring batter, or putting a tray in the oven. Add short, plain English instructions underneath. There are apps that can help you do that if you have someone that loves to make use of an ipad.

• Visual timers: Choose timers that display a visual countdown (like a shrinking red wedge or light bar), which can be easier to understand than a digital timer.

• Visual schedules or cue cards: Lay out each step of a recipe or routine using symbols or photos. This helps with sequencing and memory.

• Colour-coded tools and ingredients: For example, use a red chopping board for raw meat, green for vegetables, blue for cooked food. Even drawers and cupboards can be colour-coded.

• Tactile or Braille labels: These can be added to ingredients, appliance settings, or containers to support young people who are blind or have low vision.

• Visual shopping lists: Match the photos of ingredients from the recipe to a shopping list – this helps young people feel more involved and prepared before they even start cooking.

When we make cooking more visual, we take out the mystery – and make it more accessible, predictable, and empowering.

Smart speakers and voice assistants like Google Assistant, Alexa or Siri can play a big role in building independence in the kitchen. They can guide, prompt, and support without the need for constant supervision.

What can voice assistants do?

• Read out recipes one step at a time: “Hey Google, what’s the next step in the recipe?” means no flipping through cookbooks or screens.

• S et multiple timers for different foods or steps: “Alexa, set a timer for pasta for 8 minutes, and another for the garlic bread for 12.”

• C onvert measurements on the fly: “Siri, how many grams is 1 cup of flour?” is a lifesaver when measuring gets tricky.

• A nswer cooking questions: “Google, how do I know if chicken is cooked?” or “Can I use yoghurt instead of sour cream?”

• Add items to a shopping list or remind users to pick something up: “Alexa, add eggs to the list.”

• C ontrol smart appliances: Some ovens, slow cookers, or microwaves can be voice-operated – reducing the need to fiddle with buttons or dials.

Voice tech can be especially helpful for people who process information better auditorily, have limited hand mobility, or simply need a non-judgemental helper in the room. It turns the kitchen into a space where young people can lead the way – and ask for support on their own terms.

MAKE THE KITCHEN A SENSORY-FRIENDLY SPACE Cooking is a full sensory experience – smells, textures, noises, and heat – and that can be overwhelming for some, especially those with autism or sensory processing differences.

Here are a few ways to create a calmer cooking environment: Limit sensory overload: Use noisecancelling headphones, reduce strong smells by cooking with windows open or using a fan, and choose silicone utensils (which make less clatter than metal).

Adjust the lighting: Harsh fluorescent lighting can be jarring. Soft, natural light or gentle warm bulbs can make the space feel safer and more comfortable.

Prep around preferences: If certain smells or textures are too much (e.g., raw meat, sticky dough), allow for alternatives or delegate those steps.

Schedule breaks between steps – use a timer or visual schedule to indicate when it’s okay to pause and reset.

The goal isn’t to force tolerance – it’s to create a space that feels inviting, predictable, and manageable.

BUILD SKILLS OVER TIME (AND CELEBRATE EVERY WIN) Start small. Even learning to spread butter on toast or microwave a mug cake is a step toward independence.

Over time, these skills build: • Chopping and stirring become muscle memory.

• Recipes become more familiar.

• Confidence grows – not just in cooking, but in self-advocacy, planning, and trying new things.

A great way to build skills is to create a visual cooking chart with a checklist of tasks – like “crack an egg,” “wash fruit,” “boil water.” Tick them off as they’re mastered. It’s a simple but powerful reminder of how far they’ve come.

And when things go wrong (because they will), use it as a learning moment – not a failure. Burnt toast or a slightly toosalty soup is just part of the journey – we’ve all done it!

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Watches and Reads Books and shows on our radar right now…

YOUR CHILD IS NOT BROKEN, BY HEIDI MAVIR

PEPPA PIG

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M M U N IT Y

sourcekids.com.au

OI

CO

@sourcecoau @sourcecoau

ORE AND J

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GET YOUR DAILY DOSE OF INSPO AND INFO!

D

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M UT

A major new storyline is unfolding in Peppa Pig, with Peppa’s little brother George revealed to be moderately deaf in upcoming episodes.

The long-running preschool favourite is weaving the change in thoughtfully, reflecting the real experiences of deaf children and their families.

New episodes will appear on digital platforms before continuing in Season 11, coming soon to ABC Kids. view.abc.net.au

U

N

An unapologetic and deeply personal guide for parents of neurodivergent children from Heidi Mavir, a late-identified neurodivergent adult raising an autistic and ADHD teenager.

