Resources for Parents & Carers

Their unique needs, preferences, and choices should always be considered.

They have the right to be part of their community, education, and social activities, just like any other young person.

Any decisions made about their NDIS plan must prioritise what is best for them.

Even young children can communicate their likes and dislikes. As they grow, their voice in decisions about their support becomes increasingly important.

The NDIS system and all service providers must ensure their safety and well-being.

They have the right to receive the reasonable and necessary supports that will help them achieve their goals and participate in life.

Their personal information and circumstances should be protected.

If something isn't right, they (or you on their behalf) have the right to raise concerns without being concerned about how people will react.

The NDIS is all about choice and control. The more your young person understands their rights, the more they can really participate in decisions about their own life and supports.

Knowing their rights helps your young person recognise when something isn't right or if they feel unsafe, giving them the confidence to speak up.

Learning about their rights from a young age builds essential self-advocacy skills, which are vital for their independence and future.

It empowers your young person, fostering confidence and a sense of ownership over their life.

Teach them about personal space and that they have the right to say "no" to unwanted touch. This is fundamental for safety and understanding consent.

Offer choices in daily activities ("Do you want to wear the blue shirt or the red shirt?", "Do you want to play with blocks or read a book?"). This helps them learn about the idea of them having a say about things in their life.

Ask them what activities they enjoy and make them feel good, this helps connect the idea of therapy and supports being for their happiness and well-being.

When you first start talking about support services, use simple terms. "This person helps you learn to talk" or "This chair helps you move around." Focus on how the support helps them.

Help them communicate their needs in whatever way works for them, for some children this is talking but there are lots of other ways (for example, using visuals, pointing, sounds, behaviour responses). Acknowledge and respond to their communication.

Discuss what it means to be treated fairly and with respect by everyone, including their providers. "Everyone deserves to be listened to."

Involve them in discussions about their NDIS plan and goals. Ask them: "What do you want to do more of?" or "What helps you at school?" For young people who express themselves in other ways pay attention to what they like, do not like and what is important to them by watching them.

Help them identify the different people who provide support and what each person does.

Talk about privacy – who they share information with and what parts of their body are private. Explain that providers should always ask permission before touching them or sharing their information.

Encourage them to tell you if they do not like something a provider is doing or if they feel uncomfortable. Reassure them that you will listen and help. Remember not all young people tell us with words.

Involve them directly in NDIS planning meetings (if they are comfortable). Support them to contribute their ideas their own goals and preferences.

Help them read and understand their NDIS plan. Discuss what supports are funded and why.

Explain that they have a right to choose who provides their supports and that they can change providers if they are not happy.

Discuss the process for making a complaint if they have concerns about a provider or their plan. Emphasise that this is their right and helps make things better.

Talk about their long-term goals and how the NDIS can help them work towards an independent future.

Encourage them to connect with other young people with disabilities who are also navigating the NDIS. Peer support can be incredibly empowering.

Connect rights to situations in their daily life (for example, "You have a right to choose your snack," "You have a right to feel safe at school").

Let your young person see you advocating for them. Explain why you're asking questions or raising concerns with the NDIS or providers.

Use pictures, social stories, or simple diagrams to explain concepts, especially for children who are visual learners.

Practice scenarios where your young person might need to express a choice or a concern (for example, "What would you say or do if you did not want to do that activity?").

Whenever safe and appropriate, allow your young person to make choices about their supports. Even small choices build confidence.

Always listen carefully to your young person's feelings, even if they can't express them clearly. Their behaviour is also a form of communication that can help you understand.

Praise and encourage them whenever they express a preference or speak up for themselves.

You can ask things like "What do you want to learn?", "What makes you happy?", "What is something you find tricky?", "What do you want to be able to do?". Remember, your child might answer with words, gestures, signs, AAC, facial expressions, or behaviour. 

Think and talk about their favourite toys or activities. What do they not like?

Think about their preferred way of communicating which may be words, gestures, pictures, sounds, devices, behaviour. 

Read over goals in your child's NDIS plan and think about how they connect with what your child wants. 

Have school or medical reports ready. Write down anything new since the last meeting, like a new skill they have learned or a challenge they are having. 

If your child needs help expressing themselves, you can help by putting their gestures or sounds into words. For example, "It looks like you want the red one."

Let your child have enough time to think about a question and respond.

Use pictures or other tools if they help your child talk or understand.

Ask questions that can not be answered with just a ‘yes’ or ‘no’ like "How do you feel about that?" or "What do you want to do next?"

Watch their body language and mood. Are they happy, frustrated, bored? 

If your child seems upset, gently let the therapist know. You could say "It looks like Chloe is finding that a bit hard right now. Could we try a different way?"

You know your child best, so share what works for them and what does not.

Make sure the session is helping your child and their goals. You can ask the therapist "How does this activity link to Seraf’s goal of managing his emotions?"

When you can, let your child choose between things like "Do you want to use the red ball or the blue ball?" 

