Source Summer 2024

SOURCE Magazin e

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

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

Hidden Disability Whe n it’s no t obvi ou s: a pa re nt ’s pe rs pe ct ive Autism & masking Our Sunflower lanyard experience

Festive activities to target key development skills

Supporting neurodivergent children on an overseas holiday

PLUS

C H R I S T M A S I N S P O | S E N S O R Y S E N S AT I O N S | S U M M E R F U N | M A N U A L W H E E L C H A I R S ISSUE 41 / SUMMER 2024

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HELLO As we wrap up 2024 and set our sights on the new year, we’re excited to bring you a fresh perspective on hidden disabilities. This issue shines a light on a topic that often goes unnoticed but affects countless families every day.

We’re here to explore the experiences, challenges, and victories that come with parenting children who have non-visible disabilities, and we hope to bring a bit of inspiration and understanding along the way.

Parenting a child with a hidden disability can be a rollercoaster of emotions, often made more complex by the world’s assumptions. When disabilities aren’t immediately visible, others may struggle to see the need for extra support or accommodations, making it all the more challenging for families to get what they need. But when we share our stories and raise awareness, we can shift perceptions. That’s why we’re thrilled to feature a personal story from one of our team members, Nic and her daughter Alex, who travelled to see her idol, Taylor Swift, and used the sunflower lanyard to ensure her disability was acknowledged – a small item that made a big difference.

Inside this issue, you’ll also find updates on the latest changes to NDIS support lists, giving you a helpful overview of what’s changed. We dive into dyspraxia and also developmental language disorder in children, breaking down what parents need to know. Plus, we tackle the often-sensitive topic of relationships, dating, and sexuality for young adults with disability.

We hope you enjoy this issue as much as we enjoyed creating it for you. Here’s to a holiday season filled with happiness, fun and fabulous memories. Wishing you all a wonderful Christmas and a bright start to the new year – we’ll see you in 2025!

Much love,

Emma x

58 contents SUMMER 2024

5

54

We love

Supporting

34

neurodivergent

Legislation: NDIS

children on an

supports

overseas holiday

obvious

36

58

10

What parents fear

Christmas activity

for their adult

ideas

children with

64

8 Hidden disability: when it’s not

Dyspraxia & Developmental

disability

Coordination

Christmas gift

Disorder in children

40

inspiration

16

Positive behaviour

66

Understanding

support explained

Transform a

Follow us on socials…

Developmental

bedroom into a

sourcekids

42

Language Disorder

Relationships,

sensory-friendly

20

dating & sexuality

space

Autism & masking

46

68

22

Water-play for

Fitness: beat the

sensory fun

summer slump

sourcekidsau

MAGAZINE CONTENT EDITOR: Nicole Davis HEAD OF SALES & BUSINESS DEVELOPMENT: Matthew Rainsford, matthew@sourcekids.com.au 0409 418 362

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

me: the Sunflower

52

70

lanyard

Products: summer

Watches & reads

26

fun

72

GRAPHIC DESIGN: Emma Henderson

Products: sensory

Product review:

sensations

manual wheelchairs

PUBLISHER/CEO: Emma Price

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

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

4 SO U RCEKI DS .CO M . AU

You belong with

32 Legislation: the Disability Royal Commission

64

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Calming Cocoon Calming Cocoon is a body sock type stimming product for kids & adults. Reduce stress and big emotions and, create calming vibes with a fabric cocoon which covers the body from the

U LT R A Z I P S A DA P T I V E B O A R D S H O RT S

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I SSU E 41 | SU M M ER 2024 5

The NDIS is changing: how does it impact you?

The federal government is rolling out NDIS reforms.

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

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

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

With us, it’s all about you.

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

And, we take care of NDIS admin and paying invoices to give you more time to focus on the things that matter to you and your family.

If you need a plan manager to help you navigate the changes, we’d love to speak with you.

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SO YOU’RE AUTISTIC: AN EPIC TEEN GUIDE

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C A L M I N G S T R AT E G I E S B U N D L E

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This set of downloadable resources would be

Dad, Sonny, turned these

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‘Woodisms’ into linocut prints

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Woody and help share his words

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woodism.co.uk

autismadhdsupport.com //

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I SSU E 41 | SU M M ER 2024 7

When it’s NOT obvious

When your child has a hidden disability, focussing on what’s important brings its own complications, says Katherine Granich.

S

ometimes when I’m parking in Parenting kids who have non-visible a disability parking spot – for disabilities is challenging. When other which I have an officially issued people can’t see something “wrong”, permit – I get “that look” from it’s hard for them to believe that further people. The permit is for my eight-year-old investigations or accommodations are daughter, who has a genetic disorder with needed. I spend a lot of time explaining a constellation of attendant diagnoses, such to well-meaning health professionals, as impaired vision and hearing, hypotonia therapists, school staff, needs assessors, (low tone), and hypermobile (overly bendy) funding managers, and even friends and joints. Getting in and out family members that yes, of the car is a struggle the diagnoses are real, My children for her, and navigating a and here’s a list of what may not “look” busy carpark is downright we’re dealing with every dangerous. But to a day. (I don’t actually give disabled, but casual observer, she looks them a list, but I’m often they still need quite “normal”, and I tempted to!) accommodations. can sometimes see the My children may not calculation in their gaze. “look” disabled, but they Should you be parking there? Why do you still need accommodations to help keep get a permit? It doesn’t look like there’s them safe, live ordinary lives, and give anything wrong! them the tools to access the world, just I have three children, and all of them like other people their age. So how do have life-altering diagnoses which aren’t you navigate the world with kids whose obvious to others at first – or even second disabilities aren’t as evident, and maybe – glance. My youngest child, my daughter, aren’t taken as seriously, as those more has Noonan syndrome, a genetic disorder “visible”? that affects many different parts of her body. My son, who is 12, is autistic and has I KEEP THE FOCUS ON developmental coordination disorder. My MY CHILD oldest child, who is now at university, has When my youngest was small, I started ADHD and depression. taking along two A4-sized photos of her to

8 SO U RCEKI DS .CO M . AU

meetings and appointments. One is of her as an infant in a hospital bed, surrounded by intimidating tubes and equipment. One is more recent – I’ve changed it out a few times as she’s grown, but usually it shows her playing, laughing, or scoffing birthday cake (a big deal for a kid who had a feeding tube for the first several years of her life).

I explain to whomever I’m meeting with that I want to start by remembering my child is a real person, not a list of problems, and I put those photos right in the middle of the meeting table, or on the desk, or wherever there’s space. So far, nobody has dared to cover them up with paperwork or set them aside.

Why do I do this? Because everyone I’m dealing with on my child’s behalf has an overloaded caseload and a budget and a bottom line. My kid isn’t a number, or a dollar amount. She’s a small human who has been through a hell of a lot, and is still dealing with more than the “typical” child

HIDDEN DISABILITY

I TEACH MY CHILDREN TO BE PROUD OF THEMSELVES – AND TO ASK FOR HELP

her age. Looking at her picture helps me when the discussion gets difficult, and it gives me a point of reference when she’s being talked about in the abstract – I can gesture to her and say, “That’s my child you’re talking about.”

I TRY TO KEEP A “ PARTNERSHIP” ATTITUDE WITH MY CHILD’S TEAM You catch more flies with honey than you do with vinegar, right? I’m not saying to suck up to anyone, but I do try to keep in mind that all those health professionals and therapists and teachers etc are on the same team as me, and we’re partners in my children’s care. My son went to a primary school where some of the teachers didn’t believe he had an actual autism diagnosis, despite being shown proof. School was very hard for him, as he masked all day and melted down as soon as he was safely home. So when it was time for him to go to

secondary school, I made a great effort to connect with whomever could help my son to settle in – in this case, the SENCO, and the Deputy Principal also got involved. I also made an effort to communicate the words “We’re all a part of my son’s team, and we’re partners in his success.” And I thank them for being on his team, for being my partners in making his school experience positive. So far his transition to secondary school has been exceptional, a totally different experience to primary school.

Why do I do this? Because I want my son to see the adults in his life as helpers who want him to succeed. If I go in with a negative attitude, I know I’m less likely to be listened to – it’s human nature.

And although I get very frustrated with the systems I’m having to deal with, the humans who are trying to work within that system aren’t responsible for making it so painful and stressful.

All bodies are different, all brains are different, and some people’s bodies and brains work in a way that our society isn’t very accommodating of. I’ve spent a great deal of time encouraging my children to be proud of themselves and normalising the differences they each have, because I believe that disability is a normal human variation, not an “other”. We are not “whole” or “broken”, although the systems we exist in really want to pigeonhole us into those categories. All people deserve to be able to access the world, to have normal human experiences. Some humans need solutions that might not yet be in place – and it’s okay, and completely normal, to ask for these solutions.

Why do I do this? Because although I am my children’s first and most vocal advocate, it is critical that they know how to speak up for themselves, and to know that it’s okay to do this. I don’t want them to apologise for needing help. I want them to recognise that even though they may have difficulties that others do not have, their contribution to the world is just as valid as everyone else’s. It’s my job to equip them with the tools they need to thrive, including clear, decisive voices who know what they need and know how to ask for it.

SOLIDARITY! Raising children with disabilities, whether visible or invisible or a mixture of both, makes you part of a club you probably never imagined yourself joining.

I encourage you to join support groups for parents so you can meet others who understand what you’re going through.

You deserve support and a voice, too!

By Katherine Granich I SSU E 41 | SU M M ER 2024 9

DYSPRAXIA

(AND DEV ELOPMENTA L COORDIN ATION DISORDER)

IN CHILDREN 10 SO U RCEKI DS .CO M . AU

HIDDEN DISABILITY

You may have heard doctors, paediatricians, speech pathologists, physiotherapists or cccupational therapists mention the terms dyspraxia and/or Developmental Coordination Disorder (DCD). Perhaps your child is working on their ‘praxis’ skills in OT. So, what exactly do these terms mean?

D

evelopmental Coordination Disorder (DCD) is a neurodevelopmental disorder diagnosed according to the criteria in the DSM-V. It affects fine and/ or gross motor coordination, as well as sensory processing and visual perception in children of various ages. It often presents with difficulties in planning, organising, and carrying out tasks/ activities in the correct order. It can also affect speech.

The term ‘dyspraxia’ is commonly used to describe the presentation of characteristics which may also be present in an individual with a diagnosis of Developmental Coordination Disorder.

It is important to note that it is quite common for dyspraxia to be co-morbid/ co-occurring with other conditions such as Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Speech Apraxia, or learning difficulties.

WHAT DOES THIS LOOK LIKE IN A CHILD? Some children may require support in a variety of areas. Others may require support only with specific activities. Here are some common characteristics: • They may appear clumsy or awkward in movements compared to friends of similar age (e.g. running awkwardly or holding scissors awkwardly).

• Reduced body awareness: bumping into things/people, invading someone’s personal space without recognising this.

• Require support for activities involving gross motor skills (e.g. running, catching), and fine motor skills (e.g. handwriting, doing up buttons, tying shoelaces!).

• Require more time to follow verbal instructions.

• Require support to recall previously learned movements.

• A discrepancy of skills: may have good language & communication but require support for handwriting.

• Require more support to learn new skills, as well as transfer, learned skills to different contexts, e.g. At home to school.

• Support to perform activities requiring coordinated use of both sides of the body, e.g. cutting with scissors, running, tennis.

• Reduced balance and postural control, e.g. unsteady when stepping over heights or when standing while dressing.

• Support to participate in activities that require good timing, e.g. kicking a moving ball, throwing and catching, ball games, etc.

• Taking the extra time to complete academic tasks such as maths, spelling and handwriting which requires writing to be accurate and organised on the page.

• Rushing through tasks as completing them slowly is difficult (due to reduced control/balance).

• Support for organisation, e.g. school bag, homework, getting changed, setting out their writing on the page appropriately.

As a consequence of finding these day-to-day tasks challenging, sometimes children will often: • Avoid sports/physical activity and socialising with their peers on the playground as they fear they may not be included in games.

• Require support to perform everyday tasks such as brushing teeth, doing up buttons, getting ready for school.

• Reduced self-esteem and/or anxiety when asked to participate in difficult activities.

Occupational Therapists

So, what can (OTs) do to help?

OTs can support to first establish functional goals in collaboration with you, and your child’s teachers. There are a range of different evidence-based approaches in Occupational Therapy intervention which can be utilised to incorporate multi-sensory strategies to develop the child’s praxis, or specific training targeting one functional goal. Goals could address areas such as: • Motor skills development • Task sequencing and planning • Sensory integration • Adaptive equipment and strategies • Strengthening core stability and posture • Handwriting improvement • Social skills • Parent and teacher education • Building confidence and self-esteem

• Reports that things are ‘too hard’ or ‘I can’t do it’ when presented with motor activities.

• Lack of interest/motivation in engaging in activities they find difficult or have experienced failure.

• Become frustrated easily when completing tasks.

I SSU E 41 | SU M M ER 2024 11

HIDDEN DISABILITY

• Promote positive reinforcement: Celebrate successes, no matter how small. Positive reinforcement helps build confidence and motivation. Praise your child for their effort and progress, not just the outcome.

WHAT CAN YOU DO WITH YOUR CHILD TO HELP?

Parents can play a crucial role in supporting their child with dyspraxia at home. Here are some practical strategies and activities that can help: • Create a structured environment: Establishing a routine can help children with dyspraxia feel more secure and organised. Using visual schedules or checklists to outline daily tasks, makes it easier for a child to understand what needs to be done and in what order.

• Break tasks into smaller steps: For children with dyspraxia, large tasks can seem overwhelming. Break activities down into smaller, manageable steps and teach them how to approach tasks one step at a time. Encourage them to think about the sequence before starting an activity.

• Encourage practice of motor skills: Engage your child in activities that promote fine and gross motor skills. For fine motor skills, activities like drawing, colouring, cutting with scissors, or playing with building blocks can be helpful. For gross motor skills, encourage activities like swimming, dancing, playing catch, or bike riding.

12 SO U RCEKI DS .CO M . AU

• Model tasks and provide guidance: Demonstrate how to perform tasks, breaking them down into clear steps.

Provide gentle, constructive feedback and encouragement to help them understand and correct their movements.

