Resources to advocate for system change — not just navigate the system.

Promised to Staff, Not to Students — Our Response to the Official NSW Interim DIAP

A one-page visual explainer for MPs and the public: how the NSW Department of Education's Interim Disability Inclusion Action Plan 2026–2029 sets a real standard for staff with disability — a dedicated report, measured outcomes, leadership accountability, an independent complaints pathway — and doesn't match it for students. Built from the plan's own wording and figures. It pairs with our full submission, and the plan is still open for consultation.

Helen's Way · 2026

Our Submission Responding to the Official NSW Interim DIAP 2026–2029

Our full written submission to the NSW Department of Education's Interim Disability Inclusion Action Plan 2026–2029 — arguing that the standard the plan sets for staff with disability (a dedicated report, measured outcomes, leadership accountability, an independent complaints pathway) should be matched for students. This is the submission the infographic above pairs with; the plan is still open for consultation.

Helen's Way · 2026

Where Are We At? The NSW Auditor-General's Recommendations, Scored

In September 2024 an independent audit told the NSW Department of Education to do five things by January 2026 to better support students with disability. The Department agreed to all five. This is a plain-language scorecard of where they stand, six months past the deadline — two underway, two committed but not yet delivered, and one where the key elements aren't yet evident. Built only from the audit and the Department's own June 2026 plan, and offered constructively: the final plan, due September 2026, is the chance to finish the job. A one-page visual for MPs and the public, backed by a full written status check.

Helen's Way · 2026

Where Are We At? The Senate 'School Can't' Inquiry Recommendations, Scored

In 2023 a Senate inquiry into "school can't" (school refusal) made 14 recommendations; the Australian Government responded in April 2024, noting 12 of them. Two years on, this plain-language scorecard shows where each stands and — crucially — which government is actually responsible. Our read: one clearly delivered (the AERO research), six partial or underway (mostly through the Better and Fairer Schools Agreement), six that can't be verified nationally because they sit with the states, and one not actioned (more subsidised mental-health visits). Built only from the inquiry, the government response and public records, with a full written status check behind it. Recommendation 11 — building schools' capacity for reasonable adjustments — is the same reform we pursue in Priority 3.

Helen's Way · 2026

How Disability Funding Works — Follow the Money

A plain-language explainer with a flowchart, tracing school disability funding through seven steps: from a teacher's classroom judgement, through the annual NCCD count (the four levels of adjustment and four categories), to the student-with-disability loading in the Schooling Resource Standard — and out to the school system, where the dollars arrive untagged to any child. Includes the 2026 loading rates and the one missing checkpoint: no one independently confirms the funded support reaches the student. Built from the NCCD's own guidance and the funding model, and it ties directly to Priorities 1 and 2.

Helen's Way · 2026

Somewhere to Turn: The Case for an Independent Complaints Body

Our position paper on Reform Priority 4 — why school families have no independent umpire when a support dispute deadlocks, who is already calling for one (inquiries and advocates, nationally and across states), and the models that already exist. Read it on the site or download the PDF.

Helen's Way · 2026

Priority 1 — Parent & student voice in NCCD accountability

A short, print-ready brief to give your local MP: the ask, why it matters, a plain-language flowchart of how NCCD disability funding flows (and what's actually checked), the 2025 federal funding clawback, and verified quotes from the NSW Auditor-General, CYDA and ACIE — each linked to its source.

Helen's Way · 2026

Priority 2 — Funding follows the child, incl. to home-schooling

A short, print-ready brief to give your local MP: the ask, why it matters, and verified quotes from the NSW Auditor-General, All Means All, Family Advocacy and ACIE — each linked to its source.

Helen's Way · 2026

Priority 3 — Increase in knowledge & capability of teachers & principals

A short, print-ready brief to give your local MP: the ask, why it matters, and verified quotes from the 2020 DSE Review, ACIE and CYDA — each linked to its source.

Helen's Way · 2026

Priority 4 — An independent complaints body

A short, print-ready brief to give your local MP: the ask, why it matters, a coverage-gap diagram (who can independently hear a complaint — higher education vs public, Catholic and Independent schools), the precedents that already exist, and verified quotes from All Means All, CYDA, Family Advocacy, QAI and the Disability Royal Commission — each linked to its source.

