What Are the NDIS Functional Domains?

The NDIS Functional Domains describe different areas of everyday life that may be affected by disability.
They provide a structured way of understanding how a person's disability influences their ability to participate at home, school, work and within the community.

Rather than focusing on a diagnosis alone, the Functional Domains explore how disability impacts a person's ability to complete everyday activities safely, consistently and independently.

These domains help the NDIA understand:
  • What a person can do independently.
  • Where assistance may be required.
  • How often support is needed.
  • Whether support needs are likely to be ongoing.
  • What barriers affect participation.
  • What reasonable and necessary supports may help improve independence.
Occupational Therapists frequently assess these domains when completing Functional Capacity Assessments and other Occupational Therapy reports.
The Six NDIS Functional Domains

The NDIS generally considers six broad areas of functional capacity.
These include:

Mobility
The ability to move safely and independently within the home and community.

Communication
The ability to understand information, express needs, interact with others and access communication supports where required.

Social Interaction
The ability to develop relationships, participate socially and engage safely within different environments.

Learning
The ability to learn new information, solve problems, remember instructions and develop new skills.

Self-Care
The ability to complete everyday personal care and daily living activities.

Self-Management
The ability to organise, plan and manage everyday responsibilities safely and independently.
Although these domains are described separately, they often interact with one another.

​For example, sensory processing differences may affect self-care, learning and social participation at the same time, while cognitive changes may influence communication, self-management and community participation.

Occupational Therapists therefore consider how these domains work together rather than assessing them in isolation.
Why Are the Functional Domains Important?

The Functional Domains provide a framework for understanding how disability affects everyday life.
They are commonly considered when:
  • Applying for NDIS access.
  • Requesting a plan reassessment.
  • Completing a Functional Capacity Assessment.
  • Applying for Assistive Technology.
  • Requesting Home Modifications.
  • Applying for Supported Independent Living (SIL).
  • Applying for Specialist Disability Accommodation (SDA).
  • Planning Capacity Building supports.
  • Reviewing changes in functional needs over time.
Rather than simply listing diagnoses, allied health reports often describe how disability affects participation across these domains and identify supports that may help improve everyday functioning.
Diagnosis Alone Does Not Determine NDIS Funding

One of the biggest misunderstandings about the NDIS is that having a diagnosis automatically determines eligibility or funding.
This is not how the NDIS works.

Two people with the same diagnosis may experience very different levels of functional impact.
For example:

Two autistic people may both have an Autism diagnosis, but one may live independently with minimal support while another may require assistance throughout the day with communication, self-care and daily routines.

Similarly, two people living with Multiple Sclerosis, Cerebral Palsy or an Acquired Brain Injury may have very different strengths, support needs and functional capacity.

This is why Occupational Therapists spend time understanding how disability affects everyday life, rather than focusing only on diagnostic labels.
What Is Functional Capacity?

Functional capacity refers to a person's ability to complete the everyday activities that are important for independent living and community participation.
It considers not only what someone can do, but also:
  • How safely they can do it.
  • Whether they can do it consistently.
  • Whether they require prompting or supervision.
  • How much assistance they need.
  • How long activities take.
  • Whether fatigue affects performance.
  • Whether they can participate across different environments.
  • How their disability affects independence over time.
Understanding functional capacity helps identify both strengths and support needs.
It also helps ensure recommendations are based on everyday participation rather than isolated observations.
Functional Capacity Is About Everyday Life

Occupational Therapists are interested in what everyday life looks like - not what happens during a single assessment activity.
For example, we may explore how someone:
  • Gets out of bed.
  • Showers and dresses.
  • Prepares meals.
  • Manages medications.
  • Travels within the community.
  • Attends school or work.
  • Organises appointments.
  • Shops for groceries.
  • Participates in hobbies.
  • Maintains relationships.
  • Responds to unexpected changes.
  • Manages their home.
These everyday activities provide valuable insight into functional capacity across multiple NDIS Functional Domains.
Functional Capacity Changes Over Time

Functional capacity is not always static.
Support needs may change due to:
  • Growth and development.
  • Ageing.
  • Rehabilitation.
  • Changes in health.
  • Progressive neurological conditions.
  • Mental health.
  • Environmental changes.
  • New equipment or Assistive Technology.
  • Skill development through therapy.
  • Changes in informal supports.
For this reason, Occupational Therapists may complete review assessments to understand how a person's functional capacity has changed over time and whether recommendations remain appropriate.
Functional Capacity Is About Participation

The ultimate goal of understanding functional capacity is to understand participation.
Participation means being able to engage in the everyday activities that are meaningful to the individual.
This might include:
  • Looking after yourself.
  • Attending school.
  • Working.
  • Spending time with family and friends.
  • Participating in hobbies.
  • Accessing the community.
  • Managing a household.
  • Living as independently as possible.
Occupational Therapy assessments focus on identifying the supports, strategies and environmental adjustments that may help people participate more fully in these important aspects of everyday life.
NDIS Functional Domain 1 - Mobility
Understanding Mobility Beyond Walking

When many people hear the word mobility, they immediately think about walking.
However, within the NDIS, mobility is much broader than simply whether someone can walk from one place to another.

