Not eligible for NDIS, too old for Thriving Kids. What supports should these young people get?

As changes to the National Disability Insurance Scheme (NDIS) roll out, introducing a new program called Thriving Kids, there's a growing concern about what support options will be available for young people who fall between the NDIS eligibility and Thriving Kids program. Currently, Thriving Kids targets children aged 0–8 with developmental delay and autism, focusing on foundational supports like physiotherapy, speech pathology, occupational therapy, and psychology.

These services will be integrated into various settings such as schools or community activities, eliminating the need for referrals or diagnoses.

However, once a child turns nine and their support needs become higher, they will once again be eligible for NDIS funding. The question remains: what happens to children aged 9 and older who are no longer eligible for Thriving Kids but do not yet qualify for NDIS funding? There is uncertainty about the number of children and young people who may fall into this gap, but estimates suggest that around 151,240 children aged 18 or younger with developmental delay and autism may be in this position.

While experts express concerns over the program's ability to meet the demand for those aged 0–8, there is also apprehension about the quality of support provided. The federal government has not yet outlined the support options for those aged 9 and older who are no longer eligible for Thriving Kids or how these would be funded.

For families currently navigating the NDIS landscape, the transition can be overwhelming. Many families find themselves stepping into the role of advocates for their neurodivergent children, navigating allied health services and collaborating with teachers and community workers. Research indicates that these parents and caregivers often feel unsupported while advocating for their children's needs in school and community settings.

Foundational supports for those aged nine and older could potentially address some of these challenges, but only if they are part of a broader system where professionals and adults around the children collaborate effectively. This requires interprofessional collaboration, where professionals from various fields such as occupational therapy, psychology, and social work work together with the child and their family, sharing information and setting priorities for support.

The involvement of older children in these discussions, enabling them to articulate their needs, set their goals, and participate in decisions about their support, is also crucial.

Additionally, creating an informed support network is vital. Educators, sport coaches, community workers, family members, and peers need to better understand developmental differences to ease the burden on families. For example, efforts could be made to educate these individuals about the neurodiversity paradigm, recognizing that variations in brain function are natural and not indicative of a deficit.

Moreover, a differentiated approach to support levels is recommended. Some young people may require more intensive, targeted support, such as one-on-one therapy sessions with a psychologist or speech pathologist. Others might benefit from group settings, like workshops led by social workers at community centers to build skills and confidence for everyday tasks.

It's essential that families are provided with clear pathways for transitioning between different systems as their child's needs evolve, ensuring they know how to access the appropriate support at each stage of their development.