1
00:00:00,200 --> 00:00:02,240
Speaker 1: And I've got to tell you one of the things

2
00:00:02,279 --> 00:00:05,280
Speaker 1: that always concerns me is if there are changes to

3
00:00:05,320 --> 00:00:09,480
Speaker 1: services which are being provided to children, particularly children with

4
00:00:09,560 --> 00:00:13,480
Speaker 1: special needs, who very much you know, their parents want

5
00:00:13,520 --> 00:00:16,640
Speaker 1: to make sure that they are receiving all those services

6
00:00:16,680 --> 00:00:19,840
Speaker 1: that are needed, that are required, but to help them

7
00:00:20,000 --> 00:00:22,440
Speaker 1: really get the most out of that schooling and also

8
00:00:23,400 --> 00:00:27,840
Speaker 1: you know, after school activities and care to ensure that

9
00:00:28,640 --> 00:00:31,880
Speaker 1: they really are thriving. Now joining me in the studio

10
00:00:32,040 --> 00:00:33,600
Speaker 1: right now is Gill Conran.

11
00:00:33,680 --> 00:00:34,720
Speaker 2: Good morning to you. Gill.

12
00:00:35,920 --> 00:00:37,840
Speaker 1: Let me just make sure I've got the correct microphone

13
00:00:37,840 --> 00:00:41,480
Speaker 1: on there for you. Good morning again, will Yeah. Really well,

14
00:00:41,520 --> 00:00:44,080
Speaker 1: now you are a parent who is quite concerned at

15
00:00:44,120 --> 00:00:46,640
Speaker 1: this point in time because as I understand it, the

16
00:00:46,760 --> 00:00:49,600
Speaker 1: NDIS are going to be stepping down a special needs

17
00:00:49,640 --> 00:00:54,200
Speaker 1: school service and I've really done it without a huge

18
00:00:54,200 --> 00:00:56,440
Speaker 1: amount of consultation from what I can gather.

19
00:00:56,760 --> 00:00:57,880
Speaker 3: Yeah, that's exactly right.

20
00:00:58,000 --> 00:01:01,880
Speaker 4: So I guess there's a service call Nemoluk Social and

21
00:01:01,920 --> 00:01:06,160
Speaker 4: Recreational Activities which is run on campus at Nemoluk School

22
00:01:06,360 --> 00:01:08,720
Speaker 4: For those who are not familiar, the special education school

23
00:01:08,920 --> 00:01:12,760
Speaker 4: in the Northern Suburbs for primary students primary age students,

24
00:01:12,840 --> 00:01:16,200
Speaker 4: and it's a service where there are specially trained staff,

25
00:01:16,280 --> 00:01:19,200
Speaker 4: extra trained staff who are able to deal with much

26
00:01:19,280 --> 00:01:23,240
Speaker 4: higher ratios of staff to children with extra needs, with disabilities,

27
00:01:23,240 --> 00:01:26,160
Speaker 4: with you know, further kind of personal care needs, those

28
00:01:26,160 --> 00:01:31,440
Speaker 4: types of things all the way through, and unfortunately, historically

29
00:01:31,480 --> 00:01:34,760
Speaker 4: that's been funded in part by the NDIS. So I

30
00:01:34,760 --> 00:01:37,080
Speaker 4: guess it's important to note it's not just your typical

31
00:01:37,120 --> 00:01:41,479
Speaker 4: after school care service with kind of limited kind of supervision.

32
00:01:41,520 --> 00:01:44,160
Speaker 4: It's a very highly supervised environment. As I say, so,

33
00:01:44,680 --> 00:01:47,720
Speaker 4: it is a very specialist service which NDIS have agreed

34
00:01:47,840 --> 00:01:50,720
Speaker 4: to fund portions of in the past. And what we've

35
00:01:50,800 --> 00:01:53,640
Speaker 4: unfortunately learned in the last couple of months is that

36
00:01:54,120 --> 00:01:57,240
Speaker 4: completely out of the blue, NDIS have chosen to start

37
00:01:57,280 --> 00:02:00,120
Speaker 4: stepping down funding for families, and in quite a in

38
00:02:00,200 --> 00:02:02,680
Speaker 4: quite a backwards way, some families are in a position

39
00:02:03,160 --> 00:02:05,600
Speaker 4: where they've been told if they use those funds for

40
00:02:05,640 --> 00:02:09,160
Speaker 4: that service again, all of their funding will be frozen,

41
00:02:09,560 --> 00:02:12,280
Speaker 4: which frankly is really it's not.