• Use sensory play: Sensory activities can help improve coordination and processing. Play with different textures, like sand, playdough, or water, and engage in activities that involve balance and movement, such as jumping on a trampoline or rolling on a gym ball.

• Promote independence with daily activities: Encourage your child to do ageappropriate self-care tasks like dressing, brushing teeth, or packing their school bag. Provide guidance and assistance when needed, but gradually allow them to do more independently.

• Support handwriting practice: If handwriting is a challenge, create a calm and distraction-free environment for practice. Use lined paper to help with spacing, and consider pencil grips or other adaptive tools. Encourage writing practice through fun activities, like writing a shopping list or a letter to a friend.

• Play games that build coordination: Board games, puzzles, and video games that require hand-eye coordination can help develop motor skills in a fun way.

Activities like playing catch, kicking a ball, or using a bat and ball also help improve coordination.

• Encourage physical activity: Regular physical activity is essential for building strength, balance, and coordination.

Activities like swimming, martial arts, or gymnastics can be particularly beneficial, as they provide structured opportunities to develop motor skills in a supportive environment.

• Develop organisational skills: Help your child learn how to organise their belongings and their space. Use labelled containers, colour-coded systems, or visual cues to help them learn where things belong and how to keep their space tidy.

• Encourage social interaction: Help your child develop social skills by organising playdates or engaging them in group activities. Teach them turn-taking, sharing, and how to initiate and maintain conversations. Be patient and provide guidance on how to interact with peers.

• Communicate with teachers and therapists: Stay in regular contact with your child’s occupational therapist, teachers, and other professionals involved in their care. Share progress, discuss strategies, and ensure consistency in the approaches used at home and school.

• Create a calm and supportive environment: Minimise distractions and provide a calm environment that allows your child to focus and feel less overwhelmed. Understand their sensory preferences and adjust the home environment to make it more comfortable.

• Practice patience and understanding: Understand that children with dyspraxia may take longer to learn new skills and may need more repetition and support. Be patient and encouraging, creating a safe space for them to learn and grow without fear of failure.

By incorporating these strategies into daily routines, you can help your child with dyspraxia develop essential skills, build confidence, and improve their ability to perform everyday tasks.

If you feel your child could benefit from some extra support in with their motor coordination or sensory processing, please contact the team at Occupational Therapy Helping Children.

Occupational Therapy Helping Children is a specialist team of occupational therapists in Sydney’s Frenchs Forrest dedicated to helping children thrive, offering one on one supports, as well as parent workshops and teacher training sessions. occupationaltherapy.com.au

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Understanding

DEVELOPMENTAL LANGUAGE DISORDER

DLD As parents, we often marvel at the incredible journey our children embark on as they learn to speak. From those first babbling sounds to full sentences, oral language plays a pivotal role in every child’s development, shaping not only their ability to communicate but also their capacity to connect with others and thrive emotionally.

Oral language also forms the foundation upon which future academic and employability skills are built. However, for some children, this journey may present unique challenges that require our understanding and support.

D

evelopmental Language Disorder (DLD) is a common yet lesserknown condition that affects how children learn, think about, and use language. It is characterised by difficulties in understanding and/or producing spoken language, without a known cause. Children with DLD may

16 SO U RCEKI DS .CO M . AU

struggle with vocabulary, grammar, sentence structure, or the ability to express themselves clearly. These challenges can vary in severity and persist into adolescence and adulthood.

Understanding the critical role of oral language in a child’s life is essential.

Language is more than just a means of communication; it is the foundation upon which learning and social connections are built. When a child experiences challenges with language development, it can affect their ability to express emotions, make friends, and engage fully in classroom activities. As parents, recognising the signs of DLD early on and seeking appropriate support, can make a world of difference to a child’s life.

In Australia, DLD is estimated to affect approximately 6-7% of children. This equates to approximately two children in every classroom, making it one of the most common developmental disorders among young Australians.

Oral language skills are crucial for

a child’s development across multiple domains. From early childhood through adolescence, language proficiency not only facilitates academic success but also plays a pivotal role in social and emotional wellbeing. Difficulties in language development can lead to frustration, social isolation, and challenges at school. Identifying and addressing these challenges early can make a profound difference in a child’s ability to reach their full potential and thrive in various aspects of life.

Parents play a crucial role in identifying potential signs of DLD in their children.Early indicators may include: • Building vocabulary at a slower pace than peers.

• Difficulty following instructions or understanding concepts.

• Differences in forming sentences or using grammar.

• Difficulties with telling stories.

HIDDEN DISABILITY

• Trouble expressing thoughts or feelings clearly, leading to potential frustrations or withdrawal.

If you suspect that your child may have DLD, it is essential not to ‘wait and see’ but rather seek professional assessment and guidance. While some language delays may resolve with time and support, persistent and significant difficulties may indicate a more complex issue that requires intervention. By working closely with speech-language pathologists, early childhood educators and teachers, parents can help their children strengthen their language skills and overcome obstacles that may hinder their academic and social success. Through targeted therapies and supportive strategies, children with DLD can learn to navigate the complexities of language more effectively.

Diagnosing DLD typically involves a multidisciplinary approach, often beginning with a comprehensive assessment by a speech-language pathologist (SLP). The assessment may

include formal assessments, observation of including DLD. The college’s expert team language skills in different environments of teachers, therapists and support staff, such as in play, at home or at kinder, ensures that students fulfil their learning interviews with parents and carers and and communication potential. teachers to gather information about the Parental involvement: Parents child’s communication abilities and their engaging in language-rich activities at developmental history. home, such as narrating their day so that In Australia, families can access speech children hear and use the words associated pathology services through various with their everyday, singing songs, channels, including public health clinics, sharing nursery rhymes, reading aloud, private practitioners, and educational storytelling, and having conversations with settings. A referral is not needed to access their child. private speech pathology services. Referral Technology-based supports: Utilising pathways differ across the public sector, digital tools, such as Alternative and but a local GP can provide guidance to Augmentative Communication (AAC) families about the services available in devices and apps to support children’s their area. It is important to consult with a abilities to communicate their thoughts, healthcare professional wants and ideas. who specialises These tools also offer Through targeted in child language a visual and symbolic therapies and development to ensure representation of an accurate diagnosis supportive strategies, oral language which and appropriate supports children’s oral children with DLD intervention plan. language development. can learn to navigate For further SUPPORTING information on DLD the complexities CHILDREN and supporting of language more WITH DLD children’s language effectively Early intervention is development, please crucial for children visit Australia’s peak with DLD to develop their language skills body, Language Disorder Australia. and minimise the impact on their overall By raising awareness, understanding the development. Depending on the needs of signs of DLD, and accessing appropriate the child, strategies may include: diagnostic and therapeutic services, Speech-language pathology: Tailored parents and carers can play a pivotal therapy sessions with a SLP to target role in helping their children overcome specific language goals, such as improving language difficulties and reach their full vocabulary, sentence structure, etc. potential. Together, we can unlock the Educational support: Collaborating power of oral language to enrich children’s with teachers and educators to implement lives and ensure they have the tools strategies that support language they need to succeed in a world where development in academic settings. Many communication is key. children with DLD, thrive at school when their support needs are met; however, Language Disorder Australia is for some children with DLD intensive a trusted national network of specialist supports are beneficial, such professionals and services, providing as those provided at specialist schools high-quality education, support and like Mancel College in Queenland. advocacy for children and young Mancel College, is Australia’s only school people with Language Disorder. specifically tailored to meet the needs Visit languagedisorder.org.au or call of students with language disorders, 1300 881 763 to learn more.

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Autism & masking Autistic masking is a survival strategy, but it often comes at a high cost.

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ven though more people in the autism community are becoming aware of autistic masking, it’s still often misunderstood by the public. This lack of understanding can make it harder for autistic individuals to feel included in schools, workplaces and society as a whole. By learning how masking affects someone you know—or even yourself—you can help break down barriers and find support.

WHAT IS MASKING? Autistic ‘masking’ and ‘camouflaging’ is where a person with autism consciously or unconsciously alters their behaviour or personal traits to appear neurotypical (not autistic or neurodivergent). It can show up in different ways, including: • Suppressing their emotions, ideas or opinions • Behaving very differently in public and private settings • Spending significant amounts of time worrying about social events • Withdrawing socially and taking a very passive role in social situations • Copying or imitating others’ gestures, mannerisms and social behaviours • Forcing themselves to make eye contact, even when it is distressing to do so • Forcing themselves not to stim (engage in self-stimulatory behaviours), even when it is distressing to do so • Feeling extremely tired and requiring a lot of recovery time after social events • Preparing or rehearsing conversations beforehand; creating a ‘script’ to follow 2 0 SO U RCEKI DS .CO M . AU

• Perfectionism related to behaving a certain way or ‘performing perfectly’ in social settings • Hiding talents or deliberately underperforming in certain tasks to avoid attention Autistic people mask for many different reasons, often to avoid bullying, exclusion, discrimination or unwanted attention.

This is particularly common in schools, workplaces and social situations, where autistic people may mask their confusion, discomfort or feelings of anxiety and frustration to appear calm, confident, happy or generally more similar to their peers.

Masking is a highly individual experience, and there is no ‘one size fits all’ approach to addressing its negative impacts.

WHAT IS THE IMPACT? Masking can have a range of negative impacts on the health and wellbeing of a person with autism. The energy required to mask and the stress that it can cause can lead to physical, emotional and mental health challenges, including: • Autistic burnout • Fatigue and exhaustion • Mood swings, meltdowns and shutdowns • Increased cortisol levels and tension headaches • Social isolation and a lack of strong and meaningful social relationships • Mental health challenges, including chronic stress, anxiety and depression For undiagnosed autistic people, masking can delay the process of getting a diagnosis. Families, educators, clinicians and even the person themselves may struggle to identify signs that they are

autistic. This then impacts the funding and support that person can access, how others understand them, and how they understand themselves.

Some autistic people and their loved ones may not realise the impact masking is having until they reach the point of burnout. This is a serious health issue that disrupts all areas of a person’s life, making awareness around masking and when it is taking a toll even more important.

WHAT SUPPORT IS AVAILABLE? The first step in tackling the harms of masking is to recognise when, where and

HIDDEN DISABILITY

to take breaks and prioritise rest and professional help is key.

It’s important to remember that masking is a highly individual experience, and there is no ‘one size fits all’ approach to addressing its negative impacts. Some autistic people may mask every day, while others may only mask in certain situations. Other autistic people may be unable to mask or will consciously choose not to. Learning to unmask is also not a straightforward process; it requires consistent patience and understanding from an autistic person’s support network.

Be patient, empathetic and flexible when supporting someone to unmask; this is the best support you can give.

MASKING VS UNMASKING

why it is happening. For example, an autistic person may mask at school or work if they don’t feel comfortable asking for help or fear they will be treated poorly or differently if they do so. Once you have understood how masking presents for an autistic person, you can then create and implement strategies to reduce their need to mask while prioritising their safety.

Many people outside the autism community may not fully understand masking. That’s why it’s important to have conversations with those around an autistic person—such as school staff, coworkers, family, friends, and health professionals.

By explaining what masking is and how it

affects you or your loved one, you can help them adjust their perspectives and offer better support.

When an autistic person has a strong support network, navigating masking and unmasking is much less overwhelming.

Family members, friends, educators, and professionals should encourage autistic people to share their emotions and experiences openly and create spaces where autistic people can unmask without judgement. Encouraging people with autism to be authentic and to celebrate who they are is essential. And if an autistic person may be struggling with masking or their mental health, encouraging them

From the outside, it might seem like the simple answer to the issues caused by masking is to just stop doing it. But in reality, it’s much harder than that, and in some cases, is even unsafe.

Many autistic people find that masking or camouflaging can be helpful in certain situations, and there are several reasons for this. In places where autism isn’t fully understood or accepted, masking can become a necessity for autistic individuals.

It’s important to remember that it’s not their responsibility to put themselves at risk by unmasking, especially if they’re around people who may not be supportive.

Instead, it’s up to all of us to change how we talk about and approach autism, creating spaces where diversity is respected and celebrated, not just tolerated.

The fact that masking is so common among autistic people highlights how far we have to go when it comes to autism acceptance in society. Until every autistic person can safely be their true selves, masking will continue to be an issue. We all must be aware of and address it with safe, supportive strategies—for individuals, families, educators, and the wider community.

For more free, evidence-based autism information, visit autismawareness.com.au I SSU E 41 | SU M M ER 2024 21

YOU BELONG WITH ME

One of the highlights of this year was our trip to see Taylor Swift, and the Sunflower lanyard helped us shake off our travel stress

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y 14-year-old daughter, has cerebral palsy, which isn’t a condition that first springs to mind when you think of the term hidden disability. Alex doesn’t use mobility aids and this ‘hides’ her physical disability somewhat. She does have an unconventional walking gait, but it’s her fine motor skills and speech which are the most impacted by her diagnosis.

Polymicrogyria, the condition underlying Alex’s CP, also leads to a profound speech and language disorder, making her speech mostly unintelligible and slowing her receptive language and processing ability.

So, it’s not immediately obvious that Alex needs accommodations because of her disability until you spend a little time in her company.

When she was younger, I didn’t worry too much about how people perceived or treated her in public. People generally make allowances for young kids ‘ just being kids’ if they can’t do something or don’t respond to questions or engage in

HIDDEN DISABILITY conversation. But now at 14, there’s an offered an alternative route through expectation that Alex can do a lot more screening. Alex wanted to give the scanner for, and by, herself, and also converse at a go and the staff were happy to wait while a somewhat ‘adult’ level - the same as her she tried to get her angles right before neurotypical peers would be doing. taking the alternative option.