This updated edition covers Pathological Demand Avoidance, Rejection Sensitivity Dysphoria, and includes a candid interview with her son, Theo. It traces Heidi’s fierce, funny and painfully honest fight to be understood in a world quick to blame parents and cling to ableist stereotypes. amazon.com.au

WATCHES AND READS

A DASH OF ADVENTURE

BY JULIE WILLIAMS & MITCH OATES Julie and Mitch are friends from regional New South Wales who share a love of fun, imagination and creating accessible experiences for everyone.

Their passion for inclusion and their many adventures together inspired A Dash of Adventure: a children’s book that celebrates curiosity, connection and the joy of exploring a world where everyone belongs. adashofadventurebook.com

ARFID FOLLOWS ME EVERYWHERE,

BY KARELLE VEZINA This is a gentle, illustrated story designed to help children with ARFID feel seen and understood, while giving parents a clearer window into their world. It follows Max, an eightyear-old starting over in a new town. He can leave behind his old bedroom and school, but not ARFID, which shadows him through lunch breaks, sport and the awkward business of making friends.

When he meets another child who understands, he realises he isn’t alone. amazon.com.au

Adaptive clothing to assist everyday living

DANCING WITH DADDY,

BY ANITRA ROWE SCHULTE Elsie can’t wait to go to her first fatherdaughter dance. She picked out the perfect dress and has been practicing swirling and swaying in her wheelchair. With gestures, smiles, and words from a book filled with pictures, she shares her excitement with her family. But when a winter storm comes, she wonders if she’ll get the chance to spin and dance her way to a dream come true. amazon.com.au

& Kids lt adu sizes

Easy-grip Feeldom Signature Zipper Rings

Comfortable adaptive clothing and incontinence aids, designed to make daily life easier and give families greater peace of mind through simple, functional solutions.

unisex bodysuits for kids & adults

backzip bodysuits

swimwear & swim nappies

feeding tube access bodysuits & accessories

Stylish adaptive gear Designed to be useful and built to last Rigid-body structure for improved protection

sensory friendly accessories

clothing & bedding protection

www.wonsie.com.au

Premium ballistic nylon for strength

5-year warranty

Registered NDIS Provider

Specialized attachment system

Scan to go to website

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BEME

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Manufacturer: Leckey Supplier: Sunrise Medical Weight: Up to 70kg | Height: N/A • Available in three sizes the BeMe highly personalised seating system can be tailored to meet the needs of every

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child.

P L AY PA K

• Provides superior and

Manufacturer: Firefly | Supplier: Firefly

individualised posture, function

Weight: N/A | Height: 0-4 years

and comfort + click and switch parts for total ease.

• P ortable early intervention therapy

• World’s first truly growable

kit for babies and young children.

• C an support children in multiple positions, to aid them as

contoured cushion to maximise pelvic stability as child grows

they work towards their therapy goals.

• Playpak is often used for home therapy – parents or carers

and develops.

can use it with the child in between therapy sessions.

SEATING& POSITIONING

KEY

C Children

Y Youth

A

Whether it’s for play, learning, eating or simply relaxing - see what’s out there that best suits your child’s needs.

Adults

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KIMBA HOME Manufacturer: Ottobock Supplier: Ottobock Weight: Up to 75kg Height: N/A • Consistent postural support

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PA N G O

– Compatible with Kimba

Manufacturer: Circle Specialty

shells, allowing the child

Supplier: Alivat

to remain in a familiar and

• T he Pango has a variety of

seating units and custom

supportive seating system.

accessories to address your

• Height-adjustable base – Seat

child’s unique requirements.

height and tilt can be easily

• P ango features a cushioned seat

adjusted, enabling interaction

and back, angle adjustable back,

at eye level during meals, play,

height and depth adjustable seat,

or learning.

pelvic belt, and the unique feature

• Compact and manoeuvrable

of seat to floor angle adjustability.

– Designed for tight indoor

• T he Pango activity classroom

spaces, with smooth-rolling

chair is ideal for children with mild

casters for easy movement

to moderate positioning needs.

throughout the home.

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SUPPORTIVE SEATING SYSTEM

PRODUCT REVIEW

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THE SHAPE

Y

Manufacturer: R82

A

Supplier: Etac Weight: Up to 90g | Height: N/A • Huge growth potential. Up to 20cm seat depth and 27cm back height growth in a single size.

• Infant option to support posture, sitting balance and milestone development from 4 months of age.

• Adjustable dynamic back to control or change the tension as the users needs change and they grow.

• Adjustable seat wedges which

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change/grow with the child providing

J U N I O R+

precise control and positioning of the pelvis. The key to supporting posture

Manufacturer: Jenx

and function.