Helen's Way · 2026

Thriving Kids Advisory Group — Final Report

Advice to government on foundational supports for children with developmental concerns and disability — including support delivered through mainstream settings like schools and early childhood. A fact sheet and Q&A are available on the same program pages.

Australian Government (Department of Health, Disability and Ageing) · 2026

National Autism Strategy 2025–2031

Australia's first national autism strategy — a whole-of-government approach spanning social and economic inclusion, diagnosis, services and support, including education and early years.

Australian Government (Department of Social Services) · 2025

Disability Royal Commission — Final Report, Volume 7: Inclusive Education, Employment and Housing

The Royal Commission's final findings on inclusive education. It found that Australian schools do not consistently deliver an inclusive education, and that students with disability are too often excluded when necessary adjustments and supports are not provided.

Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability · 2023

Australian Government Response to the Disability Royal Commission

The Australian Government’s formal response to the recommendations of the Disability Royal Commission, setting out whether each is accepted, accepted in principle, noted, or subject to further consideration.

Australian Government (Dept of Social Services) · July 2024

The National Trend of School Refusal and Related Matters

A Senate inquiry into the rise in school refusal. It identified disability — especially neurodivergence — alongside anxiety as key risk factors, and made 14 recommendations for a coordinated national response instead of disciplinary approaches.

Senate Education and Employment References Committee, Parliament of Australia · 2023

Australian Government Response to the School Refusal Inquiry

The Australian Government’s response (April 2024) to the Senate inquiry’s 14 recommendations on school refusal — positions ranging from “agree in principle” to “noted”.

Australian Government (Dept of Education) · April 2024

Working Together to Deliver the NDIS — NDIS Review Final Report

The independent review of the National Disability Insurance Scheme. Its 26 recommendations include foundational supports for children and a call for disability support to operate as one connected system across services — directly relevant to how support reaches learners in schools.

Independent Review of the NDIS (Australian Government) · 2023

Services, Support and Life Outcomes for Autistic Australians

A landmark Senate inquiry into the services and support autistic Australians receive across their lives — including a dedicated examination of school education, higher education, and the transition from education to work.

Senate Select Committee on Autism, Parliament of Australia · 2022

Australian Government Response to the Senate Select Committee on Autism

The Australian Government’s response to the Select Committee on Autism’s final report (Services, Support and Life Outcomes for Autistic Australians), giving its position on each recommendation.

Australian Government (Dept of Health, Disability and Ageing)

Final Report — 2020 Review of the Disability Standards for Education 2005

The Australian Government's review of the legal standards that require schools to make reasonable adjustments for students with disability. It made 13 recommendations across four reform directions, including strengthening the knowledge and capability of educators.

Australian Government Department of Education · 2021

NCCD Moderation Resource for Schools

How school teams moderate and reach consistent professional judgements about the level of adjustment provided to students with disability under the Nationally Consistent Collection of Data (NCCD).

Nationally Consistent Collection of Data (Education Services Australia) · v2.0, 2019

NCCD — Selecting the Level of Adjustment

The four levels of adjustment — quality differentiated teaching, supplementary, substantial and extensive — that determine how students with disability are counted in the NCCD, and the evidence schools need.

Nationally Consistent Collection of Data · nccd.edu.au

NSW Disability Inclusion Plan 2026–2029

The NSW Government's whole-of-government disability inclusion plan (its third, under the Disability Inclusion Act 2014). Its four focus areas — community attitudes and rights, liveable and safer communities, employment, and better access to mainstream services — set 30 actions across NSW agencies, with education among the mainstream services in scope. Available in Easy Read and community languages.

NSW Government (Dept of Communities & Justice) · December 2025

Inclusive Education for Students with Disability (NSW policy)

The NSW Department of Education's overarching policy: public schools must enrol students with disability on the same basis as other students, not discriminate, and make reasonable adjustments so students can access and participate in education. This is the binding policy behind inclusion in NSW public schools.

NSW Department of Education · policy PD-2005-0243 · updated December 2025

Personalised Learning and Support Procedures (NSW)

The procedures that put the inclusive-education policy into practice — how NSW public schools deliver personalised learning and support, make reasonable adjustments, and complete the Nationally Consistent Collection of Data (NCCD) for each student with disability.

