The NDIS can open the door to valuable support, but it can also feel confusing for families who are navigating it for the first time. You may be wondering whether occupational therapy is covered, what an occupational therapist can work on or how therapy connects with your child’s NDIS goals. Occupational therapy focuses on helping people participate in everyday life. For children, this may include developing skills for self-care, learning, play, emotional regulation and community participation. What can an occupational therapist work on?The support provided will depend on your child’s individual needs, circumstances and goals. Occupational therapy may help a child: * Develop dressing, toileting, eating or personal-care skills * Improve fine motor, coordination and play skills * Participate more confidently in family and community activities * Develop strategies for sensory and emotional regulation * Build routines that support greater independence * Use suitable assistive technology or adaptive equipment * Develop planning and organisational skills * Support transitions between activities or environments * Build the skills needed to participate in everyday life NDIS-funded therapy supports must relate to the participant’s disability support needs, meet the NDIS funding criteria and connect with the goals and supports included in their plan. Having an NDIS plan does not automatically mean every recommended service will be funded. What makes occupational therapy “goal focused”?NDIS goals are often broad. A child’s goal might be to become more independent, participate in the community or develop stronger relationships with other children. An occupational therapist helps translate these broader goals into meaningful everyday steps. For example, a goal relating to independence might involve learning to: * Put on a school uniform * Pack a bag * Prepare a simple snack * Follow a morning routine * Recognise when help is needed * Participate in personal-care tasks Therapy should have a clear purpose and be connected to the child’s life outside the clinic. Will parents and carers be involved?Family involvement is especially important in paediatric occupational therapy. Children learn through everyday experiences, and the people who spend the most time with them have an important role in supporting that learning. This does not mean parents should feel responsible for becoming therapists at home. It means we work collaboratively, share achievable strategies and consider what will realistically fit into family life. Support may also involve communicating with teachers, educators and other members of the child’s team, with the family’s permission. What is the NDIS early childhood approach?The NDIS early childhood approach supports children younger than nine who have a disability or concerns about their development. It focuses on helping children build skills, take part in everyday activities and participate in family and community life. Some early childhood connections and supports may be available even when a child is not eligible to become an NDIS participant. Families can contact an early childhood partner to discuss their child’s needs and possible next steps. More information is available through the NDIS early childhood approach. What should I bring to the first appointment?It can be helpful to bring: * A copy of your child’s current NDIS plan, if available * Relevant assessment reports * Information from school, preschool or childcare * A list of the activities that are currently difficult * Your priorities and concerns * Details of other professionals involved in your child’s care You do not need to arrive with perfectly written goals. Part of our role is helping you identify the everyday changes that would make the greatest difference to your child and family. Stepping Stones OT provides compassionate, individualised occupational therapy support for children and families in South West Sydney. Please contact our team to discuss your child’s needs, their NDIS plan and whether our services may be suitable.

When parents first hear the words “occupational therapy”, they often wonder what occupation has to do with their child. For children, their main occupations are the everyday activities that help them learn, play, participate and become more independent. This includes everything from getting dressed and using cutlery to concentrating in the classroom, making friends and managing big emotions. A paediatric occupational therapist works with children to understand what may be making these everyday activities more difficult and to find practical ways to support them. What can an occupational therapist help with?Every child is different, but occupational therapy may support children who are having difficulty with: * Fine motor skills, such as writing, drawing, cutting or using buttons and zippers * Gross motor skills, including balance, coordination and body awareness * Sensory processing and responding to sounds, textures, movement or busy environments * Emotional regulation and coping with frustration or change * Attention, concentration and following instructions * Self-care skills, including dressing, toileting, eating and personal hygiene * Play, turn-taking and participating with other children * Planning, organising and completing everyday tasks * Adjusting to preschool, school or changes in routine Sometimes a child may have a diagnosis or recognised developmental delay. At other times, a parent or teacher may simply notice that certain activities seem much harder for the child than they do for their peers. You do not need to have all the answers before speaking with an occupational therapist. What happens during an occupational therapy assessment?An occupational therapy assessment is not about looking for everything a child cannot do. It helps us understand the child as a whole, including their strengths, interests, environment and the activities that are currently challenging for them. Depending on the child’s needs, an occupational therapist may observe how they move, play, communicate, use their hands, respond to sensory information or complete everyday activities. We will also speak with parents and carers because they know their child best. Information from teachers, educators and other health professionals may also be helpful. What does occupational therapy look like for a child?Occupational therapy sessions are designed around meaningful activities and achievable goals. For a child, this often looks like play. A child might complete an obstacle course to develop coordination, play a game that practises turn-taking, use craft activities to strengthen their hands or learn strategies to help their body feel calmer and more organised. There is purpose behind each activity, but therapy should also feel encouraging and engaging. Parents and carers are an important part of the process. Where appropriate, we provide practical strategies that can be used at home, at school and during everyday routines. This helps a child practise their skills in the places where they need them most. When should I speak with an occupational therapist?You may consider speaking with an occupational therapist if your child regularly avoids certain activities, becomes distressed by everyday demands or needs significantly more support than expected for their age. Seeking advice does not mean there is something “wrong” with your child. It simply gives you an opportunity to better understand what they need. If you have concerns about your child’s participation, development or independence, the team at Stepping Stones OT is here to listen and help you decide on the next step.