For this reason, I was a little stressed Then, at the boarding gate, Alex wanted about traveling alone with her from to scan her own boarding pass on her Brisbane to Sydney earlier this year to phone, which she absolutely should be see Taylor Swift in concert. Once I’d allowed to do. Any other time, I would got over the joy of scoring tickets and have felt the need to apologise on her started to think about the logistics of it behalf (a habit I am aware I need to quit) all, a lightbulb went off in my head - why as she needs more time to open her phone not make use of the Hidden Disability and swipe it across boarding pass scanner Lanyard?! due to her fine motor issues. But on this Since 2016, millions of sunflower occasion, it felt like everyone (staff and products have been distributed globally to other passengers) were aware that she people with 'hidden disabilities'. Wearing may need more time, and she was able to the Sunflower icon, discreetly indicates to complete the task at her own pace, and staff, colleagues and health professionals successfully. that the wearer (or support person with Throughout the entire airport them) has a hidden disability and may experience, instead of feeling like we need additional help or simply more time. were struggling to keep up, it felt like we Thousands of organisations have had allies - people who understood our joined the program across major airports, situation without needing an explanation. shopping centres, sporting And it wasn’t just the venues, cultural institutes, airport staff who noticed Traveling with a retail outlets and more. the lanyard - it felt like disabled child or I knew that both Sydney fellow travellers were young adult is never more patient and more and Brisbane airports were part of the program, going to be easy, understanding too. so I filled out a form on I kept thinking about but the Sunflower how much the Sunflower the Brisbane airport lanyard gave us website, and Alex and I lanyard was changing our got ready to give it a go. experience. It wasn’t just the support we And I’m so glad we did. the practical help - though needed to make it that was a lifesaver - but The whole experience manageable. at both airports was just it was the kindness and so much more relaxing understanding that came and considerate - for both me and Alex. with it. I didn’t have to keep explaining The staff immediately recognised the Alex’s condition on her behalf, and Alex Sunflower lanyard and offered assistance was not judged or rushed – instead she without Alex being put under pressure was helped to be as independent as she to answer any quick-fire questions or me wanted to be, in her own time, and in her needing to step in to explain anything. own way.

The interactions with Alex were slower, Traveling with a disabled child or young and more considered, allowing her more adult is never going to be easy, but the processing time alongside checking in with Sunflower lanyard gave us the support we me if that’s what was needed. needed to make it manageable.

Two airport spots that always stress me Alex also wore the lanyard to the out - security and boarding were particular concert, but this part of the trip is a ‘highlights’. bit of a blur of sequins, smiles and At Sydney’s security checkpoint, it was friendship bracelets. I’m not sure if many immediately recognised that Alex would accommodations were in fact needed at have trouble holding her body in the this point- we were too busy belting out the correct position for the new body scanner bridge to Cruel Summer! machine (where you have to match your limbs to the cutout ‘body’) and we were

By Nicole Davis

In Australia 1 IN 5 PEOPLE HAVE A DISABILITY, roughly 80% of these are invisible.

The HD Sunflower exists to help those with disabilities that are not immediately obvious such as autistic spectrum condition, chronic pain, dementia, anxiety, visual impairment or being hard of hearing. The aim is to help make the invisible, visible Wearing the HD Sunflower discreetly indicates to people around the wearer including staff, volunteers and colleagues that they need additional support, help or a little more time.

People who identify as having a hidden disability can get their sunflower products from any of the program members. Visit hdsunflower.com to find your local Sunflower-Friendly member or you can make a purchase here hdsunflower.com/au/shop

I SSU E 41 | SU M M ER 2024 23

ASK A Plan Manager MUM!

Autism – the lived experience of a parent of autistic kids.

Dee Thomson is the Leap in! Learning and Development Specialist and a neuro-divergent mum parenting two autistic children. We recently asked her to answer some of our Members’ most commonly asked questions about autism.

WHAT SHOULD I DO IF I THINK MY CHILD IS AUTISTIC? If you are concerned about your child’s development, it’s a good idea to start a conversation with an early childhood professional. This could be an early childhood educator who works with your child and can share their observations, or a GP who focuses on child development and discusses development milestones.

Often early observations can include delays in either speech or communication, a difference in how your child plays and engages with you and their peers, and struggles with behaviour, which may indicate that your child is experiencing distress.

There is a lot of information available, and some good sites to start your research include Autism: What Next? and Reframing Autism.

2 4 SO U RCEKI DS .CO M . AU

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

I HEAR A LOT ABOUT AUTISTIC BOYS. WHAT ABOUT GIRLS? This is now an area that has significant focus.

Previously, diagnostic criteria were based on how boys present. However, our autistic girls don’t present autism in the same way. For example, autistic girls are often experts at masking. What this means is that from a very young age, they are observing and copying their peers and their family to fit in.

Parents talk about how their child is ‘perfect’ at school and around other people however, when they get home to their safe space, they may become really dysregulated and release their frustrations.

Parents of boys may find getting a diagnosis to be a fairly straightforward process, but this isn’t always common with girls, who are often diagnosed later.

For either autistic girls or boys to thrive, it is important they have timely access to diagnosis and supports to help them understand their own identity and needs.

This strength-based approach can help them learn to advocate and understand themselves.

If you would like more information on autism in girls and women, these two resources are great places to start – Autism Awareness Australia and Yellow Ladybugs.

the urgency of things that need to be done. My advice is to stay calm and take it step by step – this is a marathon, rather than a sprint.

The first priorities are to ensure your child can communicate and to ensure you have an understanding of how to meet their sensory needs. The rest will come.

Your child will need support that you will be able to connect them with, and this support will change as they develop.

There is a world of information available (overwhelmingly so!).

When you are ready and as you need, there are some wonderful courses to help parents of newly diagnosed children. Most are online and can be done on demand.

Reframing Autism is an Australian autistic-led organisation providing lived experience content and neuro-affirming information with short courses available for low or no cost, including the autism essentials.

If this sounds like something you’d like to investigate, you can learn more at reframingautism.org.au/service/aboutcourses.

Parents of boys may find getting a diagnosis to be a fairly straightforward process, but this isn’t always common with girls, who are often diagnosed later.

MY CHILD HAS AN AUTISM DIAGNOSIS. WHAT’S NEXT? If your child isn’t with the NDIS, it’s time to work out if they are eligible. You can use our Accessing the NDIS ebook or attend one of our webinars to understand the process.

I also recommend getting your child onto waiting lists now for therapists.

There will be a lot of messaging around

WHAT ABOUT GETTING DIAGNOSED LATER IN LIFE? Parents often tell us that through the process of observing, researching, and understanding autism traits to support and understand their child’s needs, there is a sense of recognition as they identify their own reactions and responses to situations, communication and environmental factors such as noise, smells, and other sensory preferences.

Seeking an autism diagnosis later in life can be both empowering and validating.

For some, it helps explain years of feeling misunderstood or uncomfortable in situations others didn’t struggle with.

Diagnosis can provide language and

understanding of sensory reactions or communication differences that can occur.

Others may find that a diagnosis brings a renewed sense of self-compassion and a stronger connection to their child’s experiences. Connecting with others who’ve gone through this journey or exploring resources like Autism Awareness Australia and Reframing Autism, can be invaluable.

Whether it’s to understand themselves better, build a supportive network, or advocate for neurodiversity, these parents often find that discovering their own autistic identity becomes a meaningful part of their family’s story.

WHAT IS IDENTITY-FIRST LANGUAGE? How people identify is highly personal and to be respected. The use of language is very powerful, and the discussion on how to refer to our community is certainly a passionate one.

There is an ever-increasing proportion of our community preferring to use identity-first language, and using identity-first language has been embraced by the Autism CRC (Cooperative Research Centre), which published the National Autism Guidelines recently.

Identity first language is a way of speaking that reflects that being autistic is a core part of a person’s identity.

With identity first language, you’ll hear someone say they’re autistic or support autistic children. Alternatively, with nonidentity first language someone may say they are on the spectrum, a person with autism etc.

If you’re looking for more information on this subject, you can find it here: aspect.org.au/about-autism/fact-sheets autismcrc.com.au/language-choice Did you know that over 60% of the Leap in! team have lived experience of disability.

That means we get it, and we’re here to help.

If you’re looking for an NDIS plan manager, please call 1300 05 78 78 or email crew@leapin.com.au.

I SSU E 41 | SU M M ER 2024 2 5

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The equipment to achieve your goals

Hands-on independence India’s pink handcycle gives her the freedom to be just another happy kid at the park, riding her cool pink bike and hanging out with her friends.

F

our-year-old India doesn’t realise it yet, but she’s a pioneer. She has the distinction of being the first child in Australia to use a customised paediatric handcycle – a specially designed kid-sized tricycle that’s propelled via hand cranks. But to India, zooming around the park on her candy-pink Theraplay Tri-Lo, she’s simply a kid riding her bike, just like her friends.

“India’s legs can’t carry much weight, as she has caudal regression syndrome, otherwise known as sacral agenesis, with lower limb contractures,” her mum Ileana explains. “She has a very strong upper body, and while she can use a walker, it’s quite tiring for her – not to mention slow going.

“So India prefers to bear crawl on her hands and feet instead, and she’s very fast.

She also uses a wheelchair. But now, when she goes to the park and her little brother is riding his trike, and her friends are riding their bikes, India is right there with them riding her handcycle.”

India’s handcycle came into her life in July 2024, but it took a bit of time and perseverance to make it happen. Her mum Ileana belongs to an internet-based international support group for caudal regression syndrome, and took note of

3 0 SO U RCEKI DS .CO M . AU

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the equipment children in other countries “Every kid deserves to be able to ride a were using. “We saw other children who bike,” Eliza says. “We know it’s important had handcycles, so we knew this would for children with disabilities to participate be an option for India at some point, we in the community, and in everyday just didn’t know how old she’d need to activities like bike riding. They just need be,” Ileana says. “When India was about the right equipment. three, I mentioned it to her physiotherapist “For India, pedalling a bike with Trish, but she couldn’t find any handcycles her legs and feet wasn’t an option, but available in Australia that were small she has a super strong upper body. Her enough for a young child.” handcycle will not only give her the ability Trish expanded her search beyond to experience bike riding, it’ll also help to Antipodean shores and and discovered build her upper limb and trunk strength, UK-based company Theraplay, which grow her endurance, and develop skills designs and manufactures specialised what she can transfer across to disability handcycles suitable for sport in the future.” children from the age of Leon from Dejay concurs.

When she goes two-and-a-half. Theraplay “India’s physiotherapist to the park and has been in business told me how strong she is, for over 40 years, after and showed me a photo her little brother the company’s founder, is riding his trike, of India doing gymnastics engineer and racing cyclist on the parallel bars – she’s and her friends are definitely a Paralympian Ian Macdonald, was riding their bikes, in the making, and using approached by a charity working with children with India is right there a handcycle will give her spina bifida and asked to the chance to explore more with them riding design and produce a handsports.” her handcycle. driven tricycle they could When the Tri-Lo finally use. The company now arrived in Australia, India has 21 cycles in various sizes and styles, was over the moon, Eliza recalls. “From including the Tri-Lo – which seemed the first day, she was already pushing perfect for India. But could we get it here herself 20 or 30 metres on her handcycle. in Australia?

And then she didn’t want to get out of it That’s where mobility equipment when it was time to go home. I’m pretty company Dejay comes into the story. sure she rode out to the car on that “Until India, most of the handcycles handcycle!” available in Australia were for older kids And as with all of the mobility and adults, but the Theraplay Tri-Lo was equipment they import and manufacture, specifically designed for young children,” Dejay was on hand to customise the Trisays Leon from Dejay, whose team went Lo to India’s unique needs. “With the help to great efforts to import and customise of the Dejay workshop boys, we created India’s Tri-Lo handcycle. some custom parts – spacers – so the foot While the Dejay team was working cups and plate on the handcycle would fit behind the scenes, Trish moved out of India well,” Leon says. the state, but not before handing over to Mum Ileana adds, “And when the India’s new physiotherapist, Eliza at Child steering needed to be adjusted, Leon First Therapy. was totally on board, getting it sorted

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straightaway. Nothing was too much trouble.”

India is still learning to use the Tri-Lo, but it’s already had a massive impact on her social life, Ileana says. “When we go to the park, India and her friends can ride their bikes together instead of India just being in her wheelchair. She’s got a bike, just like her friends, and she just loves it.”

While India will always be the first four-year-old in Australia to have a handcycle, Dejay is looking to bring in more of the Theraplay cycles in future – so she might have some competition in her future para sporting endeavours!

“When the Paralympics were taking place, India was asked, ‘Do you want to be a Paralympian?’ She replied, ‘No, I want to be Elsa,’” laughs Ileana. “She had no visions of doing anything athletic, but who knows where the handcycle will take her?”

By Katherine Granich

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

Etched

in sand I

Will the Disability Royal Commission’s recommendations become permanent?

n September 2023, the Disability territories have agreed “in principle” to Royal Commission (DRC) released make mainstream education accessible to a report with 222 recommendations everyone. However, these agreements lack aimed at creating a better, safer, and specific commitments on how to achieve more equitable Australia for people with this goal. States and territories have shown disability. These recommendations were support for improving various aspects of built on evidence gathered from 32 public education, including: hearings and nearly 8,000 submissions– • Funding for education providers: stories from the hearts, minds, and souls Ensuring that schools and educational of the Australian disability community. institutions have the financial resources Perhaps even your story. necessary to implement inclusive education Yet, the delay in action following the practices and support students with report’s release feels like writing in sand– disabilities effectively. the stories are there, but without the • Building data, evidence, and permanence of ink, they best practices: can be quickly washed Collecting and using The stories and away and forgotten. data to identify effective Nearly ten months educational practices and struggles of this later in July this year, continuously improve community risk the Federal, state, and outcomes for students being washed away with disabilities. territory governments finally published • Policies for and forgotten. their responses. Let’s reasonable unpack the implications adjustments: for children and young people with Creating policies that mandate necessary disabilities, particularly in the areas accommodations for students with most prevalent to our kids: education, disabilities to participate fully in their employment, and restrictive practices. education.

• Student and parental EDUCATION communication: Improving the ways Education is a crucial area of concern, schools communicate with students especially since one in 10 of the 380,000 with disabilities and their parents (and primary and secondary students in communities) to ensure everyone is Australia has a disability. While the DRC’s informed and involved in the educational recommendations on early childhood process. learning and schooling received a mixed • Career guidance and transition response, it’s disappointing to see the lack support: Providing tailored career of strong commitments or outlined actions advice and support to help students with from the government to pave the way for disabilities transition smoothly from school inclusive education. to employment or further education.

On a positive note, all states and • Workforce capability and

32 SO U RCEKI DS .CO M . AU

development: Training and developing educators and staff to better support and understand the needs of students with disabilities.

• Prevention of exclusionary discipline: Ensuring students with disabilities are not unfairly excluded from school due to disciplinary actions.

• Complaints management: Establishing clear and effective processes for handling complaints related to the education of students with disabilities.

