Teaching Your Young Person About Their Rights

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.