Your child’s teacher says they have had a good day, but not long after arriving home, they become tearful, angry or overwhelmed. There may be shouting, refusal, fighting with siblings or a complete emotional shutdown. This can be confusing for parents. If your child managed throughout the school day, why does everything seem to unravel once they are safely at home? Sometimes children use a great deal of physical, emotional and mental energy to meet the demands of school. When they return to a familiar and safe environment, that effort can no longer be sustained. Why can the school day feel so demanding? A school day asks a lot of a child. They may need to: Follow instructions and remember classroom routines Sit, listen and concentrate Move between different activities and environments Manage noise, movement and visual stimulation Navigate friendships and social expectations Cope with work that feels difficult Manage hunger, tiredness or sensory discomfort Communicate their needs Regulate their emotions in front of other people For some children, these demands require considerably more effort than adults realise. A child may appear calm at school while internally working very hard to cope. Once they arrive home, where they feel secure enough to release that tension, the smallest request can become too much. What does after-school overwhelm look like? Every child responds differently. You may notice: Crying or becoming angry over seemingly small things Refusing to answer questions about their day Arguing with parents or siblings Needing to control what happens at home Becoming highly active, noisy or impulsive Withdrawing to a bedroom or quiet space Seeking movement, food, screens or physical comfort Refusing homework, bathing or other routine tasks Appearing exhausted but being unable to settle These responses are not necessarily deliberate misbehaviour. They may indicate that your child has reached the limit of what their nervous system can manage. How can I support my child after school? The period immediately after school may need to be treated as recovery time rather than another opportunity for demands. Reduce the questions Even friendly questions such as “How was your day?” can feel demanding when a child is overloaded. Try offering a warm welcome and allowing your child to talk when they are ready. Provide food and water Hunger and thirst can make emotional regulation more difficult. A predictable afternoon snack may help your child settle. Create a gentle transition Some children benefit from quiet time, while others need movement. Your child might want to jump on a trampoline, play outside, listen to music, draw or spend time alone. There is no single after-school routine that will suit every child. Keep expectations manageable If possible, avoid placing several demands on your child as soon as they walk through the door. Allow time to decompress before beginning homework, chores or evening routines. Offer connection without pressure Your child may not be ready to explain what is wrong. Sitting nearby, offering a cuddle or simply letting them know you are available can be more helpful than asking them to talk immediately. Look for patterns Notice whether difficult afternoons are connected with particular subjects, playground experiences, transitions, noisy activities or changes in routine. Patterns can help you understand what support may be needed. How can occupational therapy help? An occupational therapist can help explore what may be contributing to your child’s overwhelm. This could include sensory processing differences, difficulties with attention or organisation, social demands, fatigue or challenges with emotional regulation. Support may focus on helping your child recognise their body’s early signs of stress, developing practical regulation strategies and working with the family and school to make everyday demands more manageable. The goal is not to prevent children from ever experiencing difficult emotions. It is to help them feel understood, develop useful skills and recover with appropriate support. If your child is regularly overwhelmed after school or family afternoons have become increasingly difficult, contact Stepping Stones OT. Our team can help you look beneath the behaviour and understand what your child may be communicating.