Thankfully, every jurisdiction has recognised the need for a National Roadmap to Inclusive Education. This is an exciting step in the right direction, as it is a real commitment to ‘writing things down and putting pen to paper’.

However, a critical recommendation to phase out segregated education was not accepted by any government. Victoria even explicitly rejected this recommendation in favour of maintaining special schools.

The Federal government also did not allocate any additional funding to support

LEGISLATION

Final Thoughts: ON KEEPING

THE STORIES ALIVE AND GIVING THEM LIFE IN LEGISLATION The Disability Royal Commission spent four-and-a-half years investigating issues of violence, neglect, abuse, and exploitation of people with disabilities before publishing its report. Governments then took over nine months to respond. However, the disability community has been advocating for action for much longer.

The Federal government accepted or supported only 13 out of the 172 recommendations it was responsible for, while accepting 117 “in principle” and leaving 36 in need of further consultation. The responses from state and territory governments are similarly mixed, with many commitments remaining vague and lacking in tangible action.

more inclusive practices in schools, overshadowing their initial support for other recommendations.

EMPLOYMENT Young people with disabilities often face significant barriers to employment, with recent data showing they are three times more likely to be unemployed than older adults with disabilities. The DRC made several recommendations to improve employment opportunities for young Australians, some of which have been embraced by policymakers.

One recommendation to prioritise inclusion in the Federal Government’s new Disability Employment Services model was fully accepted. The government has also committed to funding information campaigns about wages and the Disability Support Pension.

However, similar to the education sector, a key recommendation to end segregated employment by 2034 has been left unresolved, with the Federal

government only agreeing to consider the matter further. This reluctance to commit fully to inclusive employment is disappointing for the disability community.

RESTRICTIVE PRACTICES Restrictive practices, such as restraint and seclusion, are deeply concerning, with one in four students with disabilities reporting experiences of these practices. The DRC’s recommendations to eliminate restrictive practices have been met with varying degrees of commitment from the states and territories.

Except for New South Wales, all jurisdictions have agreed “in principle” to establish legal frameworks and take immediate action to prohibit certain forms of restrictive practices. The Federal government has also committed to commissioning a study on the impact of positive behaviour support and other strategies to reduce and eliminate these practices.

For families of children with disabilities, disability rights organisations, and the broader community, the lack of concrete commitments and ongoing delays are a stark reminder that, like writing in sand, without lasting action, the stories and struggles of this community risk being washed away and forgotten.

Now is the time for action. We must hold our leaders accountable and demand that they turn these promises into reality- we want our stories to be published! Reach out to your local representatives, participate in advocacy efforts, and continue to raise your voice. Together, we can ensure that the stories and needs of people with disabilities are given the permanence they deserve and that real, impactful changes are made.

By Monique Power.

Monique Power is the Founder and Director of RippleAbility, 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 41 | SU M M ER 2024 33

LATEST NDIS CHANGES:

NEW NDIS SUPPORTS LIST

The NDIS has introduced new lists of supports that clarify what you can and cannot spend your NDIS funding on. While most items on the lists are not new, the publication of these lists resolves several grey areas that previously caused confusion.

M

ost people won’t be impacted by the release of these lists, as the majority of supports currently purchased with NDIS Plan funds are included.

These new guidelines, effective from 3 October 2024, aim to provide clear guidance on the types of supports the NDIS will cover.

The new list of supports outlines: • What you can spend your NDIS funding on (what IS an NDIS support) • What you are not allowed to spend your NDIS funds on (what is NOT an NDIS support).

NDIS SUPPORT FUNDING CRITERIA Generally, the NDIS will only fund supports directly related to the impairments that led to a person’s acceptance into the NDIS scheme.

In addition, to pay for a support with your NDIS funding, the following criteria must be met: • Helps with your individual goals and aspirations • Helps your social and/or economic participation • Is value for money, which means that: • The cost of the support is similar to or 3 4 SO U RCEKI DS .CO M . AU

cheaper than alternative options that can provide you with the same outcome and/or • Purchasing the support is likely to reduce the costs of funding for other supports in the long term • Is effective and beneficial for you • It helps to maintain your informal supports • It is the responsibility of the NDIS to fund.

With these criteria in mind, let’s look at the types of supports included in the new lists.

WHAT IS AN NDIS SUPPORT Some of the supports that the NDIS may fund include: Daily personal activities: Assistance with everyday tasks to promote independent living at home and in the community.

Development of daily care and life skills: Supports that provide training and development activities for participants or carers to increase ability to live as independently as possible (including as part of psychosocial recovery supports).

Household tasks: Supports that provide assistance with essential household tasks you are not able to do yourself because of disability.

Supports to help you participate in work and the community: The NDIS may help you to get out and about in the community, learn new skills, get a job or help you at work.

Therapeutic and allied health supports: These supports can help you learn new skills, improve or maintain functional capacity in areas such as language and communication, personal care and mobility, become more independent or improve interpersonal interactions and community living.

Assistive Technology (AT): Assistive technology covers devices or equipment that help you do everyday activities you wouldn’t otherwise be able to do, like eat, drink and move safely. It also covers more complex customised technology. Low cost AT under $1,500 can be flexibly purchased from your Core – Consumables budget.

Complex and more expensive AT is funded

LEGISLATION

WHAT IS NOT AN NDIS SUPPORT There are some items and services that the NDIS will not cover under the new lists, including: • Rent, mortgage payments or standard household appliances • Health insurance, life insurance or travel insurance costs • Internet devices and plans, mobile phones or accessories like SIM cards • Costs related to travel, such as holiday accommodation or airfares • Animals (other than NDIS funded assistance animals) includes pets and companion animals • Medicines, vitamins and products like sunscreen or weight loss products • Smoking-related items such as cigarettes or vaping devices • Support services related to mental health care that are clinical in nature.

For more details on what NDIS will and won’t fund, visit the Leap in! NDIS supports page.

WHAT IF YOU BUY A NONNDIS SUPPORT?

by your Capital supports budget.

Early intervention supports for early childhood: Evidence-based early childhood intervention supports for children 0-9 years (including children aged 0-6 with developmental delay) and their families to achieve better long-term outcomes for the child.

Personal mobility equipment: The provision of personal mobility equipment that supports or replaces a person’s capacity to move indoors and outdoors and to transfer from one place to another.

Home and vehicle modifications: Obtaining funding for home and vehicle modifications can be complicated. An assessment by a qualified professional is usually required. Home or vehicle modifications require a quote and must be stated in your NDIS Plan in order for you to use your NDIS funding to purchase them.

As a part of these changes, a one-year transition period has been provided to help participants adjust and avoid penalties for honest mistakes.

During this transition period, the NDIS won’t ask you to repay debts if you make a mistake and purchase non-NDIS supports under the following circumstances: • For the first or second mistakes • If this support is worth less than $1500.

After the one-year transition period, the NDIS will be able to ask you and providers to repay funding used to purchase nonNDIS supports.

PREVIOUSLY APPROVED SUPPORTS The Australian Government has advised that you can continue to access stated supports in your current plan, as well as supports found to be reasonable and necessary by the Administrative Appeals Tribunal (AAT), even if these are now on the excluded list.

This means that if a support was previously approved in your plan, you can still access it despite it being on the excluded list under the new guidelines.

REPLACEMENT SUPPORTS In specific circumstances, participants can request a replacement support for items that are generally considered not NDIS supports. There are two types of supports where this applies.

1. Standard commercially available household items. There must be clear evidence that the need for the item relates specifically to the impairment that meets the disability or early intervention requirements. This item must increase whole task independence and reduce or eliminate the need for a support worker or disability specific assistive technology.

2. Smart watches, tablets, smartphones or an app used for accessibility or communication purposes. This covers participants who require the use of a smart watch, tablet or smartphone required to meet communication and accessibility needs.

For example, a person with complex communication needs who uses a tablet as an alternative communication device, which is their only way to communicate and so cannot be shared, where this is the most appropriate solution for their needs.

For more information on requesting replacement supports, visit the NDIS Replacement supports page on the NDIS website ourguidelines.ndis.gov.au. You can also access an application form on that page to request a substitution or replacement support from the NDIS.

WANT TO FIND OUT MORE ABOUT THE RECENT NDIS CHANGES? The Australian Government is rolling out the biggest changes since the NDIS began.

The changes cover many aspects of the NDIS including eligibility, supports that can be funded, how budgets are allocated and how plans are managed.

Visit the Leap in! dedicated NDIS Changes webpage: leapin.com.au/ndischanges, for all the latest information.

Call Leap in! on 1300 05 78 78 or email crew@leapin.com.au to speak with a team member experienced in the NDIS. I SSU E 41 | SU M M ER 2024 35

WHAT PARENTS FEAR

FOR THEIR ADULT CHILDREN WITH DISABILITY Many parents of people with disability (PWD) are very worried about what will happen to their children when they pass on. This concern is often shared by siblings, other family members and PWDs themselves.

are allayed through working full time, so financially maybe I’ll be OK. My friend George lives with an intellectual disability and his mum Lisa fears his ability to access housing for ne of my mum’s major concerns independent living. Lisa moved George is whether society can support into a group home when he was 20 to me when she is no longer here. allow him to experience independent Diagnosed with cerebral palsy living in a highly regulated and supportive at 6 months of age, my parents’ world environment. changed quickly. Their entire existence My fears are about the practical focused on getting me to challenges that living support services to improve alone will bring for me in It is the my life. This included to come without my community that years weekly speech, OT and mum. Things like cooking, needs to centre rehab so I could gain the washing clothes and what independence that I would is required to organise a the person with eventually need when they house are not something I disability in were gone. can do. This is where the decision making. NDIS and support workers Now that I am 40 and mum is in her 70s, her are key to accessing hard work and time dedicated to my independent living. independence has been replaced with Therefore, my experience is that our fear, not about her mortality but whether parents’ worries surround whether the society has the structures to support people with disability can access inclusive me moving into an independent living person-centred and individualised services. arrangement. I only recently received Housing is one of the more complex support from the NDIS, and mum’s fears areas that will impact us when our parents

O

3 6 SO U RCEKI DS .CO M . AU

have gone. Take my friend George, his housing needs are served well through regulated group homes with supportive, trained and inclusive carers. However, his housing needs are very different to mine which is why an individual approach is needed where the people with disability are consulted. As stated by Dylan Alcott on SBS 25.1.23 “Leave your negative perceptions at the door and lift your expectation of what you think people with disability can do. Because it’s always more than you think.” It is the community that needs to centre the person with disability in decision making. We know that people with disability interact and rely on the government more than others, thus, parents need to continue to advocate for the entire community as well as their own child.

While the NDIA is trying to advocate for less segregation in areas of employment, schooling and housing; people with a disability need to be centred in every discussion that impacts them. As stated by Natalie Wade on the podcast, I Can’t Stand, “in general everyday life I don’t think that broader Australian

INDEPENDENT LIVING

communities really understand or appreciate how excluded we are”.

The role of housing for people with disability needs to consider the type of disability and availability of suitable accommodation. The NDIS currently provides funding but not necessarily the assistance to help people with disability find suitable accommodation.

In my observation, there is also a lack of suitable housing available for people with disability.

My ideal accommodation would be accessible for my wheelchair and be pet friendly. Finding suitable accommodation also requires people with disability to have access to transport to navigate their lives.

Housing is a complex situation for people with disability and one that requires more planning to be inclusive.

Previously group home availability was not individually assessed and not based on an individual’s specific needs, for example, intellectual, non-intellectual ability,

physical, non-physical ability and the like. This placed people into vulnerable and sometimes unsafe environments and lumped all people with disability in together taking a ‘one size fits all’ approach.

The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (Royal Commission) Report released its final report in September 2023 with 222 recommendations.

Recommendation 7.35 called on governments to increase the availability and supply of accessible and adaptive housing for people with disability and audit both demand and accessibility given the current housing crisis.

Governments need to ask themselves are they upholding this? Or are governments perpetuating what was stated to the Royal Commission “that some Australians fear disability is ‘infecting’ the lives of nondisabled people.”

Housing requires a multi-faceted approach and much advocacy for people with disability to access this fundamental human right.

Our parents’ work while we are children should culminate in dignity and inclusion as adults. Once they are gone, only society, policy and governments should help.

By Fi Bridger, Achieve Australia Researcher and writer.

Achieve Australia is a for-purpose community organisation that has been providing accommodation and services to people with disability since 1952. They champion social inclusion, focusing on the individual needs and lives of the people we support. An NDIS-registered provider, Achieve delivers expert disability support services in greater Sydney, Northern Rivers regions of NSW and South East Queensland. – achieveaustralia.org.au

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Understanding

PBS

POSITIVE BEHAVIOUR SUPPORT

behaviours of concern & restrictive practices Positive Behaviour Support (PBS) is a person-centred approach to understanding and addressing challenging behaviours. The team at Insight PBS & Bridging Psychology explain further….

WHAT IS POSITIVE BEHAVIOUR SUPPORT? Positive Behaviour Support aims to understand the reasons behind an individual’s challenging behaviour and develop proactive strategies to prevent these behaviours from occurring in the first place. This approach focuses on building the individual’s skills and strengths, rather than simply trying to reduce or eliminate problematic behaviours.

It involves several key components:

• Person-centred planning: this involves working closely with the individual and having them and their views as the centre of the service.

• Functional behaviours assessment: to identify the underlying reasons for challenging behaviours, such as environmental factors or unmet needs.

• Positive/preventative strategies: using and teaching strategies that will help the person to have their needs met in a prosocial way and develop the needed skills that will assist in achieving a higher level of quality of life.

• Data-driven decision making: PBS emphasises the importance of collecting data on an individual’s behaviours to identify potential triggers (and antecedents), track progress and make informed decisions about interventions.

4 0 SO U RCEKI DS .CO M . AU

The goals of PBS are to promote the wellbeing and quality of life of individuals and to reduce and eliminate restrictive practices. The practice uses positive reinforcement to encourage positive behaviours, such as praise, rewards, and privileges. This approach is designed to encourage positive behaviours rather than punishing or eliminating problematic behaviours (behaviours of concern).

BEHAVIOURS OF CONCERN PBS comes from the perspective that all behaviour is a means of communication and there is a reason for everything we do. People will try and communicate in the most efficient, effective and easiest way they know, but this may not be the most acceptable way.