Mobility refers to a person's ability to move safely, efficiently and independently within different environments throughout everyday life.

This includes moving around the home, accessing the community, changing positions, using transport, navigating different surfaces and completing everyday activities that require movement.

For some people, mobility challenges are obvious.

For others, mobility difficulties may be less visible but still have a significant impact on independence and participation.

Occupational Therapists consider how mobility affects a person's ability to safely participate in the activities that are important to them.
What Does the Mobility Domain Include?

The Mobility domain may include activities such as:
  • Walking indoors and outdoors.
  • Standing from a chair.
  • Getting in and out of bed.
  • Climbing stairs.
  • Maintaining balance.
  • Moving between rooms.
  • Accessing bathrooms safely.
  • Getting into vehicles.
  • Using public transport.
  • Walking on uneven ground.
  • Carrying everyday items while moving.
  • Navigating shopping centres and community environments.
  • Managing fatigue during movement.
Mobility is not simply about whether a person can perform these activities once.
The Occupational Therapist also considers how safely, consistently and independently they can complete them.
Mobility Is More Than Physical Strength

Many people assume mobility is determined only by muscle strength.
In reality, mobility is influenced by many different factors working together.
These may include:
  • Balance.
  • Coordination.
  • Endurance.
  • Pain.
  • Fatigue.
  • Joint movement.
  • Vision.
  • Sensation.
  • Cognitive functioning.
  • Motor planning.
  • Sensory processing.
  • Confidence.
  • Environmental accessibility.
For example, a person may have enough physical strength to walk independently but experience significant fatigue after only a short distance.
Another person may have good physical ability but become disoriented in unfamiliar environments due to cognitive impairment.

​This is why Occupational Therapists assess mobility within the context of everyday life rather than focusing on one physical ability alone.
How Occupational Therapists Assess Mobility

Occupational Therapists assess mobility by combining several sources of information.
This may include:
  • Participant interviews.
  • Family or caregiver input.
  • Functional observation.
  • Home visits.
  • Community observations.
  • Review of previous reports.
  • Standardised assessments where appropriate.
  • Clinical reasoning.

Rather than asking whether someone can walk, we explore questions such as:
  • Can they move around safely at home?
  • Can they access the community independently?
  • Do they require supervision?
  • Does fatigue affect mobility?
  • Can they safely negotiate stairs?
  • Are there environmental barriers?
  • Do they require mobility equipment?
  • Does mobility change throughout the day?
Understanding these factors provides a much clearer picture of everyday functioning.
Everyday Examples of Mobility

Mobility is often easiest to understand through everyday examples.
For example, a person may:
  • Walk independently inside their home but require a wheelchair for longer community distances.
  • Climb stairs safely on good days but avoid them when fatigued.
  • Need assistance transferring into a vehicle.
  • Require supervision when walking on uneven ground.
  • Avoid community outings because of balance concerns.
  • Need extra time to move between rooms.
  • Experience frequent falls or near misses.
  • Be unable to safely carry groceries while walking.
Mobility Across Different Environments

Occupational Therapists consider how mobility changes depending on the environment.
Someone may function very differently at:

Home
Moving between bedrooms, bathrooms, kitchens and living areas.

School
Walking between classrooms, using playground equipment, participating in physical education and managing stairs.

Workplace
Accessing workstations, moving around buildings, carrying equipment and completing job tasks.

Community
Shopping centres, parks, public transport, medical appointments and recreational activities.

Mobility often changes across these environments due to differences in space, terrain, distractions and physical demands.
Mobility and Falls Risk

Mobility and falls risk are closely connected.
During an Occupational Therapy assessment, we may consider factors such as:
  • Previous falls.
  • Near falls.
  • Balance.
  • Footwear.
  • Lighting.
  • Flooring.
  • Bathroom safety.
  • Fatigue.
  • Transfers.
  • Environmental hazards.
Reducing falls risk is often an important goal when supporting older adults and people living with neurological or physical disabilities.
Mobility and Fatigue

Fatigue is one of the most overlooked aspects of mobility.
A person may be physically capable of walking a particular distance once but be unable to repeat that activity consistently throughout the day.
Occupational Therapists consider questions such as:
  • How long can the activity be sustained?
  • Does fatigue increase pain?
  • Does mobility decline later in the day?
  • How long does recovery take?
  • Does fatigue reduce participation in other activities?
These questions help us understand a person's typical functional capacity rather than focusing only on isolated performance.
Mobility and Assistive Technology