Supplier: Medifab Weight: Up to 50kg Seat width: 15cm – 37.5cm Seat depth: 21cm – 44cm Seat – top of backpad height:

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34.5cm – 57.5cm

SOFT TOUCH LINERS Manufacturer: Special Tomato

• Customisable support: Offers

Supplier: RTD Australia

adjustable head, trunk, leg, and

Weight: N/A | Height: N/A

foot supports to meet individual

• All liners come with secure

needs, ensuring optimal comfort

attachment straps.

and posture for children aged 18

• Can be attached to most stable seats.

months to 12 years.

• Portable and usable on-the-go.

• Enhanced pelvic stability: Features a contoured seat with memory foam, adjustable lumbar support, and a 4-point lap strap to promote proper pelvic

EASY TO KEEP CLEAN

alignment and reduce the risk of slipping.

• Easy transfers and adjustments: Includes flip-away leg control pads and an angle-adjustable footplate, facilitating smooth transfers and accommodating various positioning needs.

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AXIOM FOR K IDS SE AT ING

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Manufacturer: Ki Mobility Supplier: Paragon Mobility Weight: Up to 150kg

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JUNI CHAIR Manufacturer: Smirthwaite

• Developed for children’s developing bodies which have different positioning needs.

Supplier: Medifab

• A paediatric cushion line helping to

Weight: 30kg-60kg

improve clinical outcomes for the

Seat Height: 16cm – 40cm

smallest of riders through the use of

Seat Width 24cm – 36.5cm

varying foam softness and gels.

Seat Depth: 18cm – 40cm

• Durable and breathable cushion

• Gentle contouring provides support and gives stability for siting.

• Low seat to floor height allows children to be sat with their feet on the floor, promoting engagement with the community.

• The backrest is extendable, ensuring extra support and options for growth.

covers that are easy to keep clean.

An extra cushion cover is included with each cushion for your convenience.

• A pop of personality with a range of colours to match your chair or your favourite toy.

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KEY

C Children

Y Youth

A

Adults

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SQUIGGLE S SE AT

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Manufacturer: Leckey

Manufacturer: Jenx

Supplier: Sunrise Medical

Supplier: Medifab

Weight: Up to 22kg

Weight: Up to 25kg

Height: N/A

Height: N/A

• Grow with you.

• Modern, child-centred

• W ide range of

styling combined with

accessories and options.

a comprehensive range

• Has a high low base,

of support options - for

and tilt.

moderate to complex

The Squiggles is perfectly

postural needs.

designed to meet the

• Tool-free adjustments.

unique needs of young

• T he Y-Base offers a high-low

children. With a large

range of 26 to 75cm seat to

range of accessories

floor height, as well as 40°

and options the squiggles

of tilt-in-space, making the

can be customised to suit

Atom a versatile and flexible

your needs however basic

indoor seating solution!

or complex.

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G R AV I T Y C H A I R Manufacturer: Seeds Seating Supplier: Medifab

COMES IN FIVE SIZES

Weight: Up to 130kg

A T O M S U P P O RT I V E INDOOR SE AT

C Y A

WOMBAT Manufacturer: R82 | Supplier: Etac Weight: Up to 70kg | Height: 35cm to 185cm • T ilt-in-Space - seat unit tilts from -15°

Height: 90cm to 170cm

to 20° to accommodate both relaxed and

• Supportive foam positioning system

active sitting postures. Depending on the

to provide postural control to a wide

level of function, some users will be able

range of individuals.

to activate the handle beneath the seat themselves.

• Providing a snug and safe feeling for

• Built-in growth - Wombat Living offers

users who have perception deficits, the

stepless adjustment for growth.

Gravity Chair follows the principle of

• A ngle adjustable push brace. Depending on

‘tension and relaxation’.

the need, the push brace can be angled into

• Wipe down covers, it is available in 3 insert

the desired position.

colours (red, green, or blue), and fits into the

The Wombat Living is a cool activity chair

home or school environment perfectly!

for all children, from toddlers to teenagers.

The fresh look with modern colours makes it suitable for use in any indoor environment.

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C ATCHUP CHAIR

Y

Manufacturer: Special Tomato

A

Supplier: RTD Australia Weight: Up to 113kg Height: Up to 170cm • A perfect fit seat at a perfect fit height.

• A ppropriate for individuals who are requiring mild to moderate postural support in sitting.

• P erfect for multiple user environments with tool free calibrated adjustments.

Maintaining good posture equals less fatigue for children, so they can direct their attention to learning, eating, creating and socialising.

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PRODUCT REVIEW

SUPPLIERS For a full list of suppliers - scan QR code

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MADITA FUN

Y

Manufacturer: Schuchmann Supplier: APEX Mobility Weight: Up to 50kg • S eat surface can be individually adjusted.

• T he headrest can be adjusted in

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E A R LY A C T I V I T Y S Y S T E M

height, depth and angle.