“Behaviours of concern” are behaviours of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviours which are likely to seriously limit or deny access to the use of ordinary community facilities.

Examples of behaviours of concern can include physical aggression, verbal aggression, self-injury, property destruction, and elopement (leaving a safe area without permission). These behaviours can be distressing for the individual and those around them and can interfere with their ability to participate in daily activities and social interactions.

RESTRICTIVE PRACTICES A restrictive practice is defined as any practice or intervention that has the effect of restricting the rights or freedom of movement of a person with a disability.

You can see the official definition and full outline of Restrictive Practices in Section 9 of the NDIS Act 2013.

There are five categories of regulated restrictive practices that are monitored by the NDIS Commission. These are the following:

1. Seclusion Sole confinement of a person with disability in a room or a physical space at any hour of the day or night where voluntary exit is prevented, or not facilitated, or it is implied that voluntary exit is not permitted.

Seclusion is strictly prohibited in most states for individuals under 18.

2. Environmental restraints / restricted access Environmental restraint, which restricts a person’s free access to all parts of their environment, including items or activities.

Includes practices that are beyond ordinary community standards for the purposes of addressing behaviours of concern that can cause harm to the

BEHAVIOUR SUPPORT

individual and others (normal practice locking the door for safety).

3. Mechanical restraint The use of a device to prevent, restrict, or subdue a person’s movement for the primary purpose of influencing a person’s behaviour but does not include the use of devices for therapeutic or non-behavioural purpose.

4. Physical restraint The use or action of physical force to prevent, restrict or subdue movement of a person’s body, or part of their body, for the primary purpose of influencing their behaviour. Physical restraint does not include the use of a hands-on technique in a reflexive way to guide or redirect a person away from potential harm/injury, consistent with what could reasonably be considered the exercise of care towards a person.

5. Chemical restraint The use of medication or chemical substances for the primary purpose of influencing a person’s behaviour. It does not include the use of medication prescribed by a medical practitioner for the treatment of, or to enable treatment of, a diagnosed mental disorder, a physical illness or a physical condition.

All of the above should only be used as a last resort, be the least restrictive response possible in the circumstances, reduce the risk of harm to the person with disability or others, be in proportion to the potential negative consequence or risk of harm, and be used for the shortest possible time to ensure the safety of the person with disability or others.

BEHAVIOUR SUPPORT PLANS - WHAT ARE THEY, AND WHAT GOES IN THEM? A Behaviour Support Plan (BSP) is a detailed document designed to understand the person, the reason behind the behaviours, and support the person and carers to address challenging behaviours through Positive Behaviour Support (PBS) strategies.

Here’s what typically goes into a BSP: • Information about who the participant is • Information and overview of disability/ies • Goals and objectives of the person • Any identified Behaviours of Concern • Individualised proactive and reactive strategies to prevent and respond to challenging behaviours • Methods for collecting data to track progress and adjust strategies as needed • Scheduled evaluations to review data,

assess progress, and make necessary adjustments • Information about the restrictive practices that might be either recommended or are currently being used.

Any behaviour support plans containing regulated restrictive practices must be lodged by specialist behaviour support providers with the NDIS Commission.

Information in the Positive Behaviour Support plan will be based on the findings from a Functional Behaviour Assessment (FBA) process.

Once a Functional Behaviour Assessment (FBA) has identified the potential triggers (and antecedent) and reasons of a behaviour/behaviours, and information has been analysed; the information will then be used to develop person specific interventions to be recommended.

Some of these interventions could be: • Environmental modifications: Adjustments in the physical and structural settings (e.g. routine) to reduce stressors and triggers • Skill development, this can include, but not limited to social, communication, coping skills • Positive reinforcement with meaningful rewards • Proactive strategies: Uses preventive measures like visual schedules and breathing techniques • Introduction of purposeful activities • Collaboration and training: Train staff and caregivers in PBS strategies and foster teamwork.

Insight PBS is an NDIS-registered provider of Positive Behaviour Support operating in VIC, NSW, SA and WA. More information on their services is available at www.insightpbs.com.au. Bridging Psychology, a sister company of Insight PBS, is committed to making psychological services accessible to individuals with disability bridgingpsychology.com.au I SSU E 41 | SU M M ER 2024 41

LET’S TALK ABOUT…

RELATIONSHIPS, DATING & SEXUALITY

T

alking to teens and young adults exploration while also ensuring they feel about dating, relationships, and safe and understood. To help with this, sexuality can feel a bit tricky here are some resources that can make for any parent. It’s one of those those conversations a little smoother and conversations that’s important but not more approachable. Whether you’re just always easy to start. These topics often getting started or looking for new ways bring up a mix of emotions and concerns, to talk about these topics, these tools especially as young people and services offer helpful begin exploring their guidance.

The key is independence. However, when disability is part finding the right SECCA of the equation, these SECCA has developed a balance between range of unique resources discussions can become supporting your to help people of all even more complex, raising unique questions abilities learn and teach young person’s and challenges. How do about relationships, exploration while sexuality, health and you approach sensitive also ensuring topics like intimacy, rights. Their resources are boundaries and personal they feel safe and picture-based and written safety boundaries in a way in easy English to ensure understood. that’s both supportive and access and understanding. accessible? How do you They use anatomically ensure that your child feels empowered correct illustrations to remove the to form healthy relationships while also ambiguity that often confuses or adds protecting their well-being? shame to learning about sexuality. Topics But it doesn’t have to feel overwhelming. covered include teaching public & private, The key is finding the right balance sexting, safer sex, gender diversity, consent between supporting your young person’s and much more.

4 2 SO U RCEKI DS .CO M . AU

Most of the resources are free and can be downloaded on their website at secca.org.au/resources.

Alongside these really useful resources SECCA also run a number of speciality workshops in their West Perth offices to help family and carers, teachers and professionals, to feel more confident helping those they support with their sexuality and relationships. secca.org.au

CONSENTABILITY Consentability founder, Dr Natasha Alexander is an experienced registered clinical psychologist and has worked with people with intellectual disabilities since 2001. Natasha is passionate about advocating for, and supporting, people’s rights to express their sexuality in an informed and empowered way. She is equally passionate about emphasising the importance of child and adult safeguarding, and sees sexuality and relationships education as an important part of the development of self-protection skills and safeguarding. Natasha’s services include education & support sessions,

RELATIONSHIPS

PLANET PUBERTY Planet Puberty is a digital resource suite

by Family Planning NSW that aims to provide parents and carers of children with intellectual disability and/or ASD with the latest information, strategies and resources for supporting their child through puberty and beyond.

Planet Puberty was co-designed with adults with intellectual disability and/ or ASD across Australia who guided the design and development of the project at all stages.

Beyond puberty there are a suite of resources and tools such as conversation starters, strategies to try and insights on topics such as safety, consent, pornography, private behaviour, and more. planetpuberty.org.au

SOSAFE! SoSAFE! provides parents/carers, support workers, teachers, counsellors and other professionals with simple visual tools to enhance the training of social, socio-sexual and social safety skills. Evidence based practices underpin the SoSAFE! Program, which is a set of visual and conceptual tools to promote social and sexual safety for all people, and designed for the learning and communication needs of people with moderate to severe intellectual disability or ASD. Learn more about their services and tools - sosafeprogram.com

TRUE The goal of True Relationships & Reproductive Health (True) is to achieve substantial, positive social impact by improving reproductive and sexual health and promoting safe and respectful relationships. True achieves this through

the delivery of expert clinical services, education and counselling. Not all of their resources are targeted at the disabled community, however there is a range of materials written for all age groups that could form useful starting points for conversations. true.org.au

EDUCATE2EMPOWER PUBLISHING Educate2Empower Publishing’s mission is to educate and empower children and the caring adults around them.

They specialise in children’s books and resources that address critical topics such as Body Safety, Consent, Gender Equality, Respectful Relationships, Social & Emotional Intelligence, Inclusion and Diversity. While not disability specific, the range of sources is comprehensive and written in clear, simple language. You can buy books online and access free resources at e2epublishing.info

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SUMMER

WATER SENSORY PLAY: HOW TO PROVIDE A SENSORY RICH EXPERIENCE

OPEN-ENDED WATER PLAY FOR

I

SENSORY FUN

t’s a hot summer day, what better way to cool off than with some water play!

Water play is a great open-ended, sensory rich experience for children of all ages. Whether your toddler loves getting soaked from head to toe, or happily stirs and scoops with water tools, water will help decrease the heat for everyone!

WHAT IS WATER PLAY? Water play is any activity that allows a child to explore and learn about water.

From water tables to splash pads, all water 4 6 SO U RCEKI DS .CO M . AU

play will help foster sensory exploration, imagination, and development.

WHY IS WATER PLAY GOOD FOR CHILDREN? With the sensory experience water provides, water play targets multiple sensory systems. It is an imaginative type of play that can foster problem solving skills, improvements within fine and gross motor skills, regulation of emotions, and encouragement of social and language development.

Your child uses their senses (taste, touch, hearing, smell, sight, vestibular and proprioceptive) to explore within their daily environment in order to learn, grow and develop. They use the same senses to explore the different properties of water during water play activities.

Taste: For the water activities that are safe to taste, allow your child to explore with their taste buds!

Touch: There are various ways your toddler can explore water. Through temperature, your child will experience how water feels in addition to feeling their pruned fingers and slippery water toys.

Hearing: Toddlers can hear the splashing, bubbling, pouring, and swirling sounds of water. Help your toddler differentiate between the sounds during your water play activity!

Smell: Water play is associated with summertime, right? So, help your toddler associate the other smells of summer, like sunscreen or rubber floating toys.

Sight: Your toddler will be able to observe many different things through water play, like seeing bubbles or reflections in the water. Help them distinguish between wet vs dry, deep vs shallow water, and sinking vs floating.

Vestibular: Because the vestibular system helps us with head movements in space and how we balance, there are different water play activities that can assist with stimulating this sense, which include: running through a sprinkler, leaning over a water bin, and floating in a kiddie pool.

Proprioceptive: Proprioception helps us determine where our bodies are in space, in addition to our own strength.

Some water play activities that can assist your toddler with stimulating this sense include pouring water, squeezing sponges, and splashing.

INDOOR

WATER PLAY ACTIVITIES 1. Mixing colours

Toddlers love experimenting! Explore mixing colours during water play by adding drops of food colouring or liquid watercolour to water containers.

You will need: • Measuring cups and spoons • Eyedroppers • Empty ice cube tray • Clear water bottles

2. Sensory water bin Take an empty bin and fill it with water. Use water tools and add items that your child can scoop out with a spoon, or dump/pour into buckets!

You will need: • Bin • Water toys: scoop, small cup • Motivating items for your child to retrieve

3. Lemon sensory bin Fill up a bin with water, ice and lemon, and allow your toddler to scoop and transfer. This is a great activity to incorporate the senses of touch, smell, and taste!

OUTDOOR

WATER PLAY ACTIVITIES 1. Sponge walk

Collect 5-10 sponges of various sizes.

Dunk the sponges in water, and line them up outside on a hard surface, like the driveway. Encourage your toddler to walk across the sponges to squeeze the water out with their feet!

2. Watering flowers Have your toddler help you water the garden! This is a fun way to teach your child about how flowers grow, while keeping cool at the same time!

3. Spray and squeeze bottles This outdoor water activity will test your toddler’s fine motor and investigation skills! Clean out empty bottles (I.e. ketchup, shampoo, lotion) and fill with water. Offer the containers to your toddler and encourage them to spray or squeeze the bottles to soak the driveway, outdoor toys, or outdoor furniture with water!

Article written by the therapists at NAPA Centre, which is a paediatric clinic offering occupational therapy, physiotherapy and speech therapy for children with complex needs. Learn more at napacentre.com.au

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I SSU E 41 | SU M M ER 2024 53

TRAVEL

Supporting neurodivergent

(including PDA) children

on an overseas holiday

Taking a trip overseas, whether it be to a new or familiar place, may come with numerous challenges and high levels of uncertainty.

T Considering energy accounting can be useful because energy givers and takers can be immensely different between parents and their children.

5 4 SO U RCEKI DS .CO M . AU

he thought of an overseas trip or a family holiday can be daunting even for those of us who are well accustomed to travel. There can be so much newness to travel: unfamiliar foods, unpredictable environments, a different bed and bedtime routine, unexpected sounds and smells, distinctive accents, new textures, unpredictable temperatures, crowded places, different sleeping patterns (and jetlag!) and the list goes on. When we add extended family into the mix, we have even more newness: new people to spend time with, new interests to understand, and new faces and names to remember.

For neurodivergent people, and particularly children (who usually have less control over the itinerary, places to visit, and family members to spend time with), all this newness can be overwhelming and anxiety provoking.

While many aspects of travel and family time can be unpredictable and unexpected, there are several ways we can support our young people, parents, other family members, and supporting health professionals to help prepare for the change and to set the child up for success.

In considering all this and from working with some wonderful families preparing for holidays, below are some tips for preparing neurodivergent children for an overseas holiday:

UPSKILL THOSE AROUND YOU If you are going to be staying with, or holidaying with friends, family members, or others, upskilling them beforehand is going to be key. For example, you may choose to send them fact sheets, information, or videos about Pathological Demand Avoidance (PDA) if your child has a PDA profile, or create an About Me profile for your child, to communicate their interests, needs, sensory sensitivities, food preferences and aversions, preferred style of communication and so on.

Prepare family, friends, or others you will be spending time with, with tips and strategies to support your child in reducing their anxiety, increasing their regulation, and building their sense of safety. Help them to understand how your child prefers to communicate and build relationships.

CONSIDER YOUR CHILD’S ENERGY LEVELS You may like to look at energy accounting to consider with your child (or independently as a parent if your child is unable to engage in the activity or conversations) - what takes their energy and what gives them energy and how to decompress and rejuvenate after a ‘big energy’ activity.

Considering energy accounting can be useful because energy givers and takers can be immensely different between parents and their children. For example, some people find socialising energising and enjoyable, while other people, and particularly neurodivergent people, can find socialising draining and stressful.

Stressors, de-stressors, energy takers and energy givers can be vastly different across individuals.

We want to be prepared to avoid a total depletion in energy levels, however, sometimes the unexpected happens or your child may start the day with a lower battery level than usual. In these situations, having a contingency plan can be helpful. You may like to consider how you will support your child to replenish their battery. Will this be a preferred relaxing activity? Will your child need a day off from activities or socialising?

