Updated on July 8, 2026
Early Childhood Approach for Children Under 9
The NDIS early childhood approach is specifically designed for children younger than 9 years who have delays in their development or disability (National Disability Insurance Agency [NDIA], 2026). This approach recognises that early intervention during critical developmental years can significantly impact long-term outcomes.
Early Childhood Partners
Early childhood partners are local organisations funded by the NDIA to deliver the early childhood approach. These partners employ professionals with clinical expertise in working with young children with developmental delays and their families. Research shows that parents value having access to professionals who understand both their child’s specific needs and the NDIS system complexities (Russo et al., 2021). Children aged 9 and above work with local area coordinators instead.
Early Connections
Early connections provide quick access to supports even if your child is not eligible for the NDIS. These connections include community and government services, practical information about your child’s development, connections with other families, early supports for children younger than 6 with developmental concerns, and assistance to apply to the NDIS if your child is likely to meet eligibility requirements (Beamish et al., 2025).
Developmental Concerns vs Developmental Delay
Developmental concerns describe delays that don’t fully meet the NDIS definition of developmental delay. Your child may be progressing more slowly in some areas but not to the extent that significantly impacts daily functioning.
Developmental delay means a child finds it much harder to do everyday things that other children their age can do and needs extra help. For a child younger than 6 to meet NDIS early intervention requirements due to developmental delay, their presentation must meet the definition in the NDIS Act 2013. This distinction determines eligibility pathways and available supports.
Preparing for Your Planning Meeting
Gather Comprehensive Evidence
Collect documentation demonstrating your child’s functional needs: therapist reports (occupational therapy, speech pathology, physiotherapy), medical assessments and diagnoses, educator reports, your observations of daily activities and challenges, and evidence of current supports. Show not just your child’s diagnosis, but how their disability affects daily life.
Focus on Functional Impact
Describing your child’s needs in terms of functional impact rather than diagnosis alone is one of the most important advocacy strategies (Russo et al., 2021). The NDIS funds supports based on how disability affects participation in daily activities, not simply because a diagnosis exists.
Instead of “My child has autism,” describe functional impact: “My child has difficulty communicating their needs, which means they become frustrated in social situations. They need support to develop communication strategies and participate in playgroup activities with peers.”
Prepare Clear, Specific Goals
Develop goals that are specific, functional, measurable, and child-centred. For example: “My child will develop skills to participate in group activities at preschool with minimal support, enabling them to build friendships and prepare for school transition.”
Bring a Support Person
You have the right to bring a support person to your planning meeting (Gavidia-Payne, 2020). This might be a family member, friend, therapist, advocate, support coordinator, or another parent. A support person can help you remember important points, take notes, and provide emotional support.
The 2026 I-CAN Assessment
The I-CAN (Integrated Child Assessment and Needs) assessment framework introduced in 2026 represents a significant change in how children’s NDIS plans are developed. This tool provides a holistic view of a child’s functional capacity and support needs across different environments.
The I-CAN assessment considers your child’s abilities and challenges in natural settings (home, childcare, community), family capacity and informal supports, environmental factors impacting participation, and developmental trajectory. Focus on providing examples of your child’s participation across different settings and how various factors support or hinder their development.
Communicating Effectively With the NDIA
Effective communication is essential for successful advocacy. Parents often experience frustration when they feel their concerns are not heard or understood (Smethurst et al., 2021).
- Be clear and specific: Use concrete examples. Instead of “My child struggles socially,” say “My child cannot initiate play with peers and needs adult prompting to join group activities.”
- Document everything: Keep records of all communications, including dates, names, and key points. Follow up phone conversations with emails.
- Use NDIS language: Familiarise yourself with terminology such as “reasonable and necessary,” “functional capacity,” and “informal supports.”
- Ask questions: If you don’t understand something, ask for clarification.
Requesting a Plan Review
If your child’s NDIS plan doesn’t adequately meet their needs, you have the right to request a review. You can request an internal review if you disagree with a decision (within three months). If unsatisfied with the internal review outcome, you can appeal to the Administrative Appeals Tribunal (AAT).
If your child’s circumstances have changed significantly, request a plan reassessment before your scheduled review date. This might be appropriate if your child’s needs have increased, a new diagnosis has been made, current supports are insufficient, or your child is transitioning to a new life stage. When requesting a review, provide clear evidence of why the current plan is inadequate and what additional supports are needed.