• T horax pelotte pads encourage stable

Manufacturer: Leckey

and upright sitting positions.

Supplier: Sunrise Medical

Madita Fun therapy chair has unique

Weight: Up to 15kg

features that make it one of the most

Height: Up to 95cm

desirable seating systems around.

• Early intervention activity development program.

• Cushioned floor mat and soft to touch, it is anti-bacterial and has positioning supports.

• Key positions – back lying, tummy lying, side lying and floor sitting.

C Y

PA L Manufacturer: Leckey Supplier: Sunrise Medical Weight: Up to 50kg Height: N/A • Mild to moderate postural support.

• Range of base options.

• Combination of supports available.

The Pal is a classroom chair designed for children with mild to moderate postural needs. Coming with a range of accessories and options, it offers increased stability to help reduce fatigue and allow children to concentrate on learning for longer periods.

C Y A

S M A RT S E A T P R O I I Manufacturer: Careflex Supplier: APEX Mobility Weight: Up to 160kg Height: 124cm to 142cm SmartSeat Pro is the ultimate in

C Y

SMILLA

specialist seating where postural

Manufacturer: Schuchmann

in the “easy chair’ format,

Supplier: APEX Mobility Weight: Up to 60kg • B ackrest can be adjusted in height and angle.

• Headrest supports head control.

• A rmrests can be adjusted in height.

Smilla is a unique indoor seating system that can be adapted to suit individual needs and requirements.

alignment and control is needed fully adjustable to encourage a symmetrical and mid-line position and pressure relief.

• Tilt-In-Space and back rest recline.

• Easy- adjust leg rest angle.

• Tool free adjustment and multisegmental back to offer support where needed, and superior materials offering longevity of use.

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KEY

C Children

Y Youth

A

C

SOFT TOUCH SITTERS

Y

Manufacturer: Special Tomato

A

Adults

Supplier: RTD Australia Weight: Up to 91kg Height: Up to 185cm • A n adaptive seating system in 3 variations - Sitter Only; Sitter with Floor Wedge (1-3) and Sitter with Mobile Base.

• A ll of the sitters come with attachment straps.

• C an be securely attached to a stable dining chair, classroom chair, stroller or any of the Special Tomato Bases.

The Special Tomato Sitters are intended for children with mild to moderate positioning needs.

C Y

H I-L O W S E A T I N G S Y S T E M Manufacturer: Special Tomato Supplier: RTD Australia Weight: Up to 59kg Height: Up to 160cm

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• C an be customised to suit each

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ACTIVITY CHAIR Manufacturer: Rifton

individual and has built-in

Supplier: APEX Mobility

growth adaptability.

Weight: Up to 108kg | Height: 32cm to 61cm

• Choices of seat cushions

• S eat and back padding including

featuring Special Tomato’s

adjustable back and seat belt.

soft-touch material, durable

• Base with Tilt-in-Space (manual).

and tough.

• Armrests and short adjustable legs.

• Features Tilt-in-Space – whilst in

The Rifton Activity Chair is considered by

the seat, floor to table height and

many to be the ultimate clinical positioning

simple, tool-free adjustments.

chair that has revolutionised active indoor

This seating system is uniquely

seating.

designed with cushion technology made from latex free material that is peel and tear resistant.

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

G O T O S E AT Manufacturer: Firefly Supplier: Firefly Weight: Up to 30kg Height: 1-8 years • L ightweight & portable postural support seat – with laterals and headrest that adjust as the child grows.

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

COME AND TRY!

REGISTER FOR FREE TICKETS

• Helps children to participate in many activities (by attaching to chairs etc).

• C an be used in many places – home, school, restaurants, cinema, dentist, hairdressers etc.

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SUPPLIERS For a full list of suppliers - scan QR code

VIC

A registered NDIS provider with services you can trust

Your Local NDIS Provider Drawing on over 30 years of experience in disability and early childhood, our team of experts provides trusted and personalised supports.

Our teams work closely with your local community and are well connected to supports that are convenient, valuable and relevant to your needs.

For more information or to enquire, scan the QR code or call the number below

30+

Expertise personalised to your needs

years of experience in disability support

Our Services Available Victoria wide: • Plan Management Region specific and available via telehealth Victoria wide: • Support • Occupational Coordination Therapy • Early Intervention/ • Speech Key Worker Pathology • Physiotherapy

• Psychology

• Dietitian

• NDIS Counselling

NDIS@windermere.org.au

Windermere has such a good reputation. They are certainly one of the best out there.

www.windermere.org.au

- Lynn, NDIS participant

1300 946 337

We are located at a number of sites in Victoria and offer services state-wide.

NDIS Registration Number: 4050001510

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