2. The current ecosystem of supports for Australian children
   1. The proposed Thriving Kids initiative has evolved against a backdrop of services provided at the Commonwealth and state/territory levels by the government through the health system, including the NDIS, the early childhood care system, and the education system. Support services for children with disability are also provided through the not-for-profit sector and other private providers.
   2. This chapter sets out the current disability support landscape for children and their carers. It begins by providing a background of the sector prior to the NDIS, before setting out an overview of the establishment, framework, cost and profile of participants of the NDIS.
   3. The chapter then discusses early childhood intervention and early childhood education and care, and how they are presently configured to support children with developmental delay, autism and developmental concerns including opportunities to enhance transition to education supports for children.
   4. Supports for children available in Australia’s education system is discussed, outlining existing school programs designed to support children with additional needs. This discussion includes programs agreed by Commonwealth and state and territory governments.
   5. The chapter then moves to examples of additional support programs available for children and their families, some of which are provided by the Commonwealth directly, and others that have been developed by non-governmental organisations and are available in the community. These programs are only a sample of available programs. They include Inklings, Triple P, PlayConnect+ Project and the STaR Early Years Program.
   6. The chapter concludes with an overview of the 2023 review of the NDIS focusing on the recommendation to enhance foundational supports, which foreshadowed the Thriving Kids initiative.

The National Disability Insurance Scheme

Supports prior to the establishment of the NDIS

2.7In 2007, the Australian Government was one of the first signatories to the United Nations’ Convention on the Rights of Persons with Disabilities (CRPD), which was ratified by Australia in 2008.[1]

2.8In 2008, the Australian Government, along with all state and territory governments signed a National Disability Agreement (NDA). In the same year, the Early Intervention Services for Children with Disability (EISCD) introduced a combination of diagnostic, therapeutic and education intervention services.

2.9The objective of the EISCD was to provide access to early intervention services for eligible children to assist them achieve their potential. There were two EISCD components with similar service delivery arrangements, the:

• Helping Children with Autism (HCWA) package which commenced in 2008 and targeted children with autism, and
• Better Start for Children with Disability (Better Start) initiative, which commenced in 2011 and targeted children with one or more of 16 disabilities.[2]
  10. The program was demand-driven with eligibility based on administrative and diagnostic requirements. It operated to expand services delivered under the NDA and was one of several disability initiatives that would eventually transition to the National Disability Insurance Scheme (NDIS).[3]
  11. The Australian Government committed $608 million to the EISCD between 2008 and 2016. This included $436 million allocated to HCWA from 2008 and $172 million for Better Start from 2011. The Department of Social Services (DSS) had overall responsibility for the program.[4]
  12. In 2013 the National Disability Insurance Agency (NDIA) was established, and the National Disability Insurance Scheme Act 2013 came into effect.[5] The objective of the NDIS was to ‘work with people to plan, and to take account of their individual circumstances and needs’.[6]

About the scheme

2.13The NDIS is run by the NDIA. An Australian is eligible to participate in the NDIS when they are born with or acquire a permanent and significant disability, which is defined as follows:

• a 'permanent’ disability means a person's disability is likely to be lifelong[7]
• a 'significant’ disability means a disability with a large impact on a person's ability to complete everyday activities.[8]
  14. The NDIS also provides for an early intervention process where a person may not meet the criteria for substantial impairment but has a permanent disability. The early intervention process is available to adults and children that meet the eligibility requirements.[9] Early childhood intervention is discussed in detail below.
  15. The NDIS funds reasonable and necessary supports and services that relate to a person's disability to help them achieve their goals. The general principles guiding the NDIS state these supports should:
• support people with disability to pursue their goals and maximise their independence; and
• support people with disability to live independently and to be included in the community as fully participating citizens; and
• develop and support the capacity of people with disability to undertake activities that enable them to participate in the community and in employment.[10]
  16. The NDIS operates in all states and territories to connect participants with disability to support services in their community. This includes providing connections to doctors, community groups, sporting clubs, support groups, libraries and schools.[11]
  17. Associate Commissioner Ms Natalie Wade, from the NDIS Quality and Safeguards Commission outlined why Australia has an NDIS:[12]

We have an NDIS to realise the rights—the social and economic participation—of people with disability. It's why we have it. It's not designed to address every protection and promotion of human rights of people with disability in Australia—quite the contrary. It only provides for 700,000 or so people … it certainly is a system that is best in its simplest form. Its form is very available for people when they need it, where they need it and how they need it.[13]

National Disability Insurance Scheme framework and agencies

National Disability Insurance Scheme Act

2.18The National Disability Insurance Scheme Act 2013 (Cth)(the Act) establishes the NDIA as well as the National Disability Supports Quality and Safeguards Commission (NDIS Commission).[14]

2.19The Act sets out six main principles:

• the objects and principles under which the NDIS will operate
• how a person can become a participant in the NDIS
• how a participant’s individual, goal-based plan is prepared and reviewed, including how the NDIA approves the funding of reasonable and necessary supports
• how a provider can become a registered NDIS provider
• the governance arrangements for the NDIA, including its CEO, Board, Independent Advisory Council, and Actuaries
• a process for internal and external review of certain decisions made under the NDIS Act.[15]
  20. The Act also specifies that powers under the Act must be exercised having regard to the financial sustainability of the NDIS. The NDIS suggests that the scheme will achieve financial sustainability where:
• the scheme is successful on the balance of objective measures and projections of economic & social participation and independence, and on participants’ views that they are getting enough money to buy enough high-quality goods and services to allow them reasonable access to life opportunities - that is, reasonable and necessary support; and
• contributors think that the cost is and will continue to be affordable, under control, represents value for money and, therefore, remain willing to contribute.[16]

National Disability Insurance Agency

2.21The NDIA was established to deliver the NDIS and manage, advise and report on its financial sustainability.[17] The NDIA provides funding through the NDIS. The NDIA holds all the funding for the NDIS that is contributed by the Commonwealth and states and territories and approves the payments of individualised support packages.[18]

2.22The NDIA is governed by a Board, and this Board is advised by an Independent Advisory Council. The Independent Advisory Council highlights issues affecting participants, families and carers.[19]

2.23More specifically, the NDIA:

• provides information and referrals, links to services and activities, individualised plans and where necessary, funded supports to people over a lifetime
• helps empower and inform people with disability to be confident consumers
• provides service providers with clarity and transparency so they can grow their business and respond to need
• raises community awareness and encourages greater inclusion and access for people with disability to mainstream services, community activities and other government initiatives.[20]

National Disability Insurance Scheme Quality and Safeguards Commission

2.24The National Disability Insurance Scheme Quality and Safeguards Commission (the NDIS Quality and Safeguards Commission) is an independent Australian Government regulator. It was established to regulate the NDIS using a nationally-consistent approach to promote safe practices and improve the quality and diversity of providers' services.[21]

2.25The NDIS Quality and Safeguards Commission was established by the NDIS Act and does the following:

• looks at the safety and quality of supports and services funded by the NDIS
• guides providers and works to follow the Code of Conduct and NDIS practice standards
• looks at fair pricing for NDIS-funded supports and services
• guides providers in using behaviour management plans to reduce restrictive practices
• receives and actions complaints from people with disability who have concerns about the safety and quality of NDIS funded supports and services.[22]
  26. The NDIS Quality and Safeguards Commission does not regulate the NDIA. Commissioner Ms Louise Glanville outlined the challenge for the NDIS Quality and Safeguards Commission’s 950 staff overseeing thousands of providers of services to participants.[23]

Essentially…we have about 280,000 providers now in this market, many of whom are not registered. About seven to eight per cent of that figure are registered, so that gives you some sense of the market that we can see and the market that we can't see. Many who are unregistered are also sole traders. These are all new dimensions and dynamics of the market in the way that we are seeing it generally.[24]

2.27Ms Glanville continued:

But, as a regulator, if I compare us to aged care, for example, I think I'm right in saying that there are about 2,000 aged-care providers. Compare that to the 270,000 NDIS providers. They have a mandatory registration system there [in aged care].[25]

Cost of the NDIS

2.28The NDIS is projected to spend $46.2 billion this year. Data from 2025 indicates that the NDIS spending forecast is $700 million lower than originally predicted for the current financial year. This puts the year-on-year growth rate at around 10 per cent, down from 22 per cent in 2021–22 financial year.[26]

2.29National Cabinet has set a target to reduce annual cost growth to 8 per cent by 1July2026.[27]

2.30In the most recent financial year, the NDIS reported ‘an increase in NDIS payments due to increased participation numbers and higher average costs per participant’.[28] It reported, ‘Total payments in the year to 30 June 2024 were $41.8 billion, while the payments in the year to 30 June 2025 were $46.3 billion’.[29]

2.31A recent NDIS report also stated that, ‘In addition to average payments increasing over time, average plan budgets have also increased over time.’[30]

Budgeted spending for children with autism and developmental delay

2.32The NDIS publishes datasets on the ‘number of active participants and their average support budget by service district, age group, disability and support class.’[31] Based on participant numbers and plan budget data as of June 2025, the estimated annual committed total for participants aged 0–8 years was:

• $1.5 billion for children with autism
• $1.8 billion for children with developmental delay
• and $563.28 million for children with global developmental delay.[32]
  33. The estimated actual spending for all diagnoses in the financial year 2024-25 was $2.2 billion for 173,465 participants between 0 to 8 years.[33]
  34. The NDIS’s Quarterly report to disability ministers, Q1 2025-26 highlighted a recent increase in younger participants entering the NDIS with disabilities such as developmental delay, noting that on average, children have lower plan budgets than adults.[34]

Statistics relating to children participating in the NDIS

2.35As part of their evidence to the inquiry the NDIA provided statistics on the participation rates of children on the NDIS. They highlighted that figures accurate to 30 September 2025:

• the number of active NDIS participants aged 0 to 14,
• participation in the NDIS calculated as the proportion of the general population (NDIS participation rate) and
• the number of NDIS participants with autism and their participation in the NDIS calculated as a proportion of the general population (NDIS participation rate for people with Autism).
  36. According to the NDIS, South Australia (SA) had the highest participation rate of children aged between 0 to 14 active on the NDIS (8.25 per cent) when calculated as a proportion of the population in the state, while Western Australia (WA) had the lowest (4.83 per cent).
  37. Of those individuals, the proportion of NDIS participants who have been diagnosed with autism is also highest in SA when calculated as a proportion of the population in the state and the lowest in the Northern Territory (NT). The table below provides more detailed information on every Australian State and Territory.

Source: National Disability Insurance Agency, Submission 380, pp. 6-14.

2.38The four most prevalent disabilities for children aged 0 to 8 years are Developmental Delay (30,718); Autism (12,703); Global Developmental Delay (6,190), and Intellectual Disability (792), according to data provided by the NDIA. These numbers drop off significantly for Developmental Delay and Global Developmental Delay over the age of 9.

Source: National Disability Insurance Agency, Submission 380, p. 16.

2.39A recent NDIS Quarterly Report provides additional data on participants receiving support from the NDIS. The report states that ‘as at 30 September 2025, 751,446 participants had approved NDIS plans’ which ‘represents a net increase of 12,032 participants since June 2025 (a 1.6 per cent increase).’[35]

• NDIS participation is highest among children aged 5 to 7, with around 10 per cent of Australian children in this age group being NDIS participants
• participation rates vary significantly by gender at younger ages. At the peak age of six, 16 per cent of males are participants—more than twice the rate for females (7 per cent). Much of the difference in children’s participation rates by gender can be explained by differences in diagnosis by disability type
• 170,786 children under 9 years had an approved NDIS plan, and an additional 27,139 accessed early connections[36] during the quarter
• of the 170,786 children under 9 years with approved NDIS plans, 2,612 lived in remote or very remote areas
• 27,139 children accessed early connections—providing supports tailored to the child and family, regardless of NDIS participation.[37]
  40. Of the 20,896 participants entering the NDIS, 10.3 per cent were First Nations Peoples; 7.6 per cent were CALD; and 1.9 per cent were from remote or very remote areas.[38]
  41. Since 1 July 2023, the NDIA has extended Early Childhood arrangements (see below, paragraph 2.48) to children under 9 through its community partners. Previously, these arrangements were limited to children under seven. This change was aimed at ensuring families receive support during and after the transition to primary school.

Support provided by the NDIS

2.42The NDIS care model invests in appropriate supports over the life of each participant. Eligible participants develop a plan with the NDIA, which identifies their individual goals and aspirations and the ‘reasonable and necessary’ supports required to help them achieve these.[39]

2.43Plans generally cover a minimum 12-month period. Plans are reviewed with a participant prior to expiry, and a new plan is developed. Participants with an approved plan may purchase supports from service providers of their choice.[40]

Source: NDIS Annual Report 2015-16 p. 10.

2.44Once a person becomes a participant in the NDIS, they develop a plan with the NDIA. The plan has two parts:

• the participant’s statement of goals and aspirations, which is prepared by the participant and specifies their goals, objectives, aspirations and circumstances
• the statement of participant supports, which is prepared with the participant and approved by the CEO, and sets out, among other matters, the supports that will be provided or funded by the NDIS.[41]

NDIS support pathways for children

2.45There are two pathways to access the NDIS depending on the age of the participant. From July 2023, children aged 0 to 9 years can access the NDIS viathe Early Childhood Approach and an Early Childhood partner. Children aged 9 and over can access the NDIS via theNDIS Pathway via a local area coordinator.

Eligibility criteria

2.46Children under 9 years might beeligible for the NDIS if they’re:

• under 9 years and have a disability
• under 6 years and have developmental delay
• under 6 years and don’t fully meet the definition of developmental delay but have developmental concerns.
  47. Children 9 years and overmight be eligible for the NDIS if:
• they have a disability that causes a significant impairment that affects their ability to take part in everyday activities
• their impairment is permanent or likely to be permanent.

Early Childhood Approach

2.48The Early Childhood Approach is designed to support children under nine who may have a developmental delay or disability. The Early Childhood Approach also enables children who may not completely fit the definition of ‘developmental delay’, but have developmental concerns, to access necessary supports.