The Role of Support Coordination
Support coordination is an NDIS-funded support that can be invaluable for families navigating the scheme (O’Neill et al., 2024). A support coordinator helps you understand your NDIS plan and funding, connect with service providers, build capacity to coordinate supports independently, and prepare for plan reviews.
Families with access to support coordination report feeling more confident in managing their child’s NDIS plan and accessing appropriate services (Boaden et al., 2021). There are three levels: Support Connection (help connecting with providers), Support Coordination (ongoing assistance), and Specialist Support Coordination (intensive support for complex needs). Discuss support coordination with your planner during your planning meeting or request it as part of a plan review.
What Makes the Early Childhood Approach Different
The early childhood approach differs from standard NDIS planning in important ways. It focuses on natural environments, supporting children in everyday settings—home, childcare, playgroup, preschool—where they naturally learn and develop (Beamish et al., 2025). The approach is family-centred, recognising that families have the biggest impact on a child’s learning and development. It emphasises inclusion, recognising the importance of children having the same opportunities as peers to participate in community activities. This reflects research showing that early intervention is most effective when it builds family capacity and supports children’s participation in natural settings (Brien et al., 2017).
Moving Forward
Advocating for your child’s NDIS plan is an ongoing process. As your child grows and develops, their needs will change, and your advocacy will adapt accordingly. Remember that you are the expert on your child. While professionals provide valuable assessments, your daily observations and understanding of your child’s needs are essential to effective advocacy. Building connections with other parents can also be invaluable, providing practical advice, emotional support, and shared learning.
Whether you’re new to the NDIS or need assistance with an existing plan, Centre Disability Support is here to help your family navigate the system with confidence.
Contact us today:
Phone: 1300 433 661
RELATED ARTICLES
What is Duty of Care in Childcare?
What is Early Childhood Intervention in NDIS?
NDIS Funding for Cerebral Palsy
NDIS Support for Parents and Carers
What is the I-CAN Assessment and How Do I Prepare for It?
References
- Barr, M., Duncan, J., & Dally, K. (2021). Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia. Disability & Society. https://doi.org/10.1080/09687599.2020.1816906
- Beamish, W., Meadows, A., & Davies, M. (2025). Early childhood intervention for children with disabilities and their families in Australia: Navigating challenges through collaborative partnerships. In Advancing inclusive and special education in the Asia-Pacific. https://doi.org/10.1007/978-981-96-5662-2_9
- Boaden, R., Melhuish, E., & Wilkinson, J. (2021). Transition experience of families with young children in the Australian National Disability Insurance Scheme (NDIS). Australian Social Work. https://doi.org/10.1080/0312407X.2020.1832549
- Brien, A., Dunn, L., & Kearney, E. (2017). Enabling the exercise of choice and control: How early childhood intervention professionals may support families and young children with a disability to exercise choice and control in the context of the National Disability Insurance Scheme. Australian Journal of Early Childhood, 42(2). https://doi.org/10.23965/AJEC.42.2.05
- Gavidia-Payne, S. (2020). Implementation of Australia’s National Disability Insurance Scheme experiences of families of young children with disabilities. Infants and Young Children. https://doi.org/10.1097/IYC.0000000000000169
- National Disability Insurance Agency. (2026, June 5). Guide to the early childhood approach. https://www.ndis.gov.au/applying/children/guide-early-childhood-approach
- O’Neill, J., Jackman, M., Reddihough, D., Imms, C., & Novak, I. (2024). The experiences of families of children with cerebral palsy and complex disability after three years accessing the National Disability Insurance Scheme. Australian Occupational Therapy Journal. https://doi.org/10.1111/1440-1630.12973
- Russo, R., Hodgins, M., & Stokes, M. A. (2021). Parental experiences of engaging with the National Disability Insurance Scheme for their children: A systematic literature review. Journal of Disability Policy Studies. https://doi.org/10.1177/1044207320943607
- Smethurst, N., Ziviani, J., & Cuskelly, M. (2021). Controlled choice, not choice and control: Families’ reflections after one year using the National Disability Insurance Scheme. Australian Occupational Therapy Journal. https://doi.org/10.1111/1440-1630.12715
