Concerns Regarding Reduced Access to Occupational Therapy Supports for Children with Disabilities (Provider experience) | External submission

Submission 824

Submission Regarding Changes to NDIS Eligibility Criteria and Access to Supports

Submitted by: Sophia Mullins (Occupational Therapist, OT Movement)

Re: Concerns Regarding Proposed Changes to NDIS Eligibility and Access to

Disability Supports

I am writing as a practising Occupational Therapist for over 20 years who works extensively with children, young people, and families living with disability, developmental delays, neurodivergence, and complex support needs. Through my professional experience, I have witnessed ﬁrsthand the transformative impact that early intervention, capacity-building supports, and ongoing occupational therapy services can have on the lives of children and their families.

I am deeply concerned that recent and proposed changes to NDIS eligibility criteria and access to supports may unintentionally reduce access to essential services for many children and families who rely upon them. While I acknowledge the need for sustainability and accountability within the scheme, I believe these changes risk creating signiﬁcant long-term social, educational, and economic consequences that may ultimately outweigh any short-term cost savings.

Occupational therapy is frequently misunderstood as a service focused solely on skill development. In reality, occupational therapists play a critical role in supporting children and families to understand functional limitations, develop emotional regulation skills, manage behavioural challenges, access education, participate in community life, and achieve greater independence. Much of this work occurs beyond the therapy room and involves collaboration with families, schools, medical professionals, and community services to ensure that children can successfully participate in everyday life.

Many of the children I support experience signiﬁcant challenges with emotional regulation, attention, sensory processing, social participation, executive functioning, and adaptive skills. Without appropriate support, these challenges often result in school disengagement, behavioural concerns, mental health difficulties, social isolation, family stress, and reduced participation in everyday activities. Occupational therapy helps identify the underlying reasons for these difficulties and provides practical strategies that improve outcomes across multiple environments.

Importantly, occupational therapists frequently act as advocates for children and families within educational settings. This advocacy is often essential to ensuring that children receive reasonable adjustments, appropriate supports, and equitable access to learning opportunities. In many cases, families are navigating highly complex systems while simultaneously managing the daily demands of disability.

Submission 824

A signiﬁcant proportion of the families I work with are themselves neurodivergent or experience challenges relating to executive functioning, literacy, mental health, communication, or navigating complex systems. While these families are deeply committed to supporting their children, many do not possess the knowledge, conﬁdence, resources, or capacity required to effectively advocate within educational, medical, and government systems. Without professional support, many children are at risk of having their needs misunderstood, overlooked, or inadequately addressed.

Schools are increasingly being expected to support students with complex disabilities and developmental needs. While educators demonstrate remarkable dedication and commitment, they are often operating within systems that are already under signiﬁcant pressure. Teachers frequently report limited access to specialist knowledge, resources, funding, and support personnel. As a result, there can be a growing disconnect between what schools are expected to provide and what they are realistically equipped to deliver.

Occupational therapists often bridge this gap by providing practical recommendations, teacher education, environmental modiﬁcations, behaviour support strategies, sensory regulation approaches, and collaborative problem-solving. These interventions frequently result in improved student engagement, reduced behavioural incidents, increased classroom participation, and stronger educational outcomes.

When children receive appropriate supports, the beneﬁts extend far beyond individual therapy goals. Children are more likely to participate successfully in school, develop meaningful friendships, improve emotional wellbeing, increase independence, and reach their potential. Families report reduced stress, greater conﬁdence in managing disability-related challenges, improved relationships, and increased capacity to participate in work and community life.

Conversely, reduced access to occupational therapy and disability supports risks creating a range of adverse outcomes. These may include:

Increased mental health difficulties for children and young people.
Higher levels of family stress, burnout, and caregiver fatigue.
Greater school disengagement and educational disadvantage.
Increased social isolation and reduced community participation.
Escalation of behavioural concerns due to unmet support needs.
Increased demand on crisis services, mental health services, and education systems.
Widening developmental, educational, and social gaps between neurodivergent and neurotypical children.

Submission 824

Reduced opportunities for children with disabilities to achieve independence and participate meaningfully in society.

I am particularly concerned about the long-term implications for future generations. If access to support is reduced during critical developmental periods, we risk creating a growing divide between people with disabilities and their typically developing peers. Early intervention and capacity-building supports are not simply therapeutic services; they are investments in participation, inclusion, education, employment, and quality of life.

As a society, we have made signiﬁcant progress toward recognising the rights of people with disabilities to participate fully in education, employment, and community life. Any changes to disability support systems should strengthen these opportunities rather than diminish them.

I respectfully urge Parliament to carefully consider the broader functional, educational, social, and mental health impacts of any changes to NDIS eligibility and support access. In particular, I encourage consideration of the critical role occupational therapists play in supporting not only individual participants, but also families, schools, and communities to build inclusive environments where children with disabilities can thrive.

The true value of occupational therapy cannot always be measured by short-term outcomes or narrowly deﬁned therapy goals. It is reﬂected in children who remain engaged in school, families who feel supported rather than overwhelmed, educators who have the tools to foster inclusion, and communities that enable people with disabilities to participate fully and meaningfully throughout their lives.