If your child does not want to do somethings, listen to them and suggest something else.

Help your child understand why they are doing an activity by connecting it to their goals. For example, "practicing getting on and off the bike will help you learn to ride it".

Ask them what they liked or did not like. You can say things like "What was your favourite part?" or "What was hard?" 

Make sure to praise their effort! For example, "You did a great job today trying to climb slowly!" 

Ask for ideas and activities that will support your child at home. 

Make sure you feel comfortable with the strategies they used. It is a good idea to try them out together during session. 

Discuss your child’s progress and any changes needed for the next session. 

It is okay to let the therapist know if you felt your child’s needs were not fully met. For example, you could say "Yusef seemed overwhelmed today. Maybe we could start with a quieter activity next time?" 

Also be sure to share positive feedback! For example, "Thomas used the communication board a lot today. Let’s keep using it!" 

• Poor quality of services or supports.
• Services not being provided in a safe or respectful way.
• Concerns about a worker's behaviour.
• Issues with how a provider handled a previous complaint.
• Unfair pricing.

• Decisions about NDIS access (eligibility).
• Decisions about your young person's NDIS plan (e.g., funding amounts, types of supports).

How they handled a complaint you made to them.

• Pay attention to changes in behaviour, withdrawal, or distress.
• Ask questions to help them share their feelings, for example "Are you happy when...?", "Does that feel good/bad?", "What makes you sad/uncomfortable?"
• Use simple pictures or social stories to explore feelings and situations if your young person finds this helpful.
• Try to recognise what they are feeling. Send the message that all feelings are okay, for example, "I see you're upset. It's okay to feel that way."
• Talk about their safety. Reinforce the idea of "my body, my rules". Share the message that they should tell you if anyone makes them feel unsafe or uncomfortable.

• Ask questions to help them think about their feelings, for example, "What happened that made you feel upset/angry/sad?", "What do you wish was different?", "What do you want to happen next?"
• Help them find the right words to describe how they are feeling, for example, "It sounds like you felt frustrated when your therapist did [action]."
• Remember that young people may share their thoughts in ways other than words. Support them to do it in a way that works for them.
• Explain why doing something is important, for example, "If we tell someone what happened, maybe they can help make it better."
• Practice what they might say to you or to the person they are complaining to, to help them feel more confident.

• Have direct conversations about the issue and potential solutions.
• Encourage them to complain and be heard without fear of negative consequences.
• Talk through the different ways to complain and who they might want to talk to.
• Let them lead the process as much as they can, with your guidance and support.
• Encourage them to write down what happened, when, and how it made them feel.

a) Often, the quickest way to resolve an issue is to speak directly with the service provider or worker involved. 

b) How to do it:

• Schedule a time to talk.
• Clearly explain your concerns and your young person's perspective.
• State what outcome you are hoping for.
• Follow up in writing (email) to confirm what was discussed and agreed upon.
• Involve your young person: If appropriate, have your young person present or share their thoughts directly.

a) If you are not satisfied with the provider's response, or if you do not feel safe or comfortable complaining to the provider directly (especially in cases of abuse, neglect, or serious concern), you can go straight to the NDIS Commission. 

b) They handle complaints about the quality and safety of NDIS supports and services. 

c) How to do it: 

• Online complaint form: Visit the NDIS Quality and Safeguards Commission website and look for the "Complaints" section.
• Phone: Call 1800 035 544 (free call). They can arrange interpreters if needed.
• Information needed: They will require details like: who you are, the provider/worker's name, what happened, when, and how it affected your young person.

d) What they do: The NDIS Commission can help by talking to you and the provider, investigating, or taking action against the provider. 

a) If your complaint is about NDIS access (eligibility) or decisions about your young person's NDIS plan, you need to complain directly to the NDIA. 

b) How to do it:

• Online Feedback Form/Live Chat: Visit www.ndis.gov.au and go to "Contact" or "Feedback and Complaints."
• Phone: Call 1800 800 110 (NDIS National Contact Centre).
• In person: Visit an NDIS office, Local Area Coordinator (LAC), or Early Young personhood (EC) Partner.

c) Internal Review: For decisions about access or your plan, you can request an "internal review" from the NDIA within 3 months of the decision. 

a) Your young person does not have to do this alone and neither do you. An independent advocate can help you understand your rights, explain the complaints process, and even speak on your young person's behalf if needed. 

b) How to find an advocate:

• Disability Advocacy Finder (Ask Izzy): An online tool to find advocates in your area.
• National Disability Advocacy Program (NDAP): Funded by the government to provide advocacy support (visit dss.gov.au and search for NDAP).
• Contact your local community centre, council, or disability service.

If you are not happy with how the NDIS Quality and Safeguards Commission or the NDIA handled your complaint, you can contact the Commonwealth Ombudsman. They review how government agencies make decisions and handle complaints.

• Phone: 1300 362 07
• Website: ombudsman.gov.au