2.49From 1 July 2023, the NDIA extended access to early childhood arrangements, through its early childhood partners in the community, to children younger than nine. These arrangements had previously been available to children younger than seven. This change was designed to ensure that children and their families were supported by an early childhood partner during and after their transition to primary school.

2.50The Early Childhood Approach helps children younger than six with developmental delay or children younger than nine with disability, and their families to access support. Children younger than six do not need a definitive diagnosis to get support through the Early Childhood Approach where there are concerns about their development.[43]

2.51The Early Childhood Approach aims to:

• provide timely support to ensure that families are able to access the supports they need
• provide information about best-practice early childhood intervention supports and how families can help their child
• increase confidence and capacity to manage and respond to each child’s support needs
• increase each child’s ability to do activities they need or want to do throughout their day
• increase each child’s inclusion and participation in mainstream and community settings like childcare or recreation
• provide information about, and referrals to, other support services if needed, like parent support groups.[44]

Early connections

2.52Early connections’ are means of community-, health- or education-based supports aimed at supporting children aged less than nine who have developmental delay or disability, and their families. Examples of early connections include:

• community activities like playgroups and parent support groups
• mainstream health services like child and family health nurses or community health centres
• mainstream education services like early childhood education centres or preschools
• practical information to help parent’s or carers understand their child’s development and their needs
• peer support from other families
• NDIS early supports.[45]
  53. Early connections is part of the national Early Childhood Approach, to support children younger than nine with delays in their development or with disability and their families.[46] Early connections is intended to provide quick access to supports that meet the needs of the child and their family, regardless of whether the child is an NDIS participant.[47] Some early connections are available to families living in Australia regardless of their citizenship or visa status.[48]
  54. In its most recent quarterly report, the NDIS noted that throughout the September 2025 quarter, 27,139 children accessed early connections.[49]
  55. Under early connections, NDIS early childhood partners link children and families to practical information, mainstream and community supports, and peer supports.[50]
  56. Depending on individual circumstances, a child may move through the early connections program to become an NDIS participant on either the permanent disability criteria of the Act (s.24) or the early intervention criteria of the Act (s.25), or both the early intervention and permanent disability criteria (s.28).[51]

Early supports

2.57Eligible children who are younger than six and have developmental concerns may also undertake a short-term program of early supports with the early childhood partner, designed to build capacity of the child and family and promote everyday learning. Children do not need to be an NDIS participant to receive early supports.

2.58Early supports are short term – usually 3 to 6 months – but can continue up to 12 months and are documented in an early supports plan.[52]

National Best Practice Framework for Early Childhood Intervention

2.59The Early Childhood Approach program discussed above is an example of early childhood intervention.

2.60Early childhood intervention helps the child and family to build capacity while supporting greater inclusion in community and everyday settings, meaning each child will be provided with opportunities to grow and learn. Ideally, this approach is both family-centred and strengths-based.[53]

2.61In November 2024, the DSS published ECIA National Guidelines: Best Practice in Early Childhood Intervention. The guidelines were developed in consultation with the early childhood intervention sector.[54]

2.62The Murdoch Children’s Research Institute was involved in the development of the revised Framework, and noted the following in its submission to this inquiry:

The National Best Practice Framework for Early Childhood Intervention and its resources provide detailed information about what best practice is, the universal principles and key practices that support implementation of best practice, and guidance on relevant outcomes and how to measure them. Families want to know that they are receiving best practice and practitioners want to deliver it.[55]

2.63In its involvement in the development of the revised Framework, the University of Melbourne noted that:

The Framework was developed through a rigorous and comprehensive research collaboration which included consultation with key stakeholders and end-users: that is, young people with disability, their parents, carers and families, Aboriginal and Torres Strait Islander families and community-controlled organisations, and ECI service providers and researchers.[56]

2.64The types of programs provided through early childhood intervention were described by the Bathurst Early Childhood Intervention Centre (BECIS):

We are a not-for-profit organisation and registered NDIS provider that employs specialist teachers and therapists to partner with parents/caregivers in providing support, resources and information tailored to meet the needs of children and the family as a whole. BECIS provides individualised therapies, programs, resources, information and connections to services that meet the needs of children with disabilities and/or developmental delays aged 0 to 8 years of age, and their families and carers.

The submission continued

BECIS has established and collaborative relationships with a variety of stakeholders within the community. BECIS receives intake phone calls and face to face referrals from families, schools, early childhood services, community health, GPs, Paediatricians, Aboriginal Liaison persons, playgroups, local health services. We currently see at least one referral a day, where we may have to work with the family to identify a child’s needs that may lead to developmental delay, neurodiversity and other concerns.[57]

2.65Early childhood intervention and early childhood education and care can be interlinked. SDN Children’s Services noted the following example of a program in its submission to the inquiry:

The SDN Early Learning Program funded by the NSW Government prior to the introduction of the NDIS, was an early childhood education and intervention initiative designed to provide high-quality, inclusive, and play-based learning experiences for children from birth to school age who had mild to moderate developmental delays or disability. It included small, supported playgroups and early childhood intervention advice and support for early childhood education and care centres that the children attended.[58]

2.66The Brotherhood of St Laurence noted the opportunities for integrated early childhood intervention and similar supports:

Early years integrated approaches can provide a gateway to many types of supports that families may require. This might include information, advice and referrals, peer support through supported playgroups and parenting supports, and inclusive mainstream services such as early childhood education and care (ECEC). Integrated early years approaches are the perfect place to deliver programs within the Thriving Kids initiative or to be a welcoming front door to Thriving Kids programs delivered separately.[59]

Early Childhood Education and Care

2.67The Early Childhood Education and Care (ECEC) system is designed to support the education, development, and care needs of children, and help prepare them for school. It supports families to re-engage in work or learning during their child’s early years.

2.68The ECEC is divided into two parts:

• Child Care Subsidy (CCS) approved services which focus on early learning and care for children aged 0 to 12 years, and
• dedicated preschool services designed to provide preschool programs to children a year or two before commencing schooling.[60]
  69. Child Care Subsidy approved services are delivered in four ways:
• centre-based day care provides care to non-school aged children aged 0 to 5 years
• outside school hours care provides care primarily to school-aged children outside of school hours, such as before school, after school and during school holidays
• family day care is typically provided in the home of an educator, and
• in home care.[61]
  70. In home care is a flexible form of ECEC that takes place in the family home and is targeted to assist parents or carers who are unable to access other approved care types due to working non-standard hours, being geographically isolated or challenging and complex needs within the family.
  71. The Department of Education explained that:

In the June quarter 2025, 6,231 providers were approved to operate 15,214 services and administer the CCS across the four CCS care types. In the June 2025 quarter, 901,046 children aged 0–5 years and 522,087 children aged 6–12 years used CCS-approved services.[62]

2.72The National Quality Framework (NQF) provides the national approach to regulation assessment, and quality improvement for ECEC services. The NQF is designed to promote equity and inclusion of all children, including those with disability or developmental delay, by setting out requirements for high-quality, inclusive education and care.