If you are navigating the NDIS, you may have heard the term “functional capacity assessment” or been told that an assessment could help explain the support you or your child needs. The name can sound quite clinical, but the purpose is practical. A functional capacity assessment looks at how a person manages everyday activities at home, at school, at work and in the community. It is not simply a list of what someone can or cannot do. A thorough assessment considers how much assistance they need, how safely and consistently they can complete an activity and the effect their disability has on daily life. What does functional capacity mean? Functional capacity refers to a person’s ability to participate in everyday activities. The NDIS considers six broad areas: Communication Social interaction Learning Mobility Self-care Self-management The areas considered in an assessment will depend on the person’s age, disability, circumstances and reason for the report. For a child, the occupational therapist may look at activities such as dressing, toileting, eating, playing, following routines, participating at school and managing age-appropriate responsibilities. For a teenager or adult, an assessment may also consider preparing meals, using transport, managing appointments, completing household tasks, participating in work or study and accessing the community. What happens during the assessment? A functional capacity assessment may include: An interview with the participant and, where appropriate, their family or carers Observation of everyday activities Standardised assessment tools Review of existing medical, therapy or educational reports Information from teachers, support workers or other professionals Consideration of the person’s home and community environment The assessment process may take place across more than one appointment. The occupational therapist may also need time to score assessment tools, review documents and prepare the written report. Why might a functional capacity assessment be needed? An assessment may be requested to: Describe how a disability affects everyday life Help clarify current support needs Provide evidence for an NDIS application Support planning or reassessment discussions Identify areas where therapy may build or maintain independence Explore possible assistive technology or environmental modifications Document changes in function or circumstances A functional capacity assessment is not mandatory in every NDIS situation. However, it may provide useful evidence when the existing information does not clearly describe the person’s functional needs. The NDIS explains that these assessments can help provide evidence about how an impairment affects everyday function and what supports may be required. Learn more about functional capacity assessments. Is the assessment about proving how badly someone is struggling? The assessment should provide a balanced and accurate picture. This includes recognising a person’s strengths while clearly documenting where support is required. A person may technically be able to complete a task but only with prompting, supervision, significant extra time or considerable fatigue. These details matter. Families often become so accustomed to providing support that they no longer notice how much assistance is involved. A functional capacity assessment can help make that invisible support more visible. What should I bring? Before the assessment, it may be helpful to gather: Your current NDIS plan Medical and diagnostic reports Previous therapy assessments School or workplace information A list of current services and supports Details of assistive equipment Examples of activities that are difficult Information about the assistance provided by family or carers Be honest about both good and difficult days. The occupational therapist needs to understand what everyday life usually looks like, including changes across different environments and situations. A thoughtful functional capacity assessment should help the participant, family and support team develop a clearer understanding of current needs and meaningful future goals. If you would like to discuss whether a functional capacity assessment may be appropriate for you or your child, contact the Stepping Stones OT team. We will explain the process, what information is required and how the assessment may support your circumstances.