NSW Department of Education · procedures PD-2005-0243-02 · effective 2024, updated December 2025

Supporting Students with Disability (Performance Audit)

The NSW Auditor-General's audit of how effectively the Department of Education supports students with disability in public schools — examining funding, adjustments, and accountability.

Audit Office of NSW (Auditor-General) · 26 September 2024

Alternative School Settings and Home Schooling (Performance Audit)

The NSW Auditor-General's audit of oversight and support for students in alternative settings and home schooling — many of whom are neurodivergent students who have left mainstream school.

Audit Office of NSW (Auditor-General) · 25 September 2025

Children and Young People with Disability in NSW Educational Settings — Report 52

The NSW parliamentary inquiry into the experiences of students with disability in NSW schools — with findings and recommendations on inclusion, funding, complaints and the future of specialist settings. The inquiry page also holds the Errata and the NSW Government's response.

NSW Legislative Council, Portfolio Committee No. 3 (Education) · tabled 22 August 2024

NSW Government Response to Report 52

The NSW Government’s response (November 2024) to the 28 recommendations of Report 52 — supporting, supporting-in-principle, noting or not supporting each. Notably, it did not support the recommendation for an independent oversight body (Rec 23).

NSW Government · 25 November 2024

NSW Carers Strategy: Caring in NSW 2020–2030

The NSW Government's ten-year strategy for supporting carers — including the many parents and family members caring for neurodivergent children and young people.

NSW Government (Department of Communities and Justice)

NSW Department of Education Interim Disability Inclusion Action Plan 2026–2029

The NSW Department of Education's interim disability inclusion action plan, published June 2026 while the final 2026–2029 DIAP is developed (expected by the end of September 2026). It sets 30 actions across four pillars covering both students and staff with disability. On teacher capability, its action is to “promote uptake of professional learning on disability, neurodiversity and inclusive education” (Action 2.2, timeframe listed as “TBC”). It is the plan our Reform Agenda (Priority 3) responds to: we argue that promoting the uptake of available professional learning is not strong enough on its own — training has to be robust and sustained to actually change classroom practice.

NSW Department of Education · June 2026 (interim plan, runs July 2026 – December 2029)

NSW Department of Education Disability Strategy (2019)

The NSW Department of Education's "living document" strategy for improving outcomes for children and young people with disability and their families — the state school system's own commitments on inclusion.

NSW Department of Education · 2019

Education of Students with a Disability or Special Needs in NSW — Report 37

The earlier (2017) NSW parliamentary inquiry into the education of students with disability and special needs — the companion that preceded Report 52, and a key reference point for how far the system has (and hasn't) moved. The government response was tabled the same year.

NSW Legislative Council, Portfolio Committee No. 3 (Education) · 21 September 2017

NSW Government Response to Report 37

The NSW Government’s response (2018) to Report 37 — it supported all 39 recommendations, the majority in full.

NSW Government · May 2018

National Guidance for Best Practice in Inclusive Education for Autistic Students

Evidence-based national guidance from Autism CRC and the Centre for Inclusive Education (QUT) on what best-practice inclusive education looks like for autistic students — practical direction for schools and systems.

Autism CRC · June 2026

Teaching Practices to Support Autistic Students and Students with ADHD

AERO’s discussion paper synthesising recent research (2014–2025) on what works in the classroom for Autistic students and students with ADHD. Explicit teaching is the strongest-evidenced practice for Autistic students — with gains in literacy, numeracy and science — while feedback, peer-assisted learning, rules and routines, visual supports, technology and environmental adaptations show promise. It also flags how thin the evidence base still is: cohort-specific classroom evidence for ADHD is very limited, and only 3 of 53 studies were run in Australian classrooms — reinforcing the case for building teacher capability in evidence-based, neurodiversity-affirming practice.

Australian Education Research Organisation (AERO) · Discussion paper · May 2026

Centre for Inclusive Education (QUT)

A leading university research centre driving inclusive-education reform — building teacher capability (including the inclusionED practice tool), making submissions to inquiries, and co-authoring national inclusive-education guidance.

Olga Tennison Autism Research Centre (La Trobe)

An autistic-led autism research centre whose work informs inclusive, neuro-affirming practice in schools, and which contributes to national inquiries on autism and education.