A SAFE SPACE Wherever you are staying, is there a room or an area of the house, apartment, or hotel room that can be your child’s safe space (i.e. for them to retreat to when needed, to be alone, and keep their belongings and regulation tools)? If you are staying at a family member’s home, or staying with others, you may like to determine the best location for this safe space ahead of arriving.

A SPECIAL HAND SIGNAL Travelling, meeting new people, and being immersed in a totally different environment can drain your child’s social battery and take away many of their spoons (social energy). Some children may feel safety in developing a special hand signal with their parents so the child knows that when they are starting to feel overwhelmed or they are ready to leave somewhere, their parent will follow or leave with them.

Copywrite (c) Dr Theresa Kidd- Helping Autistic Teens to Manage their Anxiety - 2022

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TRAVEL

SEVEN K PREPARING YOUR CHILD FOR THE TRIP (IF THEY DO WELL WITH PREPARATION) Every child is different. For some neurodivergent children, preparation is key. For others, preparation can increase anxiety levels and be perceived as a demand. You know your child best and can decide whether preparation is going to be helpful or inhibiting.

If your child does well with preparation, you may like to consider some of the tips below: • Showing your child photos or videos of the house, apartment, or room they will be staying in.

• Looking at a map of the plane you will be travelling on and mapping out where you will be sitting on the plane, where the toilets will be, etc.

• Creating a visual or written schedule for the trip.

• Showing photographs of the family members you will be meeting.

• Providing some control to your child by letting them decide on some of the holiday activities.

BRING WITH YOU THE ITEMS THAT HELP YOUR CHILD TO FEEL SAFE, COMFORTABLE, AND REGULATED For many neurodivergent children and children with anxiety, they find safety and comfort in their familiar and predictable items and interests. “Bring home with you” through your child’s comfort items and regulation tools. If your child has a teddy bear or pillow that they can’t sleep without, make sure that these come with you. If your child uses noise cancelling headphones to block out surrounding sounds, make sure that these come with you. The same goes for fidget toys, wellloved toys, and devices. If your child has a favourite TV show or movie, can these be downloaded onto a streaming app to be viewed offline through an iPad or phone?

Is your child able to bring some of their preferred foods on the plane?

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TIPS

1 2 3 4 5 6

Some parents may even choose to bring with them some favourite items (e.g. food, a new Lego set, a Bluey plushie) that they could give to family members or other people they are staying with to give to the child when they arrive, to support your child in feeling safe and building positive relationships with the other person.

DON’T FORGET ABOUT YOU!

You may have heard the saying, “put on your own oxygen mask before assisting others” or “you can’t pour from an empty cup”. These phrases may sound cliché and sometimes overwhelmingly impossible, but they really are true. It is so important for you as parents to consider your own wellbeing, energy levels, and regulation.

How can you manage your own anxiety levels and regulation around the unexpected, unpredictable, and sometimes uncomfortable situations and environments? What do you need from those around you (e.g. your partner, your family members, others you are staying with)? What tools do you have for selfregulation (you may like to write these down to remind yourself )? Develop a contingency plan for yourself.

You may also like to consider some mantras you could remind yourself of at the end of a particularly difficult day (e.g. “I know my child best, I am going to ignore the judgement”, “I am doing my best”, “tomorrow is a new day”).

----By Molly Coles

7

• Upskill those around you about your child’s needs, interests, likes, and dislikes, sensory sensitivities, and food preferences and aversions.

• Create a safe space for your child at each place you are staying.

• Develop a special (“I need to get out of here”) hand signal with your child.

• Consider your child’s energy levels – what gives them energy, what takes their energy, and how to help them recharge their battery.

• Prepare your child for the trip (if they do well with preparation).

• Bring with you the items that help your child to feel safe, comfortable, and regulated.

• Don’t forget about you: consider your own wellbeing, energy levels, and regulation as the caregiver.

The Kidd Clinic offers support through therapeutic services and assessments in a neurodivergent affirming environment. As a team they pride themselves on having a progressive, client-centred and collaborative approach to therapy. They also provide clinical supervision and professional learning in areas such as Autism, ADHD and PDA (Pathological Demand Avoidance). To find out more visit kiddclinic.com.au

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SLEIGH the SEASON Beat the boredom and get festive with this bumper selection of activity ideas that target different needs and development areas.

Sensory fun Sensory-rich ideas to soothe or stimulate. Take your pick!

Christmas sensory bins Create a sensory bin with themed items like fake snow (you can use shaving cream or ice cubes for a cool effect), Christmas tree decorations, pine-cones, and tinsel.

Include different textures and colours to stimulate the senses. Encourage children to explore the materials to help them develop tactile discrimination and fine motor skills.

This can be done outside in a shaded area to keep cool.

Frozen water bead play Water beads are a great sensory tool.

Freeze them beforehand for an exciting activity in the summer heat. Fill a bin with the cold beads, add some Christmasthemed objects like red and green beads or small toy reindeers etc. Children can scoop, squeeze, and feel the beads as they enjoy their cooling effect. Make sure you monitor any play with small objects that can be put in mouths!

Christmas scent exploration

Tinsel sensory curtain

Create small scent jars using familiar Christmas scents like cinnamon sticks, pine needles, orange slices, or peppermint essential oil. Let children smell the jars and match the scents to pictures of festive items (e.g. a pine tree for pine needles). This is a great sensory activity engaging the sense of smell.

Hang long strands of tinsel from a doorway or outdoor frame at a child’s wheelchair or walker height. Encourage them to move through or under the curtain, feeling the texture of the tinsel.

It’s a great way to promote tactile stimulation, movement, and engagement with shiny, reflective materials.

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CHRISTMAS

Fine motor skill ideas

Festive bead stringing

Fine motor skills activities help children develop hand strength and coordination, which are essential for everyday tasks. Here are some holiday-themed ideas that are both fun and skill-building.

Give children red, green, and gold beads along with a piece of string. Encourage them to string the beads to make festive necklaces or garlands. Bead threading is excellent for hand-eye coordination and fine motor control. For children with limited hand mobility, use larger beads or thicker string.

Christmas ornament decorating

Frozen Christmas treasure hunt

Provide children with plain Christmas ornaments and a variety of decorating materials such as stickers, small gems, ribbons, and non-toxic paint. Encourage them to use their hands to stick, paint, and tie, which helps improve finger dexterity and precision. For children with physical disabilities, adapt tools or provide larger objects that are easier to grip.

Freeze small, Christmas-themed objects (like plastic snowflakes, tiny presents, or mini baubles) inside ice blocks. Children can use their hands to explore the cold ice or use warm water to melt it (or the sun in the backyard!) and retrieve the treasures inside. This activity not only provides a cool sensory experience in the summer heat but also helps build fine motor strength.

Making christmas cards Using coloured paper, glue, and Christmas stickers, get stuck into the fun task of creating your own Christmas cards.

Holding pencils, cutting paper (using adapted scissors for those with physical disabilities), and gluing items onto the card helps refine motor skills. This can also be a nice way to practice handwriting or drawing for children working on those skills.

Christmas sticker storybook Provide children with a blank Christmasthemed scrapbook and a variety of Christmas stickers (reindeer, Santa, presents, etc.). They can create their own festive story by placing the stickers on the pages and drawing around them. Peeling and placing the stickers helps develop fine motor control, while creating the story stimulates imagination.

Pinecone tree decorating If you can get your hands on some pinecones, have children decorate them to look like mini Christmas trees. Use small beads, pom-poms, or glitter glue, encouraging children to use their fingers to place the decorations. When you’re done, you’ll be left with some lovely natural Christmas ornaments.

Mini gift-wrapping station Set up a station where children can wrap small items like toy blocks or boxes.

Provide festive wrapping paper, ribbon, and tape. Tearing the tape, cutting paper, and tying ribbons help refine fine motor skills. This can be done at a table with the appropriate height for children in wheelchairs or standers.

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CHRISTMAS

Gross motor skill activities Gross motor skill activities support overall body coordination, balance, and strength, crucial for movement and mobility. Try these festive, playful exercises.

Festive obstacle course Set up an outdoor Christmas-themed obstacle course in the backyard. Use items like large inflatable Christmas decorations, cones, or pool noodles in festive red and green. Children can weave through, climb over, or crawl under obstacles. Adapt it for children with physical disabilities by ensuring some activities focus on upper body movements or using a wheelchairfriendly course.

Snowball toss Make “snowballs” out of lightweight white fabric or foam balls. Set up targets like buckets or boxes decorated with Christmas wrapping paper at different distances.

Encourage children to toss or throw the snowballs into the targets, which can be done sitting or standing, promoting arm strength and coordination.

Christmas tree bowling Create a Christmas-themed bowling game using large soda bottles wrapped in Christmas paper or decorated to look like Christmas trees. Roll a ball toward the “trees” to knock them down. Children can bowl from their wheelchair or walker, and the game can be played indoors or outdoors.

Reindeer relay race Set up a fun relay race where children pretend to be reindeer delivering gifts.

Children can wear reindeer antlers, and depending on their mobility, either walk, roll in their wheelchair, or use a walker to move “presents” (light gift boxes or bags) from one spot to another. Adapt the course so it’s suitable for all mobility levels.

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Speech and language activity ideas For children working on speech and language development, Christmas presents many opportunities for playful language building.

Christmas Guess Who? Create a Christmas version of “Guess Who?” using Christmas characters (Santa, reindeer, elves, etc.) or objects (candy canes, ornaments, presents). One player describes the character or object without saying its name, and the other players must guess what it is. This helps with describing skills, vocabulary expansion, and auditory processing.

Christmas shopping role-play

Christmas charades Adapt the classic game of charades with Christmas-themed actions or words. You can use visual supports for children who need them. This encourages expressive language, as children must communicate through actions or words. It can also help children with autism or intellectual disabilities work on understanding nonverbal communication and language.

Singing christmas songs

Set up a pretend Christmas “store” with various items like wrapping paper, toys, or ornaments. Have children “shop” and “pay” for items using play money.

Encourage them to ask questions like, “How much is this?” and make small talk with the cashier. This fun roleplaying game can help improve social communication and language skills.

Singing is an excellent way to encourage speech development, as it helps with rhythm, intonation, and word formation.

Choose easy, repetitive Christmas songs such as “Jingle Bells” or “Rudolph the Red-Nosed Reindeer.” You can incorporate gestures or sign language for children who are non-verbal.

Christmas sound hunt

Read a simple Christmas-themed story, such as “The Night Before Christmas.”

Engage children by asking questions about the story and encouraging them to describe pictures or make predictions about what happens next. You can also adapt the book to a sensory-friendly version by adding textures (e.g. cotton wool for snow) to the pages to engage multiple senses while supporting language comprehension.

Play different Christmas sounds ( jingle bells, Santa’s “Ho Ho Ho,” reindeer hoof sounds, sleigh bells, etc.) and encourage children to match the sound with pictures or objects. You can use a smartphone or tablet to play the sounds, and this activity helps with sound identification and auditory discrimination while incorporating holiday themes.

Christmas story-time

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I SSU E 41 | SU M M ER 2024 61

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SCAN TO LEARN MORE

APPS

Apps to help independence and living skills

SPEECHIFY TEXT TO SPEECH READER True independence can be challenging if someone struggles to read but there are many apps to help fill this skills gap. Speechify Text To Speech is a mobile and desktop app that allows people with dyslexia, ADHD, low vision, concussions, and other reading difficulties to have any text read out to them using 200+ AI voices plus celebrity voices including Snoop Dog & Gwyneth Paltrow! apps.apple.com/au/app/speechifytext-to-speech-audio

SEQUENCING TASKS - LIFE SKILLS This app focuses on the cognitive skill of arranging photos of a task in a chronological sequence. All the pre-made tasks start off with a video demonstrating a life skills task including Throwing out the garbage, laundry, making a cheese sandwich and more. After the video is shown, a review of the task is provided using 3 still photos taken from the video depicting each step in the task. apps.apple.com/au/app/sequencingtasks-life-skills

There’s a greater range of technology out there than ever before to help people with disability lead independent lives and that includes apps to help our kids and young adults learn the skills they need to live as independently as possible and venture out in the world. Download buttons at the ready!

MONEY UP Money Up was designed by teachers and therapists as a way for people to practice working out how much money they have, if they have enough to purchase the items they need and how much money to give a cashier, all without requiring them to count change. The app’s goal is to help children, teens and adults to acquire or maintain a life skill they need in order to foster independence. apps.apple.com/au/ app/money-up-build-life-skills

MEDISAFE PILL REMINDER The MediSafe Pill Reminder app is designed to support individuals with cognitive or memory difficulties in managing their medication schedules. It ensures medications are taken on time by offering dosage information, timely reminders, and even tracking medication inventory.

Additionally, it allows family members to stay involved, providing peace of mind and reducing the likelihood of missed doses. apps.apple.com/au/app/medisafe-pillreminder

I GET COOKING This app provides photo books for individuals who need support in understanding things relative to the kitchen, including cooking and making recipes. The vocabulary photo books included are; “Cooking Supplies”, “Cooking Actions” and “Kitchen Appliances” which offer endless teaching opportunities. In addition, a sample recipe book portrays the steps of making a peanut butter and jam sandwich and a blank recipe book is included to create your own recipes. igetitapps.com/app/i-getcooking

SEEING AI Seeing AI is a free app from Microsoft, designed for people who are blind or have low vision, though it can be useful in other situations. The app uses AI to narrate the world by describing people, text, and objects. It offers a variety of tools to assist with daily tasks, such as instantly reading text as it appears, guiding users to capture and read printed documents, and scanning barcodes to provide product information. Among other things, Seeing AI can also recognise faces, estimate age, gender, and expressions, and identify currency notes. The app will continue to evolve as Microsoft hears from the community and AI research advances. apps.apple.com/au/app/seeing-ai I SSU E 41 | SU M M ER 2024 63

S W I T C H - A DA P T E D B U B B L E M A C H I N E Everyone loves bubbles and this switch-adapted Freddy the Fish bubble machine makes them by the hundreds!