Some people benefit from Assistive Technology that supports safe and independent mobility.
Depending on individual needs, recommendations may include:
  • Walking sticks.
  • Four-wheel walkers.
  • Manual wheelchairs.
  • Powered wheelchairs.
  • Mobility scooters.
  • Transfer equipment.
  • Bed rails.
  • Transfer boards.
  • Shower chairs.
  • Grab rails.
Recommendations are always based on a comprehensive assessment of the individual's functional needs, goals and environment.
How the Mobility Domain Supports NDIS Planning

Information about mobility may contribute to recommendations relating to:
  • Functional Capacity Assessments.
  • Assistive Technology.
  • Home Modifications.
  • Capacity Building supports.
  • Community participation.
  • Supported Independent Living (SIL).
  • Specialist Disability Accommodation (SDA).
  • Falls prevention strategies.
The Occupational Therapist considers how mobility affects everyday participation rather than focusing solely on physical ability.
Funding decisions are made by the NDIA based on the available evidence and relevant legislation.
Real-Life Example

Imagine two people who both use a walking frame.

Person A walks independently around the home, prepares meals, shops with minimal assistance and participates in community activities.

Person B also uses a walking frame but experiences significant fatigue after short distances, has frequent falls, requires supervision when showering, cannot safely access public transport and avoids leaving home without support.

Although both individuals use similar equipment, their functional capacity and support needs are very different.

This illustrates why Occupational Therapists assess how mobility affects everyday participation rather than making assumptions based on diagnosis or equipment use alone.
Mobility Is About Participation

Ultimately, the Mobility domain is not simply about movement.
It is about whether a person can move safely enough to participate in the activities that matter to them.
Improving mobility may support someone to:
  • Attend school.
  • Go to work.
  • Visit friends and family.
  • Participate in hobbies.
  • Shop independently.
  • Attend medical appointments.
  • Maintain independence at home.
  • Enjoy greater confidence within the community.
Occupational Therapy recommendations aim to reduce barriers and maximise participation so people can engage more fully in everyday life.
NDIS Functional Domain 2 - Communication
Understanding Communication Beyond Speech

Communication is much more than the ability to talk.

Within the NDIS Functional Domains, communication refers to how a person receives, understands, expresses and exchanges information in everyday life.

Some people communicate verbally.

Others communicate using gestures, facial expressions, sign language, communication devices or Augmentative and Alternative Communication (AAC).

The most important question is not how someone communicates, but whether they are able to communicate effectively enough to participate safely and meaningfully in everyday activities.

Occupational Therapists and Speech Pathologists often work together to understand how communication influences independence, participation and quality of life.
What Does the Communication Domain Include?

The Communication domain may include:
  • Expressing needs and wants.
  • Understanding spoken language.
  • Following instructions.
  • Asking for help.
  • Reading and writing where appropriate.
  • Using gestures or facial expressions.
  • Using communication devices.
  • Participating in conversations.
  • Understanding social cues.
  • Communicating in different environments.
  • Making choices.
  • Understanding safety information.
  • Communicating during medical appointments.
  • Communicating at school or work.
Communication looks different for every individual.
The goal is to understand how communication supports or limits participation in everyday life.
Communication Is More Than Talking

Many people who speak fluently still experience significant communication challenges.
For example, someone may:
  • Understand simple conversations but struggle with complex instructions.
  • Find it difficult to express emotions.
  • Lose track of conversations.
  • Misinterpret figurative language.
  • Have difficulty communicating in busy environments.
  • Become overwhelmed when too much information is presented at once.
Likewise, someone who communicates using AAC or another communication system may communicate very effectively when appropriate supports are available.

​Communication should never be judged solely by the number of words a person speaks.
Expressive Communication

Expressive communication refers to how a person shares information with others.
This may include:
  • Speaking.
  • Writing.
  • Typing.
  • Gestures.
  • Sign language.
  • Facial expressions.
  • AAC devices.
  • Communication books.
  • Picture exchange systems.
Occupational Therapists consider whether a person can effectively communicate their needs, preferences, thoughts and feelings within everyday environments.
Receptive Communication

Receptive communication refers to understanding information received from other people.
Examples include understanding:
  • Verbal instructions.
  • Written information.
  • Visual supports.
  • Conversations.
  • Questions.
  • Safety directions.
  • Medical advice.
  • Classroom teaching.
  • Workplace instructions.
Some individuals understand information best when it is presented visually, broken into smaller steps or supported by additional prompts.
Understanding these preferences helps guide practical recommendations.
Social Communication

Communication also includes understanding how to interact with other people.
Social communication may involve:
  • Starting conversations.
  • Taking turns in conversation.
  • Understanding body language.
  • Recognising facial expressions.
  • Maintaining conversations.
  • Understanding humour.
  • Interpreting figurative language.
  • Adjusting communication for different situations.
Social communication differences may influence participation at school, work, within families and throughout the community.
Communication Across Different Environments

Communication often changes depending on the environment.
Someone may communicate very differently:

At Home
Where routines are familiar and communication partners know the individual well.