42
00:02:12,280 --> 00:02:14,440
Speaker 3: Really right in any way, shape or form.

43
00:02:14,760 --> 00:02:17,800
Speaker 4: The NDIS is a service that, for those who aren't familiar,

44
00:02:18,560 --> 00:02:23,000
Speaker 4: provides financial support and assistance to families of not just children,

45
00:02:23,040 --> 00:02:26,840
Speaker 4: but all ages of people with disabilities to access services

46
00:02:26,880 --> 00:02:30,359
Speaker 4: like physiotherapy, speech therapy, all those types of things and

47
00:02:30,480 --> 00:02:34,799
Speaker 4: things that really importantly help, especially at an early childhood age,

48
00:02:34,919 --> 00:02:38,880
Speaker 4: kids integrate into society, be able to make those social

49
00:02:38,919 --> 00:02:41,400
Speaker 4: interactions and relationships that they may not be able to

50
00:02:41,400 --> 00:02:43,239
Speaker 4: develop in a mainstream environment.

51
00:02:43,360 --> 00:02:44,920
Speaker 2: And absolutely to have that.

52
00:02:44,760 --> 00:02:48,480
Speaker 4: Funding threatened, you know, for some and removed in its

53
00:02:48,639 --> 00:02:51,800
Speaker 4: entirety for others is a huge, huge deal because you know,

54
00:02:51,840 --> 00:02:55,120
Speaker 4: people fight for this. You know, people fight every year

55
00:02:55,320 --> 00:02:58,960
Speaker 4: at their reviews for ends to seek that funding and

56
00:02:59,040 --> 00:03:01,000
Speaker 4: to have that pulled away from you I've talked to

57
00:03:01,040 --> 00:03:03,840
Speaker 4: other parents of this service who are at the stage

58
00:03:03,880 --> 00:03:06,760
Speaker 4: where they actually have to go to a tribunal, you know,

59
00:03:06,880 --> 00:03:10,400
Speaker 4: to get that funding reinstated, which you know, we don't

60
00:03:10,520 --> 00:03:12,800
Speaker 4: choose to you know, we don't necessarily choose to be

61
00:03:12,880 --> 00:03:15,360
Speaker 4: those advocates for our kids, but we have to be

62
00:03:15,840 --> 00:03:18,160
Speaker 4: and we have to fight for those services and nothing

63
00:03:18,240 --> 00:03:21,480
Speaker 4: comes easy, you know, talking to every parent in this environment,

64
00:03:21,639 --> 00:03:22,919
Speaker 4: nothing comes easy for them.

65
00:03:23,000 --> 00:03:25,720
Speaker 2: So well, how many families are we talking about here.

66
00:03:25,880 --> 00:03:28,240
Speaker 4: There's in the region of thirty thirty to forty children

67
00:03:28,280 --> 00:03:30,880
Speaker 4: that access this service, and that's thirty to forty children

68
00:03:30,919 --> 00:03:33,079
Speaker 4: who as of the beginning of this month or beginning

69
00:03:33,080 --> 00:03:35,960
Speaker 4: of next month tomorrow pretty much don't have access to

70
00:03:36,000 --> 00:03:39,560
Speaker 4: that service with any certainty into the future. So a

71
00:03:39,640 --> 00:03:42,040
Speaker 4: really you know, stressful time for people.

72
00:03:42,320 --> 00:03:44,960
Speaker 1: Yeah, it would be incredibly stressful. Now I've heard I've

73
00:03:44,960 --> 00:03:47,920
Speaker 1: heard about this situation from from a few of those parents,

74
00:03:48,320 --> 00:03:51,480
Speaker 1: and as you would imagine, you're all pretty concerned about

75
00:03:51,560 --> 00:03:55,080
Speaker 1: the NDI is essentially pulling the wool out or the rug.

76
00:03:54,920 --> 00:03:55,760
Speaker 2: Out from under you.

77
00:03:56,440 --> 00:04:00,520
Speaker 1: What justification or what reason have they given for, you know,

78
00:04:00,640 --> 00:04:01,560
Speaker 1: for this decision.

79
00:04:01,880 --> 00:04:05,440
Speaker 4: Yeah, Unfortunately, it comes back to the very generic response

80
00:04:05,480 --> 00:04:08,200
Speaker 4: that people tend to get when they get their services removed,

81
00:04:08,200 --> 00:04:10,000
Speaker 4: which is parental responsibility.

82
00:04:10,960 --> 00:04:12,320
Speaker 3: But the way that I've looked at.

83
00:04:12,240 --> 00:04:16,400
Speaker 4: It is the NDIS, for example, don't fund swimming lessons,

84
00:04:16,440 --> 00:04:19,800
Speaker 4: because anybody in society can access swimming lessons, whether they

85
00:04:19,800 --> 00:04:23,279
Speaker 4: have additional needs or not. However, the NDIS would fund

86
00:04:23,360 --> 00:04:26,760
Speaker 4: a difference in costing where an individual needed one on

87
00:04:26,760 --> 00:04:28,600
Speaker 4: one training. So if it costs ten dollars an hour

88
00:04:28,640 --> 00:04:31,119
Speaker 4: for swimming lessons, but it costs a further ten dollars

89
00:04:31,160 --> 00:04:33,720
Speaker 4: an hour for one on one, then the NDIS would

90
00:04:33,720 --> 00:04:36,240
Speaker 4: cover that gap, And I view this very very much

91
00:04:36,279 --> 00:04:40,599
Speaker 4: the same way where these kids can't access a mainstream

92
00:04:40,640 --> 00:04:44,080
Speaker 4: after school care service with those additional train staff that

93
00:04:44,120 --> 00:04:47,640
Speaker 4: obviously costs a lot of money maintaining those different kind

94
00:04:47,640 --> 00:04:48,719
Speaker 4: of qualifications, etc.

95
00:04:50,000 --> 00:04:52,039
Speaker 3: Where they have extra behavioral needs you.

96
00:04:52,080 --> 00:04:54,640
Speaker 4: Know, on any one of a number of different spectrums

97
00:04:55,240 --> 00:04:57,760
Speaker 4: you know, well known and also very rare conditions that

98
00:04:57,839 --> 00:04:59,000
Speaker 4: might not be well known about.

99
00:04:59,480 --> 00:05:00,640
Speaker 3: It would be it would be.

100
00:05:00,680 --> 00:05:03,680
Speaker 4: Kind of pretty hard for a mainstream schoolcare service to

101
00:05:03,720 --> 00:05:07,000
Speaker 4: manage somebody who had quite severe epilepsy for example, that

102
00:05:07,080 --> 00:05:10,880
Speaker 4: may have additional medical needs. So for me, this is

103
00:05:10,880 --> 00:05:15,040
Speaker 4: that difference between the mainstream care service and the additional service.

104
00:05:15,120 --> 00:05:17,560
Speaker 4: So there's not a request here to be funding one

105
00:05:17,680 --> 00:05:20,279
Speaker 4: hundred percent of the service, but it's that gap payment,

106
00:05:20,360 --> 00:05:22,960
Speaker 4: if that makes sense, that normally comes about. And as

107
00:05:23,000 --> 00:05:25,920
Speaker 4: I say, people have been through strong review processes and

108
00:05:26,000 --> 00:05:28,520
Speaker 4: had this funding approved and.

109
00:05:28,440 --> 00:05:30,120
Speaker 3: We advocate day to day for that.

110
00:05:30,240 --> 00:05:32,320
Speaker 4: Yet to have it pulled out, as you say, very

111
00:05:32,400 --> 00:05:35,920
Speaker 4: much just bang gone is pretty distressing for people.

112
00:05:36,040 --> 00:05:38,080
Speaker 2: Well what's that going to mean for the kids.

113
00:05:38,839 --> 00:05:40,800
Speaker 4: It's going to be really you know, talking to a

114
00:05:40,800 --> 00:05:42,800
Speaker 4: lot of parents about this, it's going to be really

115
00:05:42,800 --> 00:05:44,200
Speaker 4: detrimental to some of the kids.

116
00:05:44,200 --> 00:05:46,760
Speaker 3: They long for this service.

117
00:05:47,120 --> 00:05:50,320
Speaker 4: In fact, some parents have told me that from their perspective,

118
00:05:50,480 --> 00:05:53,039
Speaker 4: as much professional intervention as you can get from a

119
00:05:53,200 --> 00:05:55,560
Speaker 4: qualified physiotherapist, ot etc.

120
00:05:56,279 --> 00:05:58,920
Speaker 3: This service has honestly provided.

121
00:05:58,440 --> 00:06:01,360
Speaker 4: Them a huge growth in their children from a social aspect,

122
00:06:01,480 --> 00:06:04,400
Speaker 4: and that if that's not what the ndis is here

123
00:06:04,440 --> 00:06:07,000
Speaker 4: to do, then I'm not sure what it is here

124
00:06:07,040 --> 00:06:10,159
Speaker 4: to do, especially from that early childhood perspective, like.

125
00:06:10,240 --> 00:06:13,640
Speaker 1: Have you how are parents now explaining to their kids

126
00:06:13,680 --> 00:06:17,039
Speaker 1: as well as tomorrow as that day gets underway and

127
00:06:17,160 --> 00:06:19,920
Speaker 1: ordinarily they would go to this service after school in

128
00:06:19,960 --> 00:06:22,880
Speaker 1: the afternoon, how are you then explaining to kids For

129
00:06:23,000 --> 00:06:25,120
Speaker 1: some of these children as well, I would imagine it's

130
00:06:25,520 --> 00:06:28,320
Speaker 1: it's really difficult when they have a real change in

131
00:06:28,360 --> 00:06:31,720
Speaker 1: their routine. How are parents explaining to their kids that

132
00:06:31,800 --> 00:06:33,200
Speaker 1: this change is now going to happen?

133
00:06:33,400 --> 00:06:35,240
Speaker 3: Yeah, one hundred percent, you hit the nail on the head.

134
00:06:35,320 --> 00:06:38,920
Speaker 4: You know a lot of kids are driven, especially in

135
00:06:39,040 --> 00:06:41,919
Speaker 4: an extra needs environment, by having a very strong and

136
00:06:41,960 --> 00:06:45,080
Speaker 4: solid routine, and that's something that you know educators do

137
00:06:45,240 --> 00:06:47,960
Speaker 4: so well in that special needs environment. So to have

138
00:06:48,080 --> 00:06:50,680
Speaker 4: this pulled out, it's I really don't know the answer

139
00:06:50,720 --> 00:06:53,680
Speaker 4: to the question. It's not an easy conversation to have,

140
00:06:53,760 --> 00:06:55,760
Speaker 4: and I imagine there's a lot of parents having pretty

141
00:06:56,040 --> 00:06:59,400
Speaker 4: distressing conversations with their kids right now about the fact

142
00:06:59,440 --> 00:07:01,240
Speaker 4: that you're not going to be going back and seeing

143
00:07:01,240 --> 00:07:05,200
Speaker 4: the same educators. And in some of the interim roundabout

144
00:07:05,200 --> 00:07:08,120
Speaker 4: solutions we've been trying to find to continue it, we

145
00:07:08,160 --> 00:07:10,600
Speaker 4: want to try and keep that continuity of staff because

146
00:07:10,880 --> 00:07:12,680
Speaker 4: at the end of the day, we're lacking in that

147
00:07:12,880 --> 00:07:16,480
Speaker 4: specialist staff in the NT in general, there's a real

148
00:07:16,520 --> 00:07:19,480
Speaker 4: issue with having those qualifications and people servicing that. So

149
00:07:20,000 --> 00:07:23,400
Speaker 4: from our perspective, it's really important we keep that continuity

150
00:07:24,000 --> 00:07:26,320
Speaker 4: and we would like, frankly, to be avoiding having those

151
00:07:26,320 --> 00:07:27,320
Speaker 4: conversations all together.

152
00:07:27,520 --> 00:07:31,960
Speaker 1: Absolutely well to anyone listening this morning who's maybe thinking

153
00:07:32,000 --> 00:07:34,520
Speaker 1: to themselves, well, you know, it doesn't really matter.

154
00:07:34,640 --> 00:07:37,840
Speaker 2: This is just an after school service. Doesn't matter.

155
00:07:37,880 --> 00:07:39,600
Speaker 1: Then if the kids need to go to a different

156
00:07:39,640 --> 00:07:44,320
Speaker 1: after school service, what would you say to them.

157
00:07:44,680 --> 00:07:46,280
Speaker 3: It's a challenging conversation to have.

158
00:07:46,520 --> 00:07:48,480
Speaker 4: So I have a special needs son who attends this

159
00:07:48,560 --> 00:07:51,480
Speaker 4: service and attends the school, and it would be very,

160
00:07:51,560 --> 00:07:54,240
Speaker 4: very challenging for him to be in a mainstream after

161
00:07:54,280 --> 00:07:58,760
Speaker 4: school care environment. My son doesn't have any mobility particular

162
00:07:58,800 --> 00:08:02,240
Speaker 4: mobility needs for example, but even those simple mobility requirements,

163
00:08:02,280 --> 00:08:04,600
Speaker 4: you know, if somebody is in a wheelchair or it

164
00:08:04,640 --> 00:08:08,000
Speaker 4: has limited mobility, not a lot of areas are fully

165
00:08:08,080 --> 00:08:10,200
Speaker 4: geared up, or there would be small areas they would

166
00:08:10,200 --> 00:08:13,240
Speaker 4: potentially be able to access. Not only that, for me,

167
00:08:14,120 --> 00:08:16,280
Speaker 4: I just wouldn't feel comfortable sending my son to a

168
00:08:16,320 --> 00:08:19,840
Speaker 4: mainstream environment, not because they're not suitable you know for

169
00:08:20,560 --> 00:08:24,080
Speaker 4: general children, but more because they don't have that specialist training.

170
00:08:25,040 --> 00:08:27,960
Speaker 4: You know, there's a suggestion that there is inclusion support

171
00:08:28,000 --> 00:08:31,080
Speaker 4: for example that's able to be accessed, but unfortunately that's

172
00:08:31,160 --> 00:08:33,400
Speaker 4: absolutely not the intention of the inclusion support.

173
00:08:33,559 --> 00:08:35,040
Speaker 3: The inclusion support is not that.

174
00:08:34,920 --> 00:08:37,320
Speaker 4: One on one It doesn't bring down that ratio a

175
00:08:37,320 --> 00:08:40,040
Speaker 4: great deal, and it just is a really scary prospect,

176
00:08:40,559 --> 00:08:43,560
Speaker 4: you know, putting him into that more wide environment with

177
00:08:43,640 --> 00:08:46,800
Speaker 4: a huge range of ages of kids as well, where

178
00:08:47,040 --> 00:08:49,400
Speaker 4: you know, you can't expect children within that environment to

179
00:08:49,400 --> 00:08:51,960
Speaker 4: have a full understanding of somebody having extra needs as

180
00:08:51,960 --> 00:08:54,480
Speaker 4: well as an adult. You get that comprehension of the

181
00:08:54,520 --> 00:08:56,520
Speaker 4: fact there are people with different needs, but it's a

182
00:08:56,559 --> 00:08:58,840
Speaker 4: scary environment for a lot of those children, and honestly,

183
00:08:59,440 --> 00:09:03,720
Speaker 4: for a very very sensory driven child where that environment

184
00:09:03,760 --> 00:09:06,280
Speaker 4: with noises and all those other types of things that

185
00:09:06,360 --> 00:09:10,760
Speaker 4: the NSRA looks to address, that's something that can't adequately

186
00:09:10,760 --> 00:09:12,360
Speaker 4: be addressed in a mainstream environment.

187
00:09:12,480 --> 00:09:15,079
Speaker 1: Honestly, my heart breaks for you guys, because I think

188
00:09:15,080 --> 00:09:17,800
Speaker 1: to myself, the NDI IS is meant to be there

189
00:09:18,040 --> 00:09:18,920
Speaker 1: to support you.

190
00:09:19,160 --> 00:09:21,960
Speaker 2: It's actually meant to be there to help you.

191
00:09:22,559 --> 00:09:24,480
Speaker 1: Not for you guys having a step out, you know,

192
00:09:24,600 --> 00:09:26,640
Speaker 1: go out on a limb like you're doing this morning.

193
00:09:26,679 --> 00:09:28,679
Speaker 2: You don't want to be in the spotlight doing this.

194
00:09:28,920 --> 00:09:31,520
Speaker 3: We don't, you know, and we're forced.

195
00:09:31,240 --> 00:09:33,599
Speaker 4: Into kind of being a parent but advocacy at the

196
00:09:33,640 --> 00:09:35,959
Speaker 4: same time, you know. And the thing that really frustrates

197
00:09:36,000 --> 00:09:38,280
Speaker 4: me about the whole thing is we are lacking services

198
00:09:38,280 --> 00:09:41,080
Speaker 4: in the nt you know, across the board. Last year,

199
00:09:41,080 --> 00:09:42,679
Speaker 4: I think there was in the region of one hundred

200
00:09:42,679 --> 00:09:46,080
Speaker 4: and eighty million dollars of funding that was allocated to

201
00:09:46,320 --> 00:09:51,280
Speaker 4: NDIS participants that remained unspent, so because they couldn't access

202
00:09:51,320 --> 00:09:54,640
Speaker 4: those services. So this isn't a situation where money's being

203
00:09:54,720 --> 00:09:56,640
Speaker 4: overspent in any way, shape or form.

204
00:09:56,640 --> 00:09:58,120
Speaker 3: In fact, it's quite the opposite.

205
00:09:58,200 --> 00:10:01,640
Speaker 4: So is that money being unders because funding being cut

206
00:10:01,679 --> 00:10:04,240
Speaker 4: back in certain areas or the allocations are being cut back.

207
00:10:04,280 --> 00:10:06,400
Speaker 4: I don't know, and that's not just in an early

208
00:10:06,520 --> 00:10:10,280
Speaker 4: childhood environment, but it's frustrating that there is that money

209
00:10:10,320 --> 00:10:14,079
Speaker 4: there to use for such a relevant and critical service

210
00:10:14,120 --> 00:10:17,000
Speaker 4: for these families and it's being pulled away.

211
00:10:17,120 --> 00:10:19,480
Speaker 1: Really, Gill, what is your message this morning, I mean,

212
00:10:19,559 --> 00:10:23,040
Speaker 1: for the NDI, is, for the Minister responsible for the NDI,

213
00:10:23,320 --> 00:10:26,280
Speaker 1: is to anybody really who's out there making these decisions

214
00:10:26,280 --> 00:10:27,400
Speaker 1: listening today?

215
00:10:27,559 --> 00:10:29,000
Speaker 2: What is your message as a parent?

216
00:10:29,559 --> 00:10:31,960
Speaker 4: I think it's really important that people step up and

217
00:10:32,000 --> 00:10:34,000
Speaker 4: actually highlight these concerns they have.

218
00:10:34,080 --> 00:10:34,840
Speaker 3: So where you're.

219
00:10:34,640 --> 00:10:39,280
Speaker 4: Directly infected affected, it's really important that those letters are written,

220
00:10:39,320 --> 00:10:42,880
Speaker 4: that the highlights are drawn to our local members. Remembering,

221
00:10:42,960 --> 00:10:46,440
Speaker 4: of course that the NDIS is a federal ministry. But

222
00:10:46,600 --> 00:10:49,120
Speaker 4: guess what, We've got an election coming up, so you know,

223
00:10:49,120 --> 00:10:51,400
Speaker 4: we've got lots of very tuned in politicians right now

224
00:10:51,400 --> 00:10:53,280
Speaker 4: who are willing to listen to those things and make

225
00:10:53,320 --> 00:10:56,200
Speaker 4: election promises. So it's a really good time to actually

226
00:10:56,440 --> 00:10:59,600
Speaker 4: push for that change locally. I think we have some

227
00:11:00,160 --> 00:11:03,000
Speaker 4: NDIS management which we fought very hard for in the NT.

228
00:11:03,200 --> 00:11:05,360
Speaker 4: Originally we didn't they weren't based in the NT, they

229
00:11:05,360 --> 00:11:07,960
Speaker 4: were based into state. We now have those guys locally,

230
00:11:08,320 --> 00:11:11,680
Speaker 4: and I implore everybody who's affected by this situation or

231
00:11:11,720 --> 00:11:14,120
Speaker 4: has those challenges to reach out to those people. They

232
00:11:14,160 --> 00:11:16,960
Speaker 4: can be very responsive and our local members, to their credit,

233
00:11:17,200 --> 00:11:19,880
Speaker 4: have been excellent in this in drawing up letters, etc.

234
00:11:20,200 --> 00:11:21,440
Speaker 3: To the relevant federal minister.

235
00:11:22,000 --> 00:11:26,480
Speaker 4: But importantly, I think it's about recognizing that not everybody

236
00:11:26,520 --> 00:11:29,080
Speaker 4: sits in that same same area where they can just

237
00:11:29,120 --> 00:11:31,960
Speaker 4: access a service left and right straight to an after

238
00:11:31,960 --> 00:11:34,520
Speaker 4: school care service. There is another area of people who

239
00:11:35,360 --> 00:11:38,400
Speaker 4: are who do struggle with these areas. And as I say,

240
00:11:38,480 --> 00:11:40,520
Speaker 4: none of us are none of us are taught how

241
00:11:40,559 --> 00:11:44,520
Speaker 4: to manage our situation within the NDIS. We're forced into

242
00:11:44,559 --> 00:11:47,120
Speaker 4: it and we have to really make it work for us,

243
00:11:47,200 --> 00:11:50,000
Speaker 4: and some people have great success, others less so.

244
00:11:50,000 --> 00:11:51,560
Speaker 3: So it's a really challenging place to be.

245
00:11:51,720 --> 00:11:53,760
Speaker 1: There's got to be some compassion. I think, you know,

246
00:11:53,840 --> 00:11:56,120
Speaker 1: we can't just have bureaucrats sort of ticking and flicking.

247
00:11:56,160 --> 00:11:58,560
Speaker 1: There actually needs to be a look into this. Luke

248
00:11:58,559 --> 00:12:01,120
Speaker 1: Gosling has just messaged and he has said that he's

249
00:12:01,120 --> 00:12:04,560
Speaker 1: sent to please explain on this situation to the Minister

250
00:12:04,679 --> 00:12:07,160
Speaker 1: Linda Reynolds, so let's see what we find out. Gil,

251
00:12:07,600 --> 00:12:09,400
Speaker 1: thank you so much for coming in this morning. I

252
00:12:09,440 --> 00:12:11,920
Speaker 1: really appreciate your time and appreciate you telling us about

253
00:12:11,960 --> 00:12:12,600
Speaker 1: this situation.

254
00:12:12,800 --> 00:12:13,760
Speaker 3: Great thanks for having me.

255
00:12:13,800 --> 00:12:14,120
Speaker 2: Thank you.