Simple and easy to use – connect any standard 3.5mm switch (not included) to the socket and press to produce lots and lots of bubble fun! RRP: $170 spectronics.com.au

CHRISTMAS INSPO! Gift ideas for all ages and abilities

SASSI SOUND BOOKS The Sassi Into the World Series is a charming collection of

ECHO POP

four interactive

Perfect for bedrooms and small

take children on a

spaces, the compact Echo Pop smart

journey through

speaker is the perfect gift for someone

different natural

with a disability, offering hands-free

environments.

convenience and independence.

Full of beautiful sound effects, each book is

With voice control for lights, music,

designed to appeal to children who love to learn

reminders, and more, it makes

about the unique creatures and habitats that

daily tasks easier while enhancing

make up our world. RRP: $29.95

accessibility and empowering users

alexandmoo.com.au

storybooks that

to stay connected and in control. RRP: $79.99 amazon.com.au

L E D S E N S O RY BUBBLE TUBE A captivating item that creates a magical focal point for any space. The LED Sensory Bubble Tube draws attention and interest as it changes colour and

F AT B R A I N C O G Y P U Z Z L E

sends the bubbles up

Get your mental gears spinning with this

and down the column

bending, clicking, shape-shifting brainteaser!

encouraging visual

Moving from one challenge card to the next,

tracking, focus, and

it’s up to you to fold this connected collection

concentration. It also

of sixteen colourful gears into the perfect

encourages touch

positions that match each image. Need to take

through the slight

a break from the mental workout? - With its

vibration of the tube.

clicking movements and 255-degree flexibility,

RRP: $650

this brainteaser doubles as a great fidget toy,

starfishstore.com.au

too. RRP: $29.50 thetherapystore.com.au

6 4 SO U RCEKI DS .CO M . AU

PRODUCTS

A T R A N Q U I L T U RT L E This cute turtle glows with a soft light and projects underwater light effects and a soft underwater melody or waves sound for peaceful white noise. Soothing and calming to help with bedtimes or a fabulous addition to a sensory space.

RRP: $69.99 amazon.com.au

WHEELCHAIR WHEEL COVERS Give the gift of colour! Embrace the beauty of indigenous art while adding a touch of vibrancy to a wheelchair with the “Warnajarrakura” Wheel Cover designs by Brodie George of Jalayimiya Designs. The name “Warnajarrakura” represents water grass, symbolising resilience and strength. RRP: $289 colourmywheels.com.au

G R A C E & M A G G I E P L A Y M AT Grace & Maggie believe in nurturing potential through play, and their soft-fall padded playmats are not just a stylish addition to your nursery or play space; they are a haven

DOLLS WITH A DIFFERENCE These Kmart dolls are a beautiful way to promote representation and inclusion in play, encourage children to embrace diversity and see themselves, or others,

for growth, creativity, and safety.

Each double-sided design is waterproof, durable, and, most importantly, free from BPA and PVC, ensuring that your little ones can explore and grow in the safest environment possible. graceandmaggie.com.au

reflected in their toys.

Whether it’s a fashion doll with assistive devices or Baby Lucy with Down syndrome, these are perfect for sparking meaningful conversations and fostering empathy.

RRP: $5 to $15 kmart.com.au

GUIDE BEAUTY TOOLS GUIDE Beauty, led by founder, Terri Bryant is redefining the beauty industry with awardwinning, uniquely designed and simply beautiful products that bring joy to a broad universe of makeup users. From the beginner learning new techniques,

CRASH OUT!

to those who have

These Crash Bags (also known as a Crash

challenges with movement

Pad or Crash Mat) provide a fun way for little

or strength, and even

super heroes to get their heavy work and

the professional makeup

deep pressure input needs met. They can be

artist on set, their mission

used for crashing into, rolling and crawling

is #ConfidenceByDesign.

across, laying between two layers, or simply

RRP: Various

relaxing! RRP: $359

guidebeauty.com

sensorysuperheroes.com

I SSU E 41 | SU M M ER 2024 6 5

How to transform your kid’s bedroom

INTO A SENSORY-FRIENDLY SPACE

H

aving a sensory-friendly bedroom offers a safe haven for your child to escape to when they’re feeling overstimulated or overwhelmed. This calming environment supports emotional regulation, helping your child manage stress and feel secure in their personal space. For children with sensory processing differences, having a dedicated room tailored to their specific sensory needs can make a significant difference in their day-to-day living.

Having sensory-friendly items in their bedroom can also help them wind down and relax during the bedtime routine.

Let’s explore some practical DIY tips you can do at home to create a cosy, sensory-friendly oasis for your child.

1

DIM LIGHTING FOR A CALM ATMOSPHERE

Lighting plays a crucial role in setting the tone of a room. For a sensory-friendly bedroom, consider using dim lighting to create a calming atmosphere. Bright lights can be overstimulating for some children, so using soft, warm-toned bulbs or dimmable LED lights can help create a soothing environment. Incorporating blackout curtains can also be beneficial, allowing you to control the natural light entering the room, especially during nap times or early mornings.

6 6 SO U RCEKI DS .CO M . AU

TIPS • Install dimmable light switches or use lamps with adjustable brightness levels.

• Consider using string lights or salt lamps for a soft, ambient glow.

• Use nightlights with adjustable settings to provide comfort without disrupting sleep.

• Place blue cellophane over lights or windows to create a relaxing blue glow.

2

SOFT SENSORY FURNISHINGS

The tactile experience of a room is just as important as its visual appeal.

Soft, sensory-friendly furnishings and fabrics can provide comfort and promote relaxation. The Mooshy Mat, a soft touch sensory tatami mat, is an excellent addition to any child’s room. Its plush surface offers a cosy spot for play, relaxation, or quiet time, while its sensory carpet top provides gentle stimulation.

TIPS • Incorporate a variety of textures, such as plush rugs, soft cushions, fabric curtains and fleece blankets.

• Choose textured bedding made of soft materials such as flannel or jersey cotton

and add a quilted bedspread or chunky knit throw for a variety of textures.

• Arrange cushions or bean bags in a corner to create a cosy nook for reading or quiet time.

• Add soft wall hangings such as felt tiles or fabric tapestries to absorb sound and add warmth and texture to the room.

3

CALMING ITEMS FOR COMFORT AND SECURITY

Incorporating calming items like weighted toys or blankets can offer a sense of security and comfort for children with sensory needs. Weighted items provide gentle pressure that can help reduce anxiety and promote relaxation.

TIPS • Select weighted blankets or lap pads that are 5-10% of your child’s body weight.

• Include a variety of sensory toys that your child is familiar with, such as stress balls, fidget spinners, or soft stuffed animals.

• Consider a sensory tunnel or tent that your child can climb into when needing a quiet space.

SENSORY PROCESSING

5

ORGANISED SPACES FOR A SENSE OF CONTROL

4

COLOUR CHOICES FOR A RELAXING ENVIRONMENT

The colours in a bedroom can significantly affect mood and behaviour. Opt for soft, muted colours to create a peaceful and relaxing environment. Neutral tones and pastels are often more calming than bold, bright colours.

A well-organised bedroom can help children feel more in control of their environment and reduce sensory overload.

Consider storage solutions that are both practical and accessible.

TIPS • Use labelled bins or baskets to keep toys and supplies organised and easy to find.

• Implement a daily tidying routine to maintain a clutter-free space.

• Provide clear storage for clothing and

TIPS

personal items to foster independence.

• Choose paint colours like soft blues,

• Consider using a routine chart on their

greens, or lavenders that promote

wall.

relaxation.

• Incorporate colourful accents through bedding or wall art for a touch of vibrancy without overwhelming the senses.

• Consider involving your child in the colour selection process to ensure their room feels personal and welcoming.

By thoughtfully designing a sensoryfriendly bedroom, you can create a sanctuary that meets your child’s unique needs and enhances their well-being.

Remember that every child is different - so I encourage you to involve them in

this process. The most important aspect is to create a space where they feel safe, comfortable, and understood. With these practical tips, you can transform your child’s bedroom into a haven of relaxation and sensory delight without having to break the budget.

----This article was written by Sarah James, a mother of two and the owner of The Sensory Specialist. She holds a B.A. in Psychology and a Graduate Diploma in Secondary Education (Psychology). thesensoryspecialist.com.au

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

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I SSU E 41 | SU M M ER 2024 67

HEALTH AND FITNESS

BEAT THE

SUMMER SLUMP Tommy Trout, our resident fitness guru, tackles teen motivation over the summer holidays

A

s a single, childless male in his 30s I do fancy myself something of an expert in parenting…

JOKES! does your child have any opportunities Far be it for me to tell parents what’s good to engage in any of these activities? for their teenage children and how to do Expecting them to take themselves off their job; however, one question I often to do sprint drills in the park might be get from parents of my teenage clients asking a bit much, so here are some ideas with a disability is, 'How do I get them off and strategies that have worked for other the couch and away from their phones or families.

Xbox?’.

• Negotiation: I have a client who It’s an important question, and one I’ve loves computers and spends all her time taken right to the kids themselves; and coding and gaming. Which is awesome, most of theirs answers revolve around but her posture and overall physical ‘what am I supposed to do wellness began to suffer. at home, then?’.

The family ended up Disability Sports Which is also a fair point. negotiating a deal with Australia, Special However, with the her that if she completes Olympics and summer holidays around the an hour of exercise in the many more local corner, finding a solution is providers run sport morning, then she can go key to preventing a couch on her computer. Over programs in the potato from taking root in time other things were holidays your living room! negotiated like family time, There are some strategies I’ve seen no devices at the dinner table, etc. Rules work, and I’ll unpack them below, but first that are explained and are negotiated let’s look at how much physical activity is with the young person tend to go better required to be considered healthy. than demands that are just arbitrary and From a health and fitness perspective, inconsistent. the recommended physical activity for • Organised sport and activities: I’ll people aged 5-17 is roughly 60 minutes a preface this with an acknowledgement that day of moderate to rigorous activity. So, not every child wants to play sport nor think physical activities and sports like does every postcode have opportunities rock-climbing, soccer, strength-training in for all abilities. But if you think there is the gym, etc. appetite then Disability Sports Australia, What we need to then consider is; Special Olympics, and many local

6 8 SO U RCEKI DS .CO M . AU

providers run sport programs in the holidays, with more being brought to market every day due to their popularity.

A friend’s kid recently joined Special Olympics Australia and absolutely loves it. Now the problem is they want to go to every event and activity!

• Introduce them to the gym: I’m obviously biased in this one - and I know it’s not always appropriate depending on age and disability - but gyms hold many advantages and can be a great solution. For starters, there’s lots of them, they’re indoors and so are weather-proof, consistent and predictable. Many of the machines are easy to use and are hard to hurt yourself on as they are guided. Freeweights are a bit riskier but yield better results. Regardless, most young people will find appropriate exercise equipment there.

And if accessibility is a major concern, then MMA/boxing gyms are great. They are typically less cluttered, and boxing drills can be done by most people in wheelchairs depending on disability.

One of my oldest clients has cerebral palsy and has an extremely limited range of movement with his arms. We still found a way to get him boxing (including punching me).

I’m running out of space to continue this list but I’m always here to help and provide some support if needed.

Hope this helps and happy holidays!

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

SOURCE DISABILITY EXPO

FOR KIDS, TEENS + YOUNG ADULTS

2025

ADELAIDE

22-23 FEBRUARY Adelaide Convention & Exhibition Centre

MELBOURNE 11-12 APRIL Melbourne Convention & Exhibition Centre

BRISBANE 4-5 JULY Brisbane Convention & Exhibition Centre

SYDNEY 18-19 JULY Sydney International Convention Centre

PERTH 1-2 NOVEMBER Perth Convention & Exhibition Centre

Watches Reads

&

UNCONDITIONAL

On our list this edition…

Unconditional is a journey into the lives of four diverse carers from Canberra, whose dedication to those they care for everyday shines through

THE BOY, THE MOLE, THE FOX AND THE HORSE

decades of sacrifice and love.

Charlie Mackesy’s bestselling

everything changed” to now. Explore

book comes to life in this

the deep-seated challenges of burnout

beautifully animated film which

and invisibility, and embrace the raw,

is just perfect for the season

honest narratives of those who love

of goodwill. Follow the unlikely

unconditionally. With tens of millions

bond between four friends as

of unpaid carers across the world

they explore the meaning of

facing isolation, distress, and financial

kindness, friendship, courage

hardship, Unconditional opens our

and hope. A story for viewers

eyes to their stories.

of all ages in a heartwarming,

Carers can watch the film online for

classically animated short film.

free by sending an email to

AppleTV+

contact@unconditionalfilm.com.au

Witness the emotional and physical realities from “the day when

The Faris Scholarship Waterproof Accident Undies for Day & Night Protection Bamboo cloth lining is sensory-friendly for most, label tucked away, too.

7 Sizes up to 30kg Unisex and ‘pull up’ style.

Less laundry and stress for you - confidence, dignity and discretion for your child.

Applications are now open

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

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

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

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

ABOUT THE THERAPY Dynamic Movement Intervention (DMI) is intensive paediatric therapy aimed at enhancing motor skills and postural control in children with developmental delays. It achieves faster results than standard techniques, evidenced by research.

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

The Faris Scholarship intensive paediatric therapy aimed at enhancing motor skills and postural control in children with developmental delays. It achieves faster results than standard techniques, evidenced by research,

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

The Faris Scholarship

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

Applications are now open for the Faris Scholarship.

One round of intensive DMI therapy will be awarded free to a child aged 3 months to 2 years. This is in memory of Faris Al Masri and is being funded through donation from his parents.

CRITERIA

connect@kidsaroo.com.au

kidsaroo.com.au

70 SO U RCEKI DS .CO M . AU

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

About the therapy: Dynamic Movement Intervention (DMI) is intensive paediatric therapy aimed at enhancing motor skills and postural control in children with developmental delays. It achieves faster results than standard techniques, evidenced by research, Intensity: The therapy consists of two hours per day, five days per week, for two weeks.