2.73The National Quality Standards (NQS) are part of the NQF and set out seven quality areas important to outcomes for children. The NQS supports inclusive practice through child-centred programming, responsive staffing, and collaboration with families and professionals.

2.74In particular, the educational leader, coordinators and educators are required to work together with children and their families to make reasonable adjustments which ensure the meaningful participation of children with disability or additional needs in the ECEC service program.

2.75The Early Learning and Care Council of Australia noted that children with disability can receive supports through early education centres:

Currently, children receiving support under the NDIS may receive therapeutic services at their early learning service – in a group environment, in a private location, or a combination of both. Beyond receiving therapies, a child with additional needs will also learn in group settings alongside their peers, with teachers and educators adjusting their practices (and/or working with additional colleagues) to suit the child's requirements.[63]

Transition from early childhood education to schooling

2.76Some contributions to the inquiry emphasised the importance of linking early childhood education and care, and the shift to schooling.

2.77The Early Learning and Care Council of Australia noted that the transition from early childhood education to schooling is critical, especially for children with disability:

Within the education system, the transition from early learning to school is a pivotal moment for all children – and is especially important for those with disability and additional needs.[64]

2.78Playgroup Australia identified benefits that arise from wraparound support services:

Transition to school is not just a milestone for children, it is a shift for the whole family. Playgroups can support parents and carers to feel confident advocating for their child, navigating school systems, and maintaining connections built in the early years. Families who receive this wrap-around support report less stress and greater confidence, making the transition a positive experience for everyone.[65]

2.79The Australian Education Research Organisation (AERO) has undertaken research into effective transitions for children with disability from early childhood education to schooling and developed a practice guide that emphasises collaborative partnerships and child-centred approaches.[66] Further research in effective transitions is required, however.

Childhood supports in Australia’s education system

2.80Children can access supports through the NDIS, the healthcare system, and the education system. Some evidence to the inquiry focused on the connections between these systems and how they could be enhanced. This is considered further in Chapter 4.

2.81The following sections discuss a range of supports currently available in school systems for children with disability, developmental delay and autism.

Better and Fairer Schools Agreement

2.82The Commonwealth government provides funding to all jurisdictions in Australia through the Better Fairer Schools Agreement 2025-2034 and the Better and Fairer Schools Agreement – Full and Fair Funding 2025-2034 (collectively known as the BFSA).

2.83The BFSA provides significant additional Australian Government funding, which is tied to targeted reforms in each state and territory. These reforms include whole of system and/or whole of school approaches to identify and support student needs early, and initiatives that support connections between school and non-school supports. State and territory specific reforms for government, independent and Catholic schools and systems are outlined in each jurisdiction’s bilateral agreement.

2.84The Queenslanders with Disability Network noted that initiatives like the BFSA can help address the services cliff, and ensure children continue to receive support in their middle years:

Schools must become central hubs of integrated services, aligned with national reforms such as the Better, Fairer Schools Agreement, ensuring children continue to receive support into the middle years.[67]

Nationally Consistent Collection of Data on school students with disability

2.85The Nationally Consistent Collection of Data (NCCD) is an annual collection of information about Australian school students who are receiving educational adjustments due to disability. The NCCD was rolled out nationally in 2013 to reinforce inclusive education practices under the Disability Standards for Education 2005 and to inform policy development and implementation.

2.86Dr Esmeralda Rocha from the Department of Education described the functional process of the NCCD in relation to the allocation of funding:

Teachers will record the adjustments that they have been providing to students based on their needs in the classroom, so it is not diagnosis dependent. As soon as a child's functional need becomes apparent, they can document it. They need to have evidence of the child's disability, but it can be something like an individual learning plan, for example. They document the level of adjustment that has been required. There are four levels of adjustment. Three of them attract different levels of funding and one is unfunded—we call that the quality differentiated teaching practice level of adjustment. Then, based on the information that's been provided, it goes through to our system, and that's how we calculate how much student with disability loading is required each year.[68]

2.87The Department of Education explained that

Through the NCCD, we know that in 2024, 25.7% of school students received an educational adjustment due to disability (ACARA, 2024).[69]

Disability Standards for Education

2.88Under the Disability Standards for Education (DDA), the Attorney-General may make Disability Standards to specify rights and responsibilities about equal access and opportunity for people with a disability, in more detail and with more certainty than the DDA itself provides. This includes the Disability Standards for Education 2005 (the Standards).

2.89The Standards clarify the obligations of education providers in Australia under DDA to ensure that students with disability can access and participate in education on the same basis as students without disability. This includes:

• providing reasonable adjustments for students with disability
• enrolment
• participation
• curriculum development, accreditation and delivery
• student support services.
  90. Currently the Standards apply to all schools (government and non-government). The Standards also apply to additional educational institutions, and the Department of Education is amending the standards to apply to ECEC as well. Ms Esmeralda Rocha of the Department of Education provided:

The Disability Standards for Education currently cover preschools, kindergarten and schools. However, we are amending the disability standards to cover educational early education providers as well. Currently, the National Quality Framework for early childhood education and care reinforces those obligations in the Disability Discrimination Act through guiding principles. ECEC services, early childhood services, are a key touchpoint for children and families in their early years, but we would note that not all children attend ECEC services.[70]

The Inclusion Support Program

2.91The Australian Government’s Inclusion Support Program (ISP) assists eligible CCS-approved services to include children with additional needs, including those with autism and/or developmental delay. Children must meet eligibility requirements for the CCS.

2.92The program includes access to:

• professional support through contracted Inclusion Agencies
• specialist equipment libraries, managed by Inclusion Agencies
• funding to address barriers to inclusion, including to subsidise the employment of additional educators in a Centre Based Day Care (CBDC) or Outside School Hours Care settings.[71]
  93. The ISP was introduced in July 2016 and forms part of the Child Care Safety Net. It replaced the Inclusion and Professional Support Program, which ceased on 30 June 2016.
  94. Early Childhood Australia noted:

Inclusion Professionals within the Inclusion Support Program currently work within early childhood education and care services to provide guidance and advice to education teams to support inclusive practice. This includes support to include children with developmental or disability related needs as well as culturally diverse families, LGBTQI+ families and children that warrant unique or specialist support due to giftedness. The Inclusion Professionals assist with the development of strategic inclusion plans, access to additional educator funding, upskilling educator teams and facilitating access to assessment, early intervention or family support. The role of Inclusion Professionals could be expanded to include the use of screening tools (such as ASQ-TRAKS) and/or the delivery of programs (such as Inklings) working more directly with children and families, alongside the ECEC service team.[72]

2.95The ISP focuses on building the capacity and capability of eligible ECEC services to include children with additional needs, alongside their typically developing peers.

2.96The United Workers Union was critical of the ISP, suggesting that reforms were needed:

…there are serious problems with the ISP, including the reliance on formal diagnosis for ongoing support, long wait times, and inadequate support and funding even where all criteria have been met. The reality is that educators are providing support to children with developmental delay, autism and other additional needs in services every day, but because of serious flaws in the ISP, many are doing it without the additional staffing resources, training or support they need.[73]

Connected Beginnings

2.97Connected Beginnings draws upon the strength and knowledge of First Nations’ communities to increase children and families’ engagement with health and early childhood education and care.

