Personal Submission to the House Standing Committee on Health, Aged Care and Disability
Author: Melissa North
Parent and CEO, Special Teaching and Research (STaR) Ltd
Date: 3 October 2025
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Introduction
My name is Melissa North. | am the CEO of Special Teaching and Research (STaR) Ltd, and |
am also a parent with lived experience of raising a child with a genetic disorder and developmental delay.
| write to the Committee with both my professional and personal hats on, but primarily as the
mother of Katie, who participated in the STaR Early Years Program (EYP) as a preschooler and is now 19 years old.
Katie’s story illustrates why early childhood intervention matters, how inclusive education benefits the whole family, and why models like the STaR Early Years Program must be part of the Thriving Kids initiative.
My submission is focused on Term of Reference 2 of the inquiry:
Examine the effectiveness of current (and previous) programs and initiatives that identify children with developmental delay, autism or both, with mild to moderate support needs and support them and their families. This should focus on community and mainstream engagement, and include child and maternal health, primary care, allied health, playgroups, early childhood education and care and schools.
Katie’s Early Years
The Role of the Early Years Program
Becoming part of the STaR Early Years Program when Katie was 3 years of age was a turning point for our family.
e Inclusion in Family Daycare and Preschool: Katie was able to attend family daycare and preschool when her health allowed. This gave her the chance to experience play and learning alongside peers. Her Early Childhood Educators had the support of a qualified Special Educator from STaR, to develop and implement an Individual Learning Plan which had functional goals that aligned with our family needs and focused on
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independence and the skills needed to transition to school successfully (eg. Participating in group time for 5 mins+, opening her own lunch box, dressing etc)
e Support at Home: STaR staff recognised the challenges we faced at home from severe sleep disruption to mealtime challenges and gave us strategies to support Katie and ourselves as parents. We also received referrals to other organisations that could support us.
e Transition to School: STaR provided resources and direct support to ensure Katie’s kindergarten teachers understood her needs. This made the transition to school far smoother. Importantly, those resources became a tool we used throughout Katie’s education, helping us advocate for her in every new classroom.
e Community Connections: STaR encouraged us to build Katie’s world beyond health and education. They suggested activities such as playgroup, local sport, park play, music, and ballet not only to support her development (and improve her sleep!) but to build friendships and connections for our whole family.
Through these experiences, Katie was not isolated by her diagnoses. She was part of her community, and we, as a family, were empowered to support her across all aspects of life.
The Long-Term Impact
Katie is now 19 years old. She finished high school last year (completing HSC Life Skills program) and has found a post-school pathway that includes continued learning, volunteering and employment through one of her great passions started at age 6, netball, at Netball NSW.
Looking back, Katie’s best learning came from being supported to be included in local educational environments and community activities from her earliest years. The Early Years Program gave her the foundation to participate, to build resilience, and to form friendships. For our family, it offered guidance, hope, and practical tools at a time when support systems were fragmented and difficult to navigate.
Reflections for the Thriving Kids Inquiry
As both a parent and a CEO, my reflections are clear:
e Upskilling and building capacity of Early Childhood Educators through professional development and on-the-ground coaching by qualified Special Educators allows all children to be included in early education childhood settings.
e Inclusion cannot wait for diagnosis. We were fortunate to have access to a GP and paediatrician who diagnosed Katie relatively early; however, this was not required to access the program. The EYP supports children with emerging needs or developmental delay regardless of diagnosis.
e Practical strategies and resources provided by STaR gave us tools we could use and re-use. If families across Australia had access to similar evidence-based resources at the point of concern, it would reduce the stress of navigating multiple disconnected systems.
e Family support is as important as child support. Simple, evidence-informed information and support for family’s needs to be available in local community settings to equip parents with tools, knowledge, and advocacy skills. Families carry the bulk of care and strengthening them strengthens children.
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e Sibling support is VITAL. Katie’s older siblings were significantly impacted during their primary/high school years, and we were incredibly lucky to have family and friends to help us support them.
e Community participation matters. For Katie, joining netball, music, and ballet was just as important as therapy. These experiences foster belonging, confidence, and lifelong friendships. Families and carers need to be supported to find and access local community opportunities.
e Transitions must be supported. Resources and tools to help schools understand each child’s needs are vital. This ensures consistency and reduces the stress families face at each transition point.
Katie’s story shows what is possible when inclusive early years support is provided, even before major policy frameworks like the NDIS existed. With Thriving Kids, Australia now has the opportunity to embed these principles nationally, ensuring every child and family has access to inclusive, community-based support.
Melissa North
Parent and CEO, Special Teaching and Research (STaR) Ltd
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