National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026
Submission 2840
NDIS Submission –
My daughter is an autistic child with significant support needs. While she has been assessed as Autism Spectrum Disorder Level 2, the reports gathered throughout her diagnostic journey consistently demonstrate that her needs are not static and cannot be adequately captured by a single number.
During periods of dysregulation, anxiety, sensory overload, or unexpected change, her support needs increase substantially. At these times she can require near-constant adult support to remain safe, regulate her emotions, communicate her needs, and participate in everyday activities. Professionals involved in her care have recognised that during these periods her presentation and support requirements can be comparable to those often associated with Level 3 support.
This fluctuation is reflected in her daily living skills. Although is bright, loving and capable in many ways, she requires significant assistance across multiple areas of daily life. Difficulties with emotional regulation, communication, sensory processing, executive functioning, eating, personal care, safety awareness and transitions mean that tasks many families take for granted often require intensive planning, support and accommodation.
Her school experience highlights this reality. attends kindergarten with significant adjustments and support in place. She has a dedicated Education Assistant, modified attendance arrangements and a collaborative team working to support her participation. Even with these supports, school remains challenging. There are days when anxiety, sensory overwhelm and dysregulation significantly impact her ability to access learning, participate safely and remain at school. Without these adjustments and supports, her ability to attend and engage in education would be severely compromised.
has been an NDIS participant for approximately 18 months. During that time she has accessed occupational therapy, speech therapy, psychology and behavioural supports. These therapies have been instrumental in her development, communication, emotional regulation, participation in daily life and ability to engage in education.
The progress she has made should not be viewed as evidence that support is no longer required. Rather, it demonstrates what can be achieved when a child receives the right support at the right time. Without access to these therapies, I genuinely cannot imagine where we would be today.
When our journey began, was experiencing significant developmental delays, communication difficulties, sensory challenges and emotional dysregulation that impacted every aspect of daily life. The gains she has made have been hard-earned through years of therapy, intervention and support. Those gains remain fragile and require ongoing reinforcement.
I worry that systems which focus only on current presentation fail to recognise the role that funded supports have played in achieving that progress. If those supports had not been available, ’s developmental trajectory would likely look very different today. The improvements seen in my daughter are not evidence that she needed less support than originally thought. They are evidence that the support worked.
I am concerned by policy discussions that imply support needs can be neatly categorised as “mild”, “moderate” or “severe”, or that support requirements naturally reduce over time. Our experience has been the opposite. As developmental demands increase, support often becomes more important, not less. Progress is not the absence of disability; it is often the result of intensive intervention, accommodations and support.
National Disability Insurance Scheme Amendment (Securing the NDIS for Future Generations) Bill 2026
Submission 2840
I am also concerned by the implication that support needs may not be lifelong. Autism is lifelong. While skills can develop and outcomes can improve, this does not mean support is no longer required. In fact, many autistic children require different supports as they grow and face new developmental, educational and social demands.
If decisions are made based on a child’s best presentation, a brief observation or a diagnostic label alone, the reality of their everyday support needs can be missed. Families like mine need systems that recognise the complexity, fluctuation and lifelong nature of disability, rather than systems that require children to reach crisis point before support is considered necessary.
My daughter deserves the opportunity to continue building on the progress she has made. The support she receives through the NDIS is not a luxury. It is the foundation that allows her to participate in education, engage with her community, develop independence and work towards the best possible future.