Evidence-Informed Implementation in Schools

AERO’s discussion paper on why evidence-based teaching practices so often fail to stick — and how to close the persistent gap between research and classroom practice. Drawing on implementation science and AERO’s Learning Partner project with schools, it sets out a deliberate, structured approach to implementing evidence-based practice well — directly relevant to making whole-school improvement in support for neurodivergent learners actually happen.

Australian Education Research Organisation (AERO) · Discussion paper · November 2025

Sustaining Professional Learning Outcomes: Evaluating ‘Booster’ Interventions

A randomised trial (AERO with the Association of Independent Schools of WA) testing whether light-touch ‘booster’ sessions help teachers sustain the gains from professional learning. Teacher outcomes improved over the study, though the booster added no measurable extra benefit — an honest evidence check on how to make teacher professional development actually last.

Australian Education Research Organisation (AERO) & AISWA · Randomised trial · October 2025

Barriers to School Attendance and Reasons for Student Absence

An AERO rapid literature review — part of the national Student Attendance project commissioned by Education Ministers — mapping why students miss school across child, educational, peer, family, school-climate, community and policy factors. Disability and neurodivergence, anxiety and negative school experiences feature strongly, underpinning the case that unmet need drives absence and school refusal.

Australian Education Research Organisation (AERO) · Rapid literature review · January 2025

Interventions to Promote School Attendance and Address Student Absence

The companion AERO rapid review setting out what works to lift attendance, organised as a multi-tiered system of support (universal, targeted and intensive interventions), with a dedicated look at students with disability and neurodivergent students. A practical evidence base for responding to absence with support rather than punishment.

Australian Education Research Organisation (AERO) · Rapid literature review · January 2025

Making the Invisible Visible: The Hidden Realities of Life for Neurodiverse Families

A white paper on the everyday, often unseen realities faced by families raising neurodivergent children. Produced by Understanding Zoe, a developer of support tools for parents and carers.

Understanding Zoe · 2025

Caregiver Strain in Autism Caregivers: A Cohort Study

Peer-reviewed evidence that caregivers of autistic people experience significantly higher psychological, behavioural and physical strain than other caregivers — part of why family support belongs in the system response.

Warreman et al., eClinicalMedicine (The Lancet) · 2023 · open access

Families as Peer Workers in Early Childhood Intervention: Literature Review

A review of the evidence for engaging families with lived experience as peer workers in early-childhood intervention — relevant to how the community's expertise can be formally recognised and valued.

Plumtree Children's Services (Innovative Workforce Fund project)

Snapshot of Children and Young People with Disability in Australia

The most recent national key-statistics report on children and young people with disability (aged 0–25), bringing ABS, AIHW, ACARA and CYDA survey data together in one place — a ready evidence base for submissions and advocacy. Its education findings underpin all four of our reform priorities: only 35% of families believe school staff are adequately trained, 40% of students receiving support still need more, and 3 in 4 disabled students report being bullied — figures that are getting worse, not better.

Children and Young People with Disability Australia (CYDA) · Key statistics report · March 2026

Advocate for Children and Young People (ACYP), NSW

The independent NSW statutory advocate for children and young people. In its submission to the 2024 parliamentary inquiry — drawing on its Voices of Children and Young People with Disability consultations with more than 370 young people — it calls for students with disability to be heard directly on decisions about their education, for the Department's outcomes reporting to feature their feedback (Priority 1), and for disability-awareness training for students, teachers and support staff (Priority 3).

Submission to NSW inquiry · 2024

Belongside Families Federal Pre-Budget Submission (2025–26)

Belongside Families’ January 2025 pre-budget submission to the Australian Government. It makes the case that early family support pays off — 90% of a child’s brain development happens in the first five years, yet families often wait two or more years (up to six) to reach peer support. Its recommendations span Foundational Supports and a national early-years (0–8) portal, multi-year funding for family-led peer support and capacity building, the National Carer Strategy 2024–2034, and building family voice into major reform — with funding that is new and additional to the ILC and Inclusion Support programs.

Belongside Families · January 2025

Submission to the National Carers Strategy: Supporting Carers of Children with Disability

Belongside Families’ submission to the Australian Government’s National Carers Strategy, based on a survey of 54 parents and carers of children with disability. It documents the strain on families — 93% reported emotional and physical exhaustion, 74% need more financial support, and 68% lack adequate respite — and makes nine recommendations, from a redesigned Carer Gateway and flexible respite to a higher Carer Payment and sustained investment in peer support.