At School
Where instructions are more complex, group discussions occur regularly and communication demands are higher.

At Work
Where communication may involve meetings, customers, colleagues and written documentation.

In the Community
Such as shopping centres, medical appointments, public transport and recreational activities.

Occupational Therapists consider how communication changes across these environments and whether additional supports may improve participation.
Communication and Everyday Independence

Communication influences almost every aspect of everyday life.
It may affect a person's ability to:
  • Ask for help.
  • Make choices.
  • Understand appointments.
  • Follow safety instructions.
  • Participate in education.
  • Obtain employment.
  • Build relationships.
  • Access healthcare.
  • Manage finances.
  • Navigate the community.
  • Advocate for themselves.
Understanding these functional impacts helps Occupational Therapists identify barriers and recommend appropriate supports.
Augmentative and Alternative Communication (AAC)

Some people communicate using Augmentative and Alternative Communication (AAC).
AAC includes a wide range of communication methods such as:
  • Communication boards.
  • Picture symbols.
  • Communication books.
  • Speech-generating devices.
  • Tablet-based communication apps.
  • Eye-gaze technology.
  • Key word sign.
AAC supports communication - it does not prevent speech development.

For many individuals, AAC provides an effective way to express needs, make choices and participate more independently in everyday life.

Where appropriate, Occupational Therapists work collaboratively with Speech Pathologists to ensure AAC systems are successfully integrated into daily routines.
How Occupational Therapists Assess Communication

Although Speech Pathologists are the primary professionals assessing communication skills, Occupational Therapists also consider how communication affects functional participation.

Depending on the assessment, an Occupational Therapist may explore:
  • How the person communicates their needs.
  • Whether they understand everyday instructions.
  • Their ability to participate in routines.
  • How communication affects self-care.
  • How communication influences community access.
  • The impact of communication on learning.
  • Environmental barriers to communication.
  • Whether Assistive Technology supports communication.
When communication requires more detailed assessment, Occupational Therapists often collaborate with Speech Pathologists to ensure recommendations address both communication skills and everyday participation.
Real-Life Example

Imagine two people who both communicate verbally.

Person A can understand conversations, ask for help, manage appointments independently and communicate effectively in different environments.

Person B also speaks verbally but struggles to understand multi-step instructions, becomes overwhelmed in busy environments, finds it difficult to communicate with unfamiliar people and requires support to attend appointments.

​Although both people use spoken language, their functional communication skills and support needs are very different.
This is why the NDIS considers how communication affects participation, rather than simply whether someone can speak.
How the Communication Domain Supports NDIS Planning

Information about communication may contribute to recommendations relating to:
  • Functional Capacity Assessments.
  • Speech Pathology intervention.
  • Augmentative and Alternative Communication (AAC).
  • Assistive Technology.
  • Capacity Building supports.
  • School supports.
  • Workplace accommodations.
  • Community participation.
  • Support worker strategies.
Recommendations are based on the person's functional communication needs and how these influence everyday participation.
Funding decisions are made by the NDIA using all available evidence.
Communication Is About Participation

The Communication domain is ultimately about ensuring people can understand others, express themselves and participate meaningfully in everyday life.
Effective communication supports people to:
  • Build relationships.
  • Participate in education.
  • Access employment.
  • Make informed decisions.
  • Advocate for themselves.
  • Engage in community activities.
  • Access healthcare.
  • Live as independently as possible.
Occupational Therapists consider communication within the broader context of everyday functioning, recognising that successful participation often depends on both communication skills and supportive environments.
NDIS Functional Domain 3 - Social Interaction
Understanding Social Interaction in Everyday Life

The Social Interaction domain looks at how a person participates in relationships and social situations across different environments.
Social interaction is not about how outgoing, confident or extroverted someone is.

Rather, it considers whether a person's disability affects their ability to develop relationships, communicate with others, understand social situations and participate safely and meaningfully in everyday life.

Some people enjoy spending time with large groups of friends.

Others prefer one or two close relationships or spending time independently.
Neither approach is considered better than the other.

The NDIS is interested in understanding whether disability creates barriers that limit a person's ability to participate socially in the ways that are meaningful to them.
What Does the Social Interaction Domain Include?

The Social Interaction domain may include:
  • Developing friendships.
  • Maintaining relationships.
  • Family interactions.
  • Participating in conversations.
  • Understanding social expectations.
  • Working with others.
  • Community participation.
  • Managing conflict.
  • Emotional regulation during social situations.
  • