“Permanent” but not necessarily “significant”
Two weeks ago, NDIS Minister Mark Butler announced reform proposals for the National Disability Insurance Scheme (NDIS), including redefining eligibility criteria. The goal is to significantly reduce the projected number of participants from 900,000 to 600,000 by 200 years (as stated in the proposal timeline). This so-called “reform” touches the very foundation of the NDIS and has left participants deeply unsettled, uncertain whether they will still remain in the scheme in the future.
Autistic individuals, who currently make up around 42% of NDIS participants, are particularly concerned that they may be excluded from the program and left without alternative support.
It is widely understood that, unless there are breakthroughs in science allowing human limbs or organs to regenerate or be replaced, disabilities will always exist. Therefore, support for people with disabilities can only focus on improving their living conditions within limits. The NDIS aims to help people with “permanent and significant” disabilities live more independently, which is a grand objective—but whether it is fully achievable, and whether society has the resources or willingness to sustain it, remains the core challenge facing the system today.
What began as a scheme expected to serve 400,000 participants has now expanded to around 760,000, with projections reaching 900,000 by 2030. This rapid expansion has fundamentally changed the nature of the program and raised concerns about its long-term sustainability for Australian society.
Autism has long been classified as a permanent disability. However, most research on autism has only emerged in the past 20 to 30 years, meaning many conclusions about its causes and treatment remain debated. What is clear, however, is that autism does not affect all individuals in the same way. A person’s family environment, education, workplace, and social systems all influence how autism affects their life. Evidence shows that the severity of its impact can vary and even change over time.
The major influence of parents
Autism is now understood as a neurodevelopmental variation in childhood brain development, and its causes are still not fully determined. For many parents, their child’s development differs significantly from expectations, which can be extremely difficult to accept. This is entirely understandable.
Globally, autism prevalence is estimated at around 1% to 2%. However, since the introduction of the NDIS in Australia, there has been a sharp increase in assessments, as government funding enables families to access diagnostic services. Assessment criteria have also become more flexible, leading to a significant rise in children receiving support.
Recent data shows that around 16% of six-year-old children are receiving NDIS support, the majority of whom are autistic.
Most parents do not expect their child to be autistic, and symptoms usually become apparent gradually through social interaction. Accepting such a diagnosis is often a long and emotionally difficult process. Many parents initially believe their child is simply developing more slowly, that improvement will come with time and guidance, or that the condition is temporary.
For families experiencing autism for the first time, the challenges are even greater. In some cultural contexts, autism may be wrongly seen as a reflection of poor parenting or heredity, leading to stigma and shame. As a result, some families avoid seeking help or even hide the issue entirely, affecting not only the child but the entire household.
In short, the presence of an autistic child places significant emotional and practical pressure on the whole family system.
Existing support systems
Early Western responses to autism treated it as a disorder requiring treatment and correction. Over 40 years ago, it was often considered a psychiatric illness. Today, however, it is widely understood as part of a developmental spectrum.
This shift has changed the focus from “treating” autism to supporting individuals in adapting to society and promoting social inclusion.
Various interventions—such as speech therapy, play therapy, and music therapy—are used to help develop communication and language skills. Research shows that early intervention can significantly improve outcomes for some individuals, particularly in language and learning development.
However, as children grow older and gain more independence, these services often decrease. Higher-functioning individuals may perform well academically, but they still face challenges when transitioning into the workforce.
Employment support programs typically focus on counselling, workplace training, or placing individuals in roles with minimal social interaction. However, such jobs often fail to fully utilise their skills.
This is understandable. While many autistic individuals have social communication difficulties, workplace success often depends heavily on interpersonal skills. Most jobs require teamwork and communication rather than purely individual work. As a result, employers may hesitate to hire autistic individuals even when they possess the required technical skills, leading to very low employment rates.
Training for entering the workforce
For autistic individuals, extended preparation for employment is essential. This includes building a basic understanding of society and the world, which is particularly important for migrants as well. They also need direct instruction in workplace etiquette and communication, ideally through internship-style experiences.
As interns, they can learn without the pressure of formal evaluation or fear of failure, allowing them to gradually adapt to workplace expectations.
A training program jointly developed by Welcoming Association and Sameway aims to support this transition. It uses daily news and social information as learning material to build general knowledge. Participants are trained to express the same information in different formats and languages, helping them better understand the world and improve communication skills.
By engaging in structured workplace environments, they also strengthen their practical life skills. For high-functioning autistic adults, motivation and personal development goals can be strong drivers for completing such training and preparing for employment.
For those interested in the program, contact raymond@sameway.com.au or 0422 871 799 for more details.
Mr. Raymond Chow