Belongside Families · September 2024

Parent & Carer Experiences of ADHD in Australian Schools: Critical Gaps

A national survey of 1,184 parents and carers of school-aged children with ADHD — endorsed by ADHD Australia — documenting critical gaps in how schools support students with ADHD. Its headline recommendation is squarely our Priority 3: 95% of parents said teachers and school staff need specific ADHD training, and only 42% thought teachers had good knowledge. It also gives strong evidence for our other priorities — procedural fairness (53% of parents who knew their school's suspension policy found it unfair; "no real access to justice"), the lack of ADHD-specific funding, and 30% of families changing schools to find support.

Parents for ADHD Advocacy Australia (PAAA) · Critical gaps survey · 2018

Australian Coalition for Inclusive Education (ACIE)

A national coalition of disability and education organisations. Its Driving Change roadmap and election platform call for inclusive education across Australia — spanning workforce capability, resourcing and accountability.

All Means All — Australian Alliance for Inclusive Education

Leads the NSW "Better Together, Inclusion for All" position and campaigns for properly funded, genuinely inclusive mainstream schooling.

Children and Young People with Disability Australia (CYDA)

The national peak body for children and young people with disability. Its "Demand Action on Inclusive Education" campaign calls for inclusion as core teacher training, better data and accountability, and a clear right to inclusion.

Family Advocacy (NSW)

Supports families to advocate for inclusion. Its "Same Classroom, Same Opportunity" and "Let All Kids Learn Together" campaigns push for full inclusion, parent voice, and funding for mainstream schools.

Belongside Families

A family-led, independent not-for-profit supporting families raising children with developmental delay, disability and autism across NSW — reaching over 5,000 parents and carers a year through free peer support, programs and resources. It advocates for the family and carer side of the system: recognition, financial support, respite and mental health for the people caring for neurodivergent and disabled children.

Square Peg Round Whole

Advocacy for neurodivergent and disabled students — championing collaborative, non-punitive support and an end to exclusionary practices like suspensions and expulsions.

Reframing Autism

An autistic-led organisation providing neuro-affirming education — including teacher and school programs — to build genuine understanding of neurodivergence in classrooms.

Autism Spectrum Australia (Aspect)

A national autism organisation providing autism-specific education, teacher professional practice and research (through its Research Centre for Autism Practice), and contributing to inquiries on autism and education.

ADHD Australia

National ADHD advocacy and support. Campaigns for better recognition of ADHD in schools — earlier identification, reasonable adjustments, and teacher understanding.

AUSPELD (Australian Federation of SPELD Associations)

The national federation of SPELD associations, advocating evidence-based literacy instruction, early identification of dyslexia and learning difficulties, and stronger teacher preparation.

Code REaD Dyslexia Network

A parent-led national dyslexia network campaigning for early identification, evidence-based reading instruction and teacher training — with submissions to education inquiries.

Queensland Advocacy for Inclusion (QAI)

A state disability advocacy organisation. Its 2025 Disability Standards for Education Review submission calls for an independent complaints body with powers to investigate, issue binding decisions and monitor systemic issues — spanning government, Catholic and independent school sectors.

SAASSO — SA Assoc. of State School Organisations

A South Australian public-school parents' body. It has campaigned since 2009 for an independent Education Ombudsman — a complaints authority fully independent of the education department — for all students, not only those with disability. It notes that around two-thirds of OECD countries have such a body for public schools.

Speech Pathology Australia

The national professional body for speech pathologists. Its position on speech pathology in education calls for allied health to be part of how schools support students to access learning.

Australian Association of Special Education (AASE)

"Quality education for all" — advocating for the teacher and specialist capability needed to support students with disability and additional learning needs.

Australasian ADHD Professionals Association (AADPA)

The professional body behind the Australian evidence-based ADHD clinical practice guideline. Its Senate-inquiry submission pressed for better identification and support, including in education.

Learning Difficulties Australia (LDA)

A professional association of educators promoting evidence-based teaching and the teacher capability needed to support students with learning difficulties.

Capability Framework for OTs Working with Children, Young People & Families

A professional practice framework describing the capabilities of occupational therapists working with children and families — useful context for specialist and allied-health contributors to the community.

Occupational Therapy Australia · 2025