It’s one of the most common frustrations for parents of children with disability: the school says it’s an NDIS matter, the NDIS says it’s the school’s job, and your child is stuck in the middle. There is a general rule for who’s responsible, and once you understand it, those conversations become much easier. Here’s the plain-language guide.
The Basic Rule
Schools are responsible for your child’s learning. Under the Disability Standards for Education, they must make reasonable adjustments so a student with disability can take part in education on the same basis as other students. That obligation applies whether or not your child is on the NDIS.
The NDIS funds disability supports that aren’t primarily about learning, the things your child needs because of their disability whether or not they’re at school.
Who Pays for What
Learning is the school’s job: teaching, curriculum adjustments, education assistants, and supervision during the school day. Families cover the usual costs any family pays, like fees, uniforms and books.
Personal care, such as help with eating or toileting, is in scope for the NDIS, but in many states government schools deliver it in-kind, meaning the state provides it and it may appear in your child’s plan as an in-kind item. Specialist transport to and from school is similar: in scope for the NDIS, but often delivered by a state student transport program. Transport for excursions and school activities is the school’s responsibility.
For equipment, the general split is that items fixed to the school or used for learning, such as ramps or hearing loops, sit with the school, while personal, portable items that go everywhere with your child, like a wheelchair or a communication device, sit with the NDIS. Our guide to AAC communication devices covers how those are funded.
What About Therapy at School?
This one causes the most confusion. The NDIS funds therapy for your child’s day-to-day functioning, not therapy for the purpose of learning. Some families want their NDIS-funded therapist to work with their child at school, which can help the therapist see how your child copes in class. But schools generally aren’t obliged to allow it, and arrangements vary by state and school. Ask the principal early, and expect questions about timing, supervision and child safety.
Tips for Smoother Conversations
Ask the school for your child’s individual learning plan and the adjustments they’re making, and bring it to NDIS planning conversations. Keep the language clear: “this is a learning adjustment” versus “this is a disability support my child needs everywhere”. If you’re stuck between systems, ask your Local Area Coordinator or support coordinator to help clarify who’s responsible. State education departments also publish guides on how they work with the NDIS.
For older students, transition supports for leaving school, including programs that help young people move into work, can be part of an NDIS plan.
The Bottom Line
Schools are responsible for learning and must make reasonable adjustments for students with disability, regardless of the NDIS. The NDIS funds disability supports your child needs whatever the setting, like personal care, specialist transport and portable equipment, though some of these are delivered in-kind by the state. Therapy for learning sits with the school, therapy for daily function with the NDIS. Knowing the split makes it much easier to get the right support from the right place. This is general information, not legal or NDIS planning advice.
Epik Wire covers the NDIS in plain language for participants, families and providers. Subscribe to our newsletter to stay informed.