Watching a child learn to do things for themselves is an important part of growing up. Getting dressed, packing a school bag or making a simple snack may appear to be small achievements, but each one helps build confidence and independence. Some children need more time, practice or support to develop these skills. This does not mean they are lazy or unwilling. Everyday tasks often involve many smaller skills working together. Why can daily routines be difficult?Consider everything involved in getting dressed. A child needs to: * Remember what to do * Choose suitable clothing * Maintain their balance * coordinate both sides of their body * Use their fingers to manage buttons, socks or zippers * Tolerate the textures of the clothing * Stay focused until the task is finished * Manage frustration when something goes wrong If one or more of these areas is difficult, getting ready in the morning can quickly become stressful for everyone. Children may need support with daily activities such as: * Dressing and undressing * Managing buttons, zippers and shoelaces * Using cutlery * Preparing simple food * Brushing their teeth or hair * Toileting and washing their hands * Packing and unpacking their school bag * Organising their belongings * Completing morning and bedtime routines * Helping with age-appropriate household tasks How can parents encourage independence?It is natural to step in when a child is struggling, particularly when the family is in a hurry. However, if an adult completes every difficult task, the child has fewer opportunities to practise. The answer is not to withdraw all help. It is to offer the right amount of support. You might begin by completing part of the task and allowing your child to finish it. For example, you could place a jumper over their head and encourage them to push their arms through independently. Other helpful approaches include: 1. Break the task into small steps Instead of saying, “Get ready for school,” give one clear direction at a time. A visual checklist may also help children remember the sequence. 1. Allow extra time for practice Learning is much harder when everyone feels rushed. Practise new skills at a calmer time rather than introducing them during the busiest part of the day. 1. Use consistent routines Completing tasks in the same order can reduce the amount of planning and remembering required. 1. Notice effort, not only the result Acknowledge your child’s persistence and willingness to try. Confidence develops through experiences of manageable challenge, not through needing to perform every task perfectly. 1. Choose one goal at a time Trying to change every routine at once can be overwhelming. Begin with one activity that is meaningful to your child and family. How occupational therapy can support daily living skillsAn occupational therapist can look at which parts of an activity are difficult and why. We can then help the child develop the underlying skills, modify the task or introduce equipment and strategies where appropriate. The goal is not independence at any cost. Some children will continue to need assistance with certain activities. Success may mean completing one part of a routine, communicating when help is needed or participating with less distress. At Stepping Stones OT, we work with children and families to develop practical skills that make everyday life feel more manageable and help children participate with greater confidence.

A child covers their ears at a birthday party. They refuse to wear certain clothes. They become upset in a busy shopping centre or seem unable to sit still at the dinner table. It can be easy to interpret these responses as difficult behaviour. Sometimes, however, the child’s nervous system is working very hard to process what is happening around them. Understanding sensory processing can help us look beyond the behaviour and ask a more helpful question: what might this child be experiencing right now? What is sensory processing?We are constantly receiving information through our senses. This includes the familiar senses of sight, sound, touch, taste and smell, as well as senses that tell us about movement, balance and where our body is in space. The brain needs to notice, organise and respond to all this information. This is known as sensory processing. Every person processes sensory information differently. One child may love noisy, active environments, while another finds the same environment exhausting or overwhelming. Some children actively seek movement and touch, while others avoid particular sensations. These differences are not automatically a concern. Support may be helpful when sensory responses begin to affect a child’s comfort, participation, learning or family life. What can sensory overload look like?Sensory overload can look different for every child. Possible signs include: * Covering their ears or becoming distressed around everyday sounds * Avoiding crowded, noisy or brightly lit environments * Refusing certain clothes because of seams, tags or fabric textures * Becoming upset during hair brushing, toothbrushing or nail cutting * Avoiding messy play or particular food textures * Constantly seeking movement, jumping, crashing or spinning * Finding it difficult to remain seated or still * Becoming unusually quiet, withdrawn or unresponsive * Having a strong emotional reaction after school or a busy outing * Struggling when several instructions are given at once A child experiencing sensory overload is not necessarily choosing to be uncooperative. Their system may have reached the point where it cannot comfortably manage any more information. How can occupational therapy help?An occupational therapist can help identify the sensory experiences that may be affecting a child and understand how these relate to their everyday activities. The goal is not to stop a child from being sensitive or to force them to tolerate distress. The goal is to support participation, build skills and make environments more manageable. Strategies may include: * Adjusting the environment * Preparing the child before transitions or unfamiliar experiences * Introducing movement or calming activities * Breaking tasks into smaller steps * Supporting the child to recognise their body’s signals * Finding alternatives for difficult textures or sensations * Working with parents and teachers to create consistent support There is no single sensory strategy that works for every child. What settles one child may be alerting or uncomfortable for another, which is why individual assessment is important. Looking beneath the behaviourBehaviour is often communication. A child may not yet have the words to explain that a room is too loud, their clothing feels painful or their body needs movement before it can concentrate. When we become curious about what sits beneath the behaviour, we can respond with greater compassion and provide more useful support. If sensory differences are making everyday routines, learning or community activities difficult for your child, Stepping Stones OT can help you understand their needs and explore practical strategies.

