Our reports

2 people having a conversation with a Reference Group member. Above the 2 people is a problem icon inside a speech bubble.

The Reference Group connected with the community to find out about issues that affect them.

A Reference Group member having a conversation with an NDIA worker. Above the Reference Group member is a problem icon inside a speech bubble.

The Reference Group members shared these issues with the NDIA.

NDIS plans

An NDIS plan, a change icon and a worried face.

Reference Group members explained that parents worry their child’s NDIS plan will change when they have planning meetings.

A child and an NDIS plan with a tick.

The NDIS should tell parents before meetings that they can use the same plan if their child doesn’t need new supports.

An assessment document with a checklist and 2 ticks, a dollar sign and an arrow pointing down.

This might mean that parents will spend less money on assessments.

Assessments help the NDIA work out:

  • how your disability affects your life
  • what supports you need.

A parent and child having a conversation with a worker. Above the parent is a problem icon inside a thought bubble.

Members also explained that some families can experience trauma from planning meetings.

A person with their head in their hands beneath a frowning face in a thought bubble. Next to them is a problem icon.

Trauma is the way you feel about something bad that happened to you. 

For example, you might feel scared or stressed. 

Trauma can affect you for a long time. 

NDIS services and supports

An assessment document with a checklist and 2 ticks next to 3 dollar signs.

Reference Group members shared that some families have to use a lot of their funding on assessments.

Funding is the money from your plan that pays for the supports and services you need.

An identification document showing a child's face and a disability icon.

They do this to get proof that their child with disability needs long-term support from the NDIS.

This means that:

An adult supporting a child and an arrow pointing down.

  • children might not get the right amount of support they need

A family of 2 parents and a child. Above the parents are 2 thought bubbles. One thought bubble shows a thumbs down, the other thought bubble shows a thumbs up. The thumbs down thought bubble is bigger than the thumbs up thought bubble.

  • families focus on what their child can’t do and not on what they are good at.

A health care provider holding an assessment document next to a calendar. The calendar shows a problem icon.

It can also mean that some health care services are too busy with assessments.

And can’t provide as much support as they should.

A baby in front of a preschool building.

Members shared that the NDIS need to look at how preschools can be a good place for children to get NDIS supports.

An early childhood partner supporting a child.

For example, they should look at how preschools can connect families with early childhood partners.

Early childhood partners support:

  • children with developmental delay
  • children with disability
  • their families.

Someone supporting a child to get dressed.

Some children might not develop at the same pace as other children of the same age.

They may need extra help to do everyday things.

When this happens, we say they have a developmental delay.

A group of participants. 2 participants are raising their hands.

Members explained that the NDIS should do more to support young participants as they become adults.

Participants are people with disability who take part in the NDIS.

This includes supporting participants to:

A person ironing a shirt.
  • do more tasks on their own

3 people playing a boardgame together.

  • take part in activities with other people

A worker supporting a child.
  • find support workers who are not their parents.

A worker supporting 3 children.

The NDIS should focus on providing this support to young people who come from different backgrounds.

A school building with an arrow pointing to a person wearing a work uniform and holding a clipboard.

Members shared that some people tell young people with disability not to work until they leave high school.

An NDIS plan, a dollar sign and an arrow pointing down.

Members also shared that some young people with disability lose funding when they leave school.

This might make life harder for young people who need supports as they become an adult.

A hand choosing between 3 supports. 2 supports are crossed out.

Members explained that some young people don’t have much choice in what supports they get.

A young person in front of a house.

For example, young people who need support and want to live on their own.

A person with their head in their hands next to a hand choosing between 3 supports. 2 supports have crosses over them.

Members also explained that some young people with disability feel upset over not having more choice and control about their supports.

And because of this they don’t use their supports.

A worker supporting a child and a cross.

Young people with disability can lose their supports if they don’t use them.

And it can be hard to get these supports back.

An occupational therapist supporting a child. Next to them is a map of Australia showing the states and territories. Western Australia and Queensland have problem icons.

Members shared that it can be hard to find an occupational therapist in some states.

An occupational therapist supporting someone to move and the health icon.

An occupational therapist helps someone find ways to do everyday tasks.

A stack of 3 calendars.

This means some participants have to wait longer to get the support they need.

The community and other services

A worker supporting a child in front of a school building.

Reference Group members shared that there should be NDIS supports for children to use at school.

Supports work better for children when they’re in a place they know well.

A police officer and an NDIS worker using a laptop together.

Members explained that the NDIS should work more closely with other services to help children and young people get the support they need.

For example, working with the justice system.

A police officer, a gavel, a legal document and a prison.

Our justice system includes:

  • prisons
  • the courts
  • police
  • the law.

2 children playing with toys together and a cross.

Members shared that there are not as many chances for young people with disability to connect with people their own age.

A person in front of a house in an area far away from cities and towns.

This can affect young people with disability who live far away from cities and towns more than other people.

A worker supporting a child and a disability icon.

Members shared that more people in the community should understand and use early intervention.

A worker supporting a child to use a tablet.

Early intervention is when people get services and support:

  • as early as possible in their lives
  • when they first get a disability.

A family of 2 parents and a child. Above the parents is a tick inside a thought bubble and a speech bubble.

This includes making sure parents and families:

  • know their job in early intervention
  • have support to speak for their child.