2.98The National Aboriginal Community Controlled Health Organisation provided the following summary of the program:

Established in 2016, the Connected Beginnings program is delivered through partnerships between Backbone Organisations (funded by the Commonwealth Department of Education and supported by SNAICC) and the Health Partner (funded by the Department of Health and Aged Care and supported by NACCHO).

The Connected Beginnings program provides a framework and funding to support the integration of early childhood, maternal and child health, and family support services with schools so that Aboriginal and Torres Strait Islander children are ready to thrive at school. It is a community-owned and led program that enables Aboriginal and Torres Strait Islander people to have a say in how activities funded are delivered to their people, in their own places and on their Country. It is place-based, and prioritises investments that meet the needs and aspirations of community whilst building Aboriginal and Torres Strait Islander community-controlled sectors.

The program currently supports just under 25,000 Aboriginal and Torres Strait Islander children aged 0-5 years through its 50 sites across Australia.[74]

2.99Ms Catherine Liddle of SNAICC discussed the application of the program:

Something it might be able to hook into is Connected Beginnings, which is already on the ground in more than 50 sites. Connected Beginnings is a very cheap model, but it effectively provides the backbone that says, 'We've picked up that there is a child that needs a little bit of extra support.' This isn't a massive NDIS plan; this is something different. This is the one that says, 'Mum and dad might need a bit of help, to give them a couple of tools for when baby is laying on the ground in a supermarket.' How do you talk your child through that sort of moment in time? How do you help your babies go to sleep when their brains are so active and they're so tired that they can't come to school and engage the next morning?[75]

Initiatives supporting children and their carers

Key Federal Government frameworks

2.100In December 2024, the Australian Government and all state and territory governments signed Australia’s Disability Strategy 2021—2031. This strategy is a commitment by all levels of government to build an Australia in which people with disability are valued, included and empowered to thrive.[76]

2.101This strategy outlines a vision for a more inclusive and accessible society where all people with disability can fulfil their potential as equal members of the community. The NDIS is a key part of the ecosystem of supports that Australians with disability rely on.[77]

2.102The Department of Health, Disability and Ageing supports the National Early Childhood Program (NCEP) to support children with disability or developmental concerns.[78] This Department hosts the Australian Disability Strategy including key actions and resources.[79]

2.103The DSS supports a national approach to early childhood intervention though the following:

• Early Childhood Targeted Action Plan (TAP) 2021—2031.This plan focuses on improving access to support for children with disabilities and developmental delays, and for their families. The TAP is a commitment under the Australian Disability Strategy. DSS works collaboratively with NDIA, Department of Health, Disability and Ageing, Department of Education and the National Indigenous Australian Agency (NIAA).
• Early Years Strategy 2024—2025 to enhance early childhood programs.
• National Framework for Protecting Australia's Children, which includes a focus on early intervention and support for vulnerable children and families.

Inklings program

2.104In its supplementary submission to the inquiry, the Kids Research Institute provided some information on the Inklings program, stating:

Inklings is a 10-session program that uses short videos of a caregiver interacting with their baby to help them to better understand the different ways that their baby communicates their thoughts, feelings and needs. With the guidance of a trained practitioner, caregivers learn strategies to build on their own strengths as a responsive communication partner for their baby.

Inklings is baby-led, meaning the program guides caregivers to follow the natural interests and preferences of their baby, rather than encouraging a baby to engage in interests or behaviours that are not natural to them. By helping parents to adapt their own communication style to their babies’ early developmental differences, babies are able to learn in a social environment that is adapted to meet their unique needs.[80]

2.105The Kids Research Institute elaborated that the program:

…supports caregivers to recognise, interpret, and attune to their baby’s unique communication behaviours, and to respond to their baby in a way that shows understanding of their baby’s desires, intentions, and needs.

It is important to emphasise that caregiver-baby interactions are in no way a cause of neurodevelopmental delays or conditions. The aim of Inklings is to support a baby’s social and communication development by enhancing caregivers’ understanding of their baby’s unique communication. The program facilitates babies and caregivers to engage in meaningful and developmentally supportive two-way interactions.

Inklings supports caregivers to “pause, notice, and respond” to their baby’s unique cues which increases the caregiver’s responsive caregiving. There is strong evidence that increased sensitive and responsive caregiving styles early in life has positive downstream effects on child development and wellbeing. Inklings builds on strengths, not deficits; connection, not correction; and insight, not surveillance.[81]

2.106They also noted that ‘external evaluations of the SA and WA pilots of Inklings are underway; NDIA and La Trobe University are leading the WA evaluation and the SA Government and ARTD [a public policy advisory firm] are leading the SA evaluation.[82]

2.107Several submissions to the inquiry raised concerns about elements of the Inklings Program.[83]

The Triple P - Positive Parenting Program

2.108This program was developed by the Parenting and Family Support Centre at the University of Queensland and includes a suite of evidence-based programs to foster strong, healthy relationships, and support parents to confidently manage children’s behaviour.

2.109Free access to the training is funded by the Department of Health, Disability and Ageing through the Parenting Education Support Program (PESP).[84]

2.110The program includes ‘light touch’ parenting support through to more intensive interventions, including targeted support for families of children with developmental delay or disability. This more intensive intervention support is delivered through the Stepping Stones Triple P, which was developed by a team of clinical psychologists ‘specifically designed to support parents of children with developmental disabilities or delay’.[85]

2.111Since the inclusion of the Stepping Stones Triple P program to the PESP at the end of 2024, more than 12,000 families have accessed the program.[86]

2.112More than half a million families have participated in the program since it was rolled out in 2022, and 11,000 practitioners across 35 countries have been trained to deliver the program.[87] The program is available face-to-face or online.

2.113The Parenting and Family Research Alliance noted that these types of parenting programs allow parents to ‘embed therapeutic strategies in everyday routines.’[88]

PlayConnect+ Project

2.114The PlayConnect+ Project is a supported playgroup for children aged 0-8 years with disability or developmental concerns. The PlayConnect+ Project notes that ‘at least 50 per cent of this cohort presents with autism or autism-like behaviours.’[89]

2.115The PlayConnect+ Project notes

Families are encouraged to attend regardless of whether they have, or do not have, a formal diagnosis for their child. The emphasis is for parents/carers to act on their observations earlier and engage with broader disability supports rather than waiting for a medical diagnosis to trigger early intervention strategies.[90]

2.116The program is delivered in person and online during school terms for those aged 5 and below, and in school holidays and weekends for children aged 5 to 8 years. PlayConnect+ Project notes

In addition to the traditional playgroup format, PlayConnect+ delivery includes:

• music therapy playgroups for families preferring a music-centric lesson format;
• playgroups prioritising the enrolment of First Nations families with a focus on indigenous stories, art and music, and family support directed towards trusted culturally safe services;
• playgroups in migrant communities where cultural and linguistic perspectives inform the learning approach and support for families; and
• playgroups which partner with specialised programs that are resourced to support inclusion and engagement across a range of sectors and services.