Deciding whether your child is ready to start school can feel like a big decision. School readiness is not simply about whether a child can write their name, count to 20 or recognise the alphabet. It includes a combination of social, emotional, physical, communication and self-care skills that help a child participate in the school day. Every child develops at their own pace, and they do not need to have mastered every skill before beginning school. The following questions can help you consider the areas in which your child feels confident and where they may benefit from some additional support. Listening and participating* Can your child listen to a short instruction and attempt to follow it? * Can they participate in a group activity for a short period? * Can they move between activities with some support? * Can they understand and follow simple routines and rules? * Can they communicate when they need help? Children are not expected to sit perfectly still for long periods. What matters is their developing ability to engage, listen and return their attention to an activity with age-appropriate support. Social and emotional skills* Can your child separate from their parent or carer with support? * Can they play alongside or with other children? * Are they beginning to share and take turns? * Can they communicate with familiar adults and other children? * Can they cope when an activity does not go as planned? * Are they beginning to manage frustration, disappointment and waiting? * Can they ask an adult for comfort or assistance? Big emotions are a normal part of childhood. School readiness does not mean a child never becomes upset. It means they are beginning to develop ways to recover and accept help from a trusted adult. Fine motor and early learning skills* Can your child hold and use a pencil or crayon? * Can they draw simple pictures or copy basic shapes? * Can they use scissors and glue with some assistance? * Can they recognise some colours and shapes? * Are they developing an interest in letters, numbers, books and stories? * Can they recognise or attempt to write their name? These early skills are helpful, but children do not need to be reading, writing or completing formal academic work before starting school. Independence and self-care* Can your child manage their clothing with some independence? * Can they open their school bag and recognise their belongings? * Can they open their lunch box and manage their food and drink? * Can they communicate when they need to use the bathroom? * Can they use the toilet and wash their hands with minimal assistance? * Can they ask for help when a task is difficult? Practising these skills at home can help a child feel more capable and confident when school begins. Movement and coordination* Can your child walk, run and climb safely? * Can they participate in playground activities? * Can they catch, kick or throw a ball? * Can they balance and coordinate their movements? * Can they manage a full day without regularly needing a daytime sleep? Physical skills support a child’s ability to move around the school, participate in play and manage the energy demands of the day. What if my child cannot do everything on the list?Try not to view this as a pass-or-fail checklist. Very few children begin school feeling confident in every area. Instead, notice whether your child can participate in most everyday activities with age-appropriate support. It may also help to speak with their preschool educator, who can share how your child manages routines, group activities and social situations when you are not present. If several areas are difficult or everyday activities cause significant frustration, an occupational therapy school readiness assessment may help. An occupational therapist can identify your child’s strengths, explore the areas in which they need support and suggest practical ways to prepare for the transition. If you are uncertain about whether your child is ready for school, contact the friendly team at Stepping Stones OT. We are here to answer your questions and help make the transition feel more manageable for your child and family.

Fine motor skills involve the small muscles in the hands, fingers and wrists. Children use these skills throughout the day for activities such as holding a pencil, using scissors, doing up buttons, opening a lunch box and using cutlery. Strong fine motor skills help children complete everyday tasks with greater confidence and independence. They are important for both self-care and learning, including: * Getting dressed and managing buttons, zippers and shoelaces * Brushing teeth and hair * Opening food containers and using cutlery * Drawing, colouring and writing * Cutting, pasting and completing craft activities * Building with blocks and using small toys When fine motor activities are difficult, everyday routines and classroom tasks can become tiring or frustrating. A child may avoid drawing or writing, take longer to complete their work or rely on adults for tasks they would like to do independently. Over time, this can affect their confidence and willingness to participate. How can occupational therapy help?An occupational therapist can explore why certain tasks are difficult and help a child develop the skills they need. This may include working on hand strength, coordination, pencil control, using both hands together and planning movements. At Stepping Stones OT, we make this practice engaging and enjoyable. Sessions may include games, crafts, construction activities or other play-based challenges chosen to suit the child’s interests and goals. The activities may look like fun, but each one has a therapeutic purpose. We can also provide practical ideas for home and school, helping children practise their skills during everyday routines without making it feel like extra work. If you are concerned about your child’s fine motor development, writing, self-care skills or independence, contact the friendly team at Stepping Stones OT. We are here to listen and help you decide on the next step.