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

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

Apply at timmermansmethod.com.au/faris

WATCHES & READS OUT OF MY MIND We’re so excited for Out of My Mind, streaming on Disney+ from November 22! Based on Sharon M. Draper’s novel, the story follows Melody, a sharp, witty young girl with cerebral palsy who is nonverbal and uses a wheelchair. As she starts mainstream classes with the help of a supportive teacher, she proves that her voice—and every voice—matters. With Phoebe-Rae Taylor in her debut role starring as Melody and Jennifer Aniston as her inner voice, the film brings warmth and authenticity to a powerful, inclusive story about communication and resilience. Disney+

THE FAMILY EXPERIENCE OF PDA, by Eliza Fricker THE BOY WHO LIVED, by David Holmes

Eliza Fricker gets it. She knows how difficult PDA parenting

As stunt double to Daniel Radcliffe in the Harry Potter film

can be, but she puts fun and

franchise, stuntman David Holmes helped to move J.K. Rowling's era-

humour back into it, despite

defining story from the page to the big screen. His work as a real-life

the occasional mishaps!

Fall Guy enabled him to create some of the most memorable action

Humorous, quirky comic strips

sequences in the Wizarding World, as he became the first person ever

and empathetic writing give

to play Quidditch. In living his own hero's journey, David was also one

essential advice and tips on how

of only a handful of people to have worn the iconic wizard's cape,

to navigate the challenges of PDA

glasses and scar in front of the cameras. That is, until an accident

parenting. Amazon.com.au

changed his life forever. Amazon.com.au

Adaptive clothing to assist everyday living

Easy-grip Feeldom Signature Zipper Rings

Premium ballistic nylon for strength

• unisex onesies to help keep wandering hands out of nappies & pants • deters inappropriate undressing & other challenging behaviour • range includes back-zips & tummy access styles for tube feeding • available in sizes for kids & adults (great for aged care) • soft fabric & tag-free to minimise irriation • swimwear, bibs, bandanas & bedding protection also available

NEW IP Z BACKIM SW

Stylish adaptive gear Designed to be useful and built to last Rigid-body structure for improved protection 5-year warranty

Specialized attachment system

accsbl.com

Scan to go to website

www.wonsie.com.au

Registered NDIS Provider

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

MANUAL

WHEELCHAIRS From sporty to sleek and slimline, find the chair for your child that will encourage exploration, independence and fun!

T I LT ROLLER SYSTEM

KEY

C

Children

Y

Youth

A

Adults

C

L I T T L E WAV E A R C Y Manufacturer: Ki Mobility Supplier: Paragon Mobility Weight: Up to 75kg Height: N/A • L ightest paediatric folding tilt-in-space wheelchair available.

• Available with several wheel lock and brake options, including drum brakes to help slow down on slopes.

C

• Up to 45° tilt-in-space with

Y

the Arc shaped tilt system.

A

A DA P T Manufacturer: Kidevo Supplier: Ottobock

Ki Mobility Little Wave Arc is

Weight: Up to 100kg | Height: N/A

a tilt-in-space wheelchair,

• Kidevo adapt offers extensive

where the Arc shaped tilt roller system helps the wheelchair stay stable, even when tilted right back.

adjustment options for optimal positioning.

• Kidevo adapt Tilt function (-5 to 45 degrees) for a varied position.

• Kidevo adapt can allow a third-party seating system.

P H O E N I X T I LT

C

Manufacturer: Smik

Y

Supplier: RTD Australia Weight: Up to 120kg

A

Height: Up to 180cm • Adjustable tilt angle +10° to -50° available.

• Available in seat widths ranging from 31-41cm; with a seat depth adjustment in excess of 10cm.

• Crash tested, ready to transport and lightweight.

Phoenix TILT is ideal for kids and teens who require the use of a wheelchair with a wide tilt range, but not the usual bulk associated with current tilt chairs.

72 SO U RCEKI DS .CO M . AU

COME AND TRY!

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

Keep up to date with Source Expos

PRODUCT REVIEW C

BAMBINO Y

Manufacturer: Panthera Supplier: Mogo Wheelchairs, Motum Weight: Up to 60kg | Height: N/A • Smoother and easier for the child to drive with the push bar removed.

• New accessories available that provide better support and positioning in sitting.

• For children 4-12 years who need the optimal everyday wheelchair.

S M O OT H E R AN D E A S I E R

C Y A

FOCUS Manufacturer: Ki Mobility Supplier: Paragon Mobility Weight: Up to 136kg | Height: N/A • Not just evolutionary, revolutionary. The Focus CR's complex rotation is controlled by a completely redesigned, simpler tilt mechanism. Cable routing is now inside the seat frame and uses a shorter cable. The result? Almost no cable adjustments required. With the most tilt options on the market, allowing the caregiver to choose which option works best for them and their client.

• Ease of adjustment. The Focus CR is also a smart tilt. The chair will tell you how

BUZZZ C Manufacturer: Smik

much adjustment is needed so you have more time to focus on the other details of

Supplier: RTD Australia

your day. No rotation design has ever been so easy to adjust.

Weight: Up to 50kg | Height: 130cm

• Hangar options. Because the human body doesn’t grow in one inch increments you will appreciate the new 70° and 80° front mount hangers. With expanded foot

• Hand-made in Australia to suit each child’s needs with a wide range of custom options.

positioning operations, adjustments in .5” increments and extended footrest

• Easy to transport and lightweight.

lengths you can count on achieving the positioning the client needs.

• T he smallest growth wheelchair manufactured by RTD.

C

CESA

Y

Manufacturer: Hoggi |

SMIK Buzzz, although a compact wheelchair, will withstand the strength of a child’s investigation and adventurous spirit.

Supplier: RTD Australia Weight: Up to 90kg Height: N/A • Hand-made in Germany to suit each child’s needs.

• Ready to transport and lightweight to take anywhere.

• W ide range of colours and custom options to meet all your requirements.

Hoggi CESA is a sporty wheelchair for kids and teens, with a huge rigidity despite its low weight.

I SSU E 41 | SU M M ER 2024 73

PRODUCT REVIEW

W 5 JUNIOR Manufacturer: Wolturnus Supplier: Mogo

C Y

Wheelchairs, Motum Weight: Up to 70kg Height: N/A • W5 Junior is an active rigid wheelchair designed for optimum synergy between strength and weight. This ensures maximum conversion of energy.

• T he ergonomic seat has adjustable seat and back upholstery. This ensures ergonomic, upright posture, optimum pressure relief and freedom of movement.

• T he location of the castors out in front of the C Y A

E L I T E S P O RT S

foot plate ensures high

Manufacturer: Mobility Plus

resistance.

stability and low rolling

Supplier: Mobility Plus Weight: Up to 120kg + Height: N/A and responsive sports wheelchair

P R E DA T O R – RU G B Y

with built in growth.

Manufacturer: RGK Wheelchairs

• Completely custom, lightweight, fast

• Australian made - manufactured in

W I T H BU I LT I N G ROW T H

Melbourne.

• C an be designed for a specific sport

A

Supplier: Sunrise Medical Weight: Up to 125kg | Height: N/A • D esigned with 5-times wheelchair rugby Paralympian Alan Ash.

like tennis, basketball, badminton or

• Responsive, lightweight but incredibly hard-

AFL or as a multi-sport hybrid sports

wearing, the chair will have the perfect fit that

wheelchair.

C Y

ZERO ( PA E D I A T R I C )

only made-to-measure can provide.

• Heat-treated frame, a Y frame chassis for excellent impact distribution and many frame options to tailor your chair to whichever version

Manufacturer:

and position of rugby that you play.

Mobility Plus

The Predator is a gnarly beast, perfectly

Supplier: Mobility Plus

adapted for the high-impact game play and

Weight: Up to 120kg

pure aggression on court that wheelchair rugby

Height: N/A

commands.

• Completely custom, ultra-lightweight wheelchair with built in growth.

• Australian made manufactured in Melbourne.

• Every element is carefully designed for the individual, their family members and carers – right down to the all-important colour choice.

74 SO U RCEKI DS .CO M . AU

Y

KEY

C Y

HELIO

C

Children

Y

Youth

A

Adults

Manufacturer: Motion Composites Supplier: APEX Mobility Weight: Up to 79kg Height: N/A • Outstanding performance and unrivalled lightness.

• Frame allows you to achieve a super-low 33.5cm (approximate) seat-to-floor height.

• Made from the lightest and most rigid material available, it is renowned for its vibration dampening properties.

Helio Kids wheelchair is manufactured using a carbon fibre technology that provides strength and durability, yet is lightweight.

C O GY

C C

Y

Supplier: Timmermans

Y

A

Method

A

Manufacturer: Cogy

AVA N T G A R D E Manufacturer: Ottobock Supplier: Ottobock Weight: Up to 140kg

Weight: Up to 160kg

Height: N/A

Height: N/A

• Folding wheelchair for active users.

• Cogy is the wheelchair

• Optimum support for your

for your legs and does

active day-to-day life.

not require arms to push.

• B enefits include new push

• Helps people with rehabilitation and mobility,

handles, elevating leg support,

rather than providing a

integrated pockets, small folding size and anti-tipper.

degree of comfort.

• C an be pushed and steered

The Ottobock Avantgarde 4 has

from the rear, or you can

been optimised without giving

pedal and steer yourself.

up proven advantages.

Cogy is the world’s first wheelchair that moves by pedalling and comes in 3 sizes.

C Y

ZONE Manufacturer: Sunrise Medical Supplier: Sunrise Medical Weight: Up to 75kg | Height: N/A • T he lightest Zippie, designed for active kids and teens.

• O ffers numerous growth options and provides the greatest wheel access for independent mobility.

• D esigned for the unique needs of kids

COME AND TRY!

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

Keep up to date with Source Expos

with bright options including Zebra and glow in the dark frame colours.

The Zippie Zone is an ultra-lightweight and rigid wheelchair that is perfect for kids and teens on the go.

I SSU E 41 | SU M M ER 2024 75

PRODUCT REVIEW

RO O M T O G ROW C Y

KIDEVO PRIME A N D P R I M E .T Manufacturer: Kidevo Supplier: ottobock Weight: Up to 75kg | Height: N/A • kKdevo is individually tailored to the child and can be adjusted in width, depth, and height to grow with them.

• Kidevo prime.t has a tilt range from -10 to 50 degrees.

• Wide range of accessories & positioning equipment.

Y

TWIST Manufacturer: TiLite Supplier: Permobil Australia Weight: Up to 74.8kg | Height: N/A • D esigned from the ground up for kids, the TWIST encourages exploration and independence.

• T here are no parts or growth kits to buy, instead it grows with you.

• Includes the TWIST Centre-Mounted Push Handle option - height-adjustable and easily removable, the handle is there when you want it.

The Twist has a Tru-Fit system that allows you to fine tune the fit of your wheelchair because you are not limited to a series of pre-set holes.

SCOOOT C

KIDEVO MINI Y A N D M I N I .T

C

Manufacturer: FireFly Supplier: FireFly Weight: Up to 22kg | Height: N/A

Manufacturer: Kidevo

• S cooot’s 4-in-1 design: Scooot,

Supplier: ottobock

Crawl, Ride and Pooosh. Different

Weight: Up to 50kg

configurations for differing abilities.

Height: N/A

• S cooot can be used outside on flat,

• Kidevo is individually

level surfaces such as concrete

tailored to the child and

or wooden decking.

can be adjusted in width,

• Children who can hold their own

depth, and height to grow

head up will get the most benefit

with them.

out of Scooot.

• Kidevo mini.t has a tilt

Scooot is designed to help

range from -5 to 40

children play, explore and

degrees.

participate in a way that

• Lightweight wheelchair

best suits their abilities.

from 7.5 kg.

HAVE YOU ALSO CHECKED OUT MOBILITY & EQUIPMENT EGUIDE?

sourcekids.com.au/atguide 76 SO U RCEKI DS .CO M . AU

C

SUPPLIERS

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

VIC

2025 INTAKE OPEN: SUPPORTS FOR AUTISTIC AND NEURODIVERGENT CHILDREN Learning for Life Autism Centre offers Early Intervention and Allied Health therapeutic supports for autistic and neurodivergent 2 - 18 year olds.

We are now enrolling for the following services:

Early Intervention (ages 2 - 5yo) Early Intervention Consultancy (school age to 9yo) Secret Agent Society (Social Skills) (ages 8 - 12 yo) School Age Consultancy Specialist Behaviour Supports

Individualised support, plans and therapy.

NDIS registered provider.

TALK TO US TODAY 03 9853 4607 www.learningforlife.com.au

EXPERT NDIS PLAN MANAGEMENT

From our family to yours

Navigating the NDIS with Heart and E xpertise

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

Accountants ensuring precision.

ACCESSIBLE & RELIABLE Here when you need us.

0474 216 830 | info@nopaplanmanager.com.au

nopaplanmanager.com.au I SSU E 41 | SU M M ER 2024 77

NSW

Do you want to learn more about parenting an ADHDer? Do you want to learn all about ADHD, the different ways in which you can help your child, learn practical strategies to manage inattention, impulsivity, big emotions and hyperactive behaviours? Then join me on a 10-week, easy to digest, engaging online course. Appreciate bite sized videos, worksheets, and quizzes that make it easy to apply valuable information to your family’s everyday life. Enjoy 12 months access to the online course so you can work at your own pace and revisit the content whenever needed. Join our community and take the opportunity to ask questions about the course through Q&A’s with me, Dr Amanda Mullin.

I can’t wait to work with you!

Cost $249 or 3 monthly payments of $83

mindworxpsychology.com.au QLD

mindworxpsychology

Accessible Home Modifications Specialists INTRODUCING OUR VIP PORTABLE BATHROOM

The VIP Portable Bathroom is a spacious, accessible bathroom solution that accommodates large and tilt commodes. Designed for ease of delivery and installation, this innovative Portable Bathroom can be seamlessly integrated into your home in Brisbane, Ipswich, & Gold Coast.

This solution ensures that you can enjoy full access and comfort in your home with ease without compromising on comfort, convenience, or safety.

3mL x 2.2mW x 2.3mH

Whatever your need is, we find solutions, not obstacles.

QBCC 1209552 ABN 18 264 719 046 NDIS Provider Number: 405 000 6996

07 3807 4309 78 SO U RCEKI DS .CO M . AU

enquiries@vipaccess.net.au

www.vipaccess.net.au

QLD

“ Freedom of Motoring” NDIS Provider# 4050004526

NDIS Approved

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

Disability Vehicle Conversion

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

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

To find out how to simplify your family’s transportation

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

Alternate Mobility Unit 1/5 Miller Street Slacks Creek Qld 4127 Email: sales@alternatemobility.com.au I SSU E 41 | SU M M ER 2024 79

Let us make the NDIS pain-free.

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