By offering free sessions, culturally responsive facilitators, and flexible attendance options, PlayConnect+ removes barriers that might otherwise prevent families from participating. The evaluation found this approach enabled access for families facing illness/disability, family breakdown, homelessness, financial, cultural, geographical and other constraints.[91]

STaR Early Years Program

2.117This program was launched in 2002 as a pilot program and has grown over time. The program has four objectives:

1Support families to enrol their children with a disability, developmental delay, or autism at a STaR-connected ECEC service.

2Children have an Individual Learning Plan (ILP) that aligns with the family's priorities, the Early Years Learning Framework, NDIS, and allied health/therapy goals. This plan is updated at least three times each year.

3Ongoing professional development and coaching for educators.

4A transition to school program is provided in the year before school, including support for the school enrolment process, additional school orientation visits, and information sharing with the receiving school.[92]

2.118The program is currently available in six ECEC centres in NSW.[93]

Other supports

2.119Beyond the NDIS, the DSS outlined some of its direct service delivery support programs aimed at families provided by its Family and Wellbeing Group.

…like a program called HIPPY, the Home Interaction Program for Parents and Youngsters, which is about enabling parents in the home to skill up and to teach their children in the home for preliteracy, motor skills and those sorts of things. It goes all the way to very intensive family services. We have a program called Children and Family Intensive Support that is delivered in the Northern Territory, in the APY Lands, which is a wraparound, whole-of-family, intensive service to build capacity and safety in the home of that family.[94]

2.120The Acting Group Manager of the Family Wellbeing Group at the DSS, Ms Jacqueline Hrast, outlined the Department funded about $420 million per annum to the community sector to deliver the children and family programs and a home interaction service for parents and children.[95]

Through 2024-25 we had 245,000 clients through these programs. We collect demographic data on our clients through those programs, and our disability tick is for whether the parent or the child identifies as having a disability. We serviced 27,000 disabled clients in that financial year. In some of our programs they make up quite a considerable amount of the clientele.[96]

2.121Ms Hrast also explained how these government support programs were ‘eligible to everybody’[97] and are delivered through third-party providers, such as the not-for-profit sector and the community sector.[98]

It's whether there's one available in your location, but, certainly, people enter our programs by finding them on resources that we fund, like Raising Children Network for example, or being referred by maternal and child health, their schools, their local health networks or their Aboriginal health medical service. They come into those programs and, usually through those, particularly the more middle to more intensive end programs, there are very qualified staff who can see if there's something else going on for that family. A child might be displaying early signs of developmental delay, for instance. That can be a place where that conversation can happen, and we can help connect that family to other services.[99]

2.122Ms Hrast stressed the importance of its Family Mental Health Support Services program that the community sector is funded to deliver.[100]

That's for children who are showing early signs of mental ill health or who are requiring additional strategies around anxiety and coping. Our clientele for that is around the 17 per cent of children identifying as having a disability. We don't need a diagnosis, an identity or criteria to respond to any of these needs.[101]

Foundational supports

2.123Many people and children with disability are not in the NDIS. Some people, who are not in the NDIS, may need more help than what is offered through mainstream or community services, like early childhood education, schools and community mental health programs.

2.124Foundational supports are developed together by Commonwealth and state and territory governments to provide additional supports outside of the NDIS. There are two types of foundational supports; general and targeted supports.[102]

2.125These supports are still under development. For example, the proposed Thriving Kids initiative is an example of a targeted foundational support.[103]

2022 NDIS review and response

The independent review

2.126On 18 October 2022, the Minister for the NDIS started an independent review into the NDIS to ‘put people with disability back at the centre of the NDIS’. The purpose was to restore trust, confidence and pride in the Scheme.[104]

2.127The Review looked at the NDIS’s design, operations and sustainability, and how to build a more responsive, supportive and sustainable market and workforce.[105]

2.128The Review final report, Working together to deliver the NDIS, was released in December 2023. It made 26 recommendations with 139 actionsto change the system that supports people with disability through:

• developing a unified system of support for people with disability
• an NDIS experience centred on the whole person and their support needs
• better support for children and adolescents through mainstream services and a significant expansion of services outside the NDIS
• more active government involvement and stewardship of NDIS markets to make them more efficient and effective
• improving service quality and ensuring appropriate safeguards and risk proportionate regulation.[106]
  129. The Review concluded that there are not enough disability supports for people not eligible for the NDIS, compared to the level of need.[107] The Review found that the cohorts most likely to fall through this gap are children with disability, people with psychosocial disabilities and people with chronic health conditions.
  130. Recommendation 1 of the Review was for the Australin Government to ‘Invest in foundational supports to bring fairness, balance and sustainability to the ecosystem supporting people with disability.‘[108] This recommendation included 12 actions. These included, staring with preparing and releasing a Foundational Supports Statement of Intent which defines foundational supports through two streams of activity, and that the Department of Social Services, with state and territory governments, develop and implement a Foundational Supports Strategy.[109]
  131. Action 1.12 under the recommendation was:

National Cabinet should agree to jointly invest in early supports for children with emerging development concerns and disability.

This is a key element of a proposed continuum of mainstream, foundational and specialist supports for children with disabilities (see Recommendation 6). It should include support from a Lead Practitioner to help children who are not eligible for the NDIS to build their skills and participate in everyday activities. The Lead Practitioner should provide families with information about child development, building their confidence and knowledge to support their child in everyday routines. This should be in addition to the proposed capacity building program (see Action 1.8). It should also include implementing and evaluating a range of other early support models. The delivery of these early supports should be closely linked to and integrated with mainstream services, particularly education and early childhood services.

2.132The panel for the review explained:

Foundational supports would replace the ILC [Information Linkages and Capacity Building] grants program, so that it is reliable and available more widely. Foundational supports are essential supports for all people with disability. Governments should therefore measure and evaluate outcomes, and make changes so that activities and programs respond to changing needs and circumstances.[110]

2.133The Independent Review website states that the ‘proposed reforms are the best way to ensure sustainability while also achieving a much fairer system. A system of support for all people with disability, not just those in the NDIS’.[111]

Progress delivering Foundational Supports

2.134In December 2023, National Cabinet agreed that the Commonwealth and state and territory governments jointly fund additional supports for people with disability, called Foundational Supports.[112]

2.135In 2024, the Australian Government committed to investing $11.6 million over two years to support work to develop and implement the Foundational Supports Strategy.[113]

2.136In October 2024, the Department of Social Service released the Foundational Supports for children with developmental concern, delay and/or disability and their families, carers and kin Consultation Paper which addresses some of the actions under recommendation 1 of the NDIS Review.

Footnotes

[1]Australian Human Rights Commission, United Nations Convention of the Rights of Persons with Disabilities (UNCRPD), December 2012, https://humanrights.gov.au/know-your-rights/rights-of-individuals/disability-rights/disability-rights/international-opportunities-and-the-crpd/united-nations-convention-rights-persons-disabilities-uncrpd (accessed 1 December 2025).

[2]Australian National Audit Office, Early intervention Services for Children with Disability, Auditor-General Report No. 24 2015­­—16, p. 7.

[3]Prior to the establishment of the NDIS, further legislative reforms were introduced in 2011. The National Disability Strategy 2010–2020 was also established in 2011. Australian National Audit Office, Early intervention Services for Children with Disability, Auditor-General Report No. 24 2015­­—16, p. 7.

[4]Australian National Audit Office, Early intervention Services for Children with Disability, Auditor-General Report No. 24 2015­­—16, p. 7.

[5]NDIS Website, History of the NDIS, 12 July 2023, https://www.ndis.gov.au/about-us/history-ndis (accessed 1 December 2025).

[6]Hon Julia Gilliard MP, Prime Minister, House of Representatives Hansard, 29 November 2012, p. 13877.

[7]The National Disability Insurance Scheme Act 2013 provides that impairments that vary or are episodic in nature can be taken to be permanent for the purposes of participation in the NDIS, ss 24(2)–(3).

[8]National Disability Insurance Scheme Act 2013, s 24.

[9]National Disability Insurance Scheme Act 2013, s 25.

[10]National Disability Insurance Scheme Act 2013, s 4(11).

[11]NDIS Website, Legislation, 24 March 2025, www.ndis.gov.au/understanding/what-ndis (accessed 29 September 2025).

[12]Ms Natalie Wade, Associate Commissioner, NDIS Quality and Safeguards Commission, Committee Hansard, 20 October 2025, p. 8.

[13]Ms Natalie Wade, Associate Commissioner, NDIS Quality and Safeguards Commission, Committee Hansard, 20 October 2025, p. 8.

[14]NDIS Website, Legislation, 24 March 2025, www.ndis.gov.au/governance/legislation (accessed 25 September 2025).

[15]NDIS Website, Legislation, 24 March 2025, www.ndis.gov.au/governance/legislation, (accessed 25 September 2025).

[16]National Disability Insurance Scheme, Insurance Principles and Financial Sustainability Manual, November 2016, p. 18.

[17]Australian National Audit Office, Decision-making Controls for NDIS Participants, Auditor-General Report No. 14 2020–21, p. 14.

[18]NDIS Website, Governance, 16 May 2025, https://www.ndis.gov.au/governance (accessed 25 September 2025).

[19]Independent Advisory Council to the NDIS, Advice, https://www.ndis-iac.com.au/advice, (accessed 1 December 2025).

[20]NDIS Website, National Disability Insurance Agency, 22 January 2025, https://www.ndis.gov.au/understanding/what-ndis/whos-delivering-ndis/national-disability-insurance-agency (accessed 26 September 2025).

[21]NDIS Website, The role of the NDIS Quality and Safeguards Commission, 5 November 2025, https://www.ndis.gov.au/providers/becoming-ndis-provider/how-register/role-ndis-quality-and-safeguards-commission (accessed 25 September 2025).

[22]NDIS Website, What we do, 18 October 2024, https://www.ndiscommission.gov.au/about-us/what-we-do (accessed 29 September 2025).

[23]Ms Louise Glanville, Commissioner, NDIS Quality and Safeguards Commission, Committee Hansard, 20 October 2025, p. 1.

[24]Ms Glanville, NDIS Quality and Safeguards Commission, Committee Hansard, 20 October 2025, pp. 1-2.

[25]Ms Glanville, NDIS Quality and Safeguards Commission, Committee Hansard, 20 October 2025, p. 6.

[26]Department of Health, Disability and Ageing, Budget 2025-26: Strengthening the National Disability Insurance Scheme, 30 July 2025, https://www.health.gov.au/resources/publications/budget-2025-26-strengthening-the-national-disability-insurance-scheme-html, (accessed 2 December 2025).

[27]National Disability Insurance Scheme, Quarterly report to disability ministers Q4 2024 – 25 Summary Part A, June 2025.

[28]National Disability Insurance Scheme, Quarterly report to disability ministers, Q4 2024-25, June 2025, Full Report, p. 75.

[29]National Disability Insurance Scheme, Quarterly report to disability ministers, Q4 2024-25, June 2025, Full Report, p. 75.

[30]National Disability Insurance Scheme, Quarterly report to disability ministers, Q4 2024-25, June 2025, Full Report, p. 77.

[31]National Disability Insurance Scheme, Participant numbers and plan budgets data June 2025, https://dataresearch.ndis.gov.au/datasets/participant-datasets (accessed 3 December 2025).

[32]National Disability Insurance Scheme, Participant numbers and plan budgets data June 2025, (accessed 3 December 2025).

[33]National Disability Insurance Scheme, Participant numbers and plan budgets data June 2025, (accessed 3 December 2025).

[34]National Disability Insurance Scheme, Quarterly report to disability ministers,Q1 2025-26, September 2025, p. 79.

[35]National Disability Insurance Scheme, Quarterly report to disability ministers, Q1 2025-26, September 2025, p. 18.

[36]See below, paragraph 2.52.

[37]National Disability Insurance Scheme, Quarterly report to disability ministers, Q1 2025-26, September 2025, pp. 18-20, 26.

[38]National Disability Insurance Scheme, Quarterly report to disability ministers, Q1 2025-26, September 2025, p. 20.

[39]Auditor-General Report No. 14 2020–21, Decision-making Controls for NDIS Participant Plans, p. 14.

[40]Auditor-General Report No. 14 2020–21, Decision-making Controls for NDIS Participant Plans, p. 14.

[41]NDIS Website, Legislation, www.ndis.gov.au/governance/legislation (accessed 25 September 2025).

[42]National Disability Insurance Scheme, Creating your plan, Fact Sheet, October 2025.

[43]NDIS Website, The early childhood approach for children younger than 9, www.ndis.gov.au/understanding/families-and-carers/early-childhood-approach-children-younger-9 (accessed 29 September 2025).

[44]NDIS Website, The early childhood approach for children younger than 9, www.ndis.gov.au/understanding/families-and-carers/early-childhood-approach-children-younger-9 (accessed 29 September 2025).

[45]Raising Children. The Australian parenting website, NDIS early childhood approach: early connections & supports, https://raisingchildren.net.au/disability/ndis/ndis-access-getting-support/the-ndis-early-childhood-approach-early-connections-and-supports (accessed 11 November 2025).

[46]NDIS Website, Factsheet: Early connections, https://www.ndis.gov.au/publications/booklets-and-factsheets#making-connections (accessed 11 November 2025).

[47]National Disability Insurance Scheme, Quarterly report to disability ministers Q4 2024 – 25 Summary Part Ahttp://www.ndis.gov.au/publications/quarterly-reports, p. 28.

[48]NDIS Website, Early Connections, 28 October 2024, accessed 12 November 2025 at https://www.ndis.gov.au/media/7762/download?attachment, p. 2.

[49]National Disability Insurance Scheme, Quarterly report to disability ministers, Q1 2025-26, 24 November 2025, p. 26.

[50]NDIS Website, Factsheet: Early connections, https://www.ndis.gov.au/publications/booklets-and-factsheets#making-connections (accessed 11 November 2025).

[51]National Disability Insurance Scheme, Quarterly report to disability ministers, Q4 2024-25, June 2025, Full Report, p. 91.

[52]National Disability Insurance Scheme, Early connections, Fact Sheet, July 2024, pp. 3-4.

[53]NDIS Website, The early childhood approach for children younger than 9, www.ndis.gov.au/understanding/families-and-carers/early-childhood-approach-children-younger-9 (accessed 29 September 2025).

[54]Department of Social Services, ECIA National Guidelines: Best Practice in Early Childhood Intervention, https://www.dss.gov.au/early-childhood/resource/ecia-national-guidelines-best-practice-early-childhood-intervention (accessed 10 December 2025).

[55]Murdoch Children’s Research Institute, Submission 234, p. 14.

[56]University of Melbourne, Submission 261, p. 5.

[57]Bathurst Early Childhood Intervention Service, Submission 240, p. 1.

[58]SDN Children’s Services, Submission 186, p. 4.

[59]Brotherhood of St Laurence, Submission 254, p. 6.

[60]Department of Education, Submission 363, p. 3.

[61]Department of Education, Submission 363, p. 3.

[62]Department of Education, Submission 363, p. 4.

[63]Early Learning and Care Council of Australia, Submission 166, p. 3.

[64]Early Learning and Care Council of Australia, Submission 166, p. 5.

[65]Playgroup Australia, Submission 177, p. 5.

[66]Australian Education Research Organisation, Transitions to school for children with disability or developmental delay, Practice Guide, August 2023, pp. 3-6.

[67]Queenslanders with Disability Network, Submission 279, p. 24.

[68]Dr Esmeralda Rocha, Assistant Secretary, Inclusion and Disability Branch, Department of Education, Committee Hansard, 10 October 2025, p. 59

[69]Department of Education, Submission 363, p. 5.

[70]Ms Esmeralda Rocha, Assistant Secretary, Inclusion and Disability Branch, Department of Education, Committee Hansard, 10 October 2025, p. 55.

[71]Department of Education, Inclusion Support Program Guidelines, Version 2.6, October 2025.

[72]Early Education Australia, Submission 335, p. 4.

[73]United Workers Union, Submission 263, p. 15.

[74]National Aboriginal Community Controlled Health Organisation, Submission 154, p. 15.

[75]Ms Catherine Liddle, Chief Executive Officer, SNAICC - National Voice for our Children, Committee Hansard, 17 November 2025, p. 32.

[76]NDIS website, www.ndis.gov.au/understanding/australias-disability-strategy-2021-2031 (accessed 29 September 2025).

[77]NDIS website, www.ndis.gov.au/understanding/australias-disability-strategy-2021-2031 (accessed 29 September 2025).

[78]Department of Health, Disability and Ageing, Early childhood intervention, www.health.gov.au/topics/disability-and-carers/early-childhood-intervention (accessed 29 September 2025).

[79]Department of Health, Disability and Ageing, Australia’s disability Strategy,www.health.gov.au/our-work/australias-disability-strategy (accessed 29 September 2025).

[80]Kids Research Institute, Supplementary Submission 93.1, p. 1.

[81]Kids Research Institute, Supplementary Submission 93.1, pp. 1-2.

[82]Kids Research Institute, Supplementary Submission 93.1, p. 3.

[83]See for example: Ms Shona Redmile, Submission 11, pp. 1-2; Be Space, Submission 75, p. 1; Ms Heather McKay, Submission 116; Autistic Self Advocacy Network of Australia and New Zealand, Submission 181, p. 9; Nobody Worse Off Coalition, Submission 242, pp. 6-7; Senator Jordon Steele-John Submission 308, pp. 2-3; Dietitians Australia, Submission 329, p. 18; Every Australian Counts, Submission 273, p. 11; Outcomes Therapy, Submission 312, p. 2; Yellow Ladybugs, Submission 351, p. 8; Australian Neurodivergent Parents Association, Submission 360; JFA Purple Orange, Submission 376, p. 23; Regional Autism Engagement Network Tasmania, Submission 389.

[84]Triple P International Pty Ltd, Submission 310, p. 3.

[85]Triple P International Pty Ltd, Submission 310, p. 3.

[86]Triple P International Pty Ltd, Submission 310, p. 4.

[87]Triple P International Pty Ltd, Submission 310, p. 3.

[88]Parenting and Family Research Alliance, Submission 201, p. 2.

[89]NECP PlayConnect+ Project, Submission 244, p. 1.

[90]NECP PlayConnect+ Project, Submission 244, p. 1.

[91]NECP PlayConnect+ Project, Submission 244, p. 3.

[92]Special Teaching and Research (STaR) Ltd, Submission 339, p. 1.

[93]Special Teaching and Research (STaR) Ltd, Early Years Program, https://www.star.org.au/service/early-years-program/ (accessed 3 December 2025).

[94]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 1.

[95]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 2.

[96]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 2.

[97]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 1.

[98]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 1.

[99]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, pp. 1-2.

[100]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 2.

[101]Ms Jacqueline Hrast, Family Wellbeing Group, Department of Social Services, Committee Hansard, 10 October 2025, p. 2.

[102]Department of Social Services, Foundational Supports, https://engage.dss.gov.au/foundational-supports/ (accessed 2 December 2025).

[103]Department of Health, Disability and Ageing, Foundational supports for people with disability, 1 December 2025, https://www.health.gov.au/our-work/foundational-supports-for-people-with-disability?language=en (accessed 3 December 2025).

[104]Department of Health, Disability and Ageing, Release of the final report of the Independent Review into the NDIS, https://www.health.gov.au/news/release-of-the-final-report-of-the-independent-review-into-the-ndis?language=en (accessed 12 November 2025).

[105]Department of Health, Disability and Ageing, Release of the final report of the Independent Review into the NDIS, https://www.health.gov.au/news/release-of-the-final-report-of-the-independent-review-into-the-ndis?language=en accessed 12 November 2025.

[106]Department of Health, Disability and Ageing, Release of the final report of the Independent Review into the NDIS, https://www.health.gov.au/news/release-of-the-final-report-of-the-independent-review-into-the-ndis?language=en accessed 12 November 2025.

[107]NDIS Review, Independent Review into the National Disability Insurance Scheme, 2023, p. 53.

[108]NDIS Review, Independent Review into the National Disability Insurance Scheme, 2023, p. 60.

[109]NDIS Review, Independent Review into the National Disability Insurance Scheme, 2023, p. 53.

[110]NDIS Review, Foundational supports for all people with disability,https://www.ndisreview.gov.au/resources/fact-sheet/foundational-supports-all-people-disability (accessed on 12 November 2025).

[111]NDIS Review, Working together to deliver the NDIS, https://www.ndisreview.gov.au/resources/reports/working-together-deliver-ndis/ (accessed on 4 December 2025).

[112]Prime Minister of Australia, Meeting of National Cabinet-the Federation working for Australia, https://www.pm.gov.au/media/meeting-national-cabinet-federation-working-australia (access 4 December 2025).

[113]Ministers for the Department of Social Services, Building a strong ecosystem of disability supports, https://ministers.dss.gov.au/media-releases/13711 (accessed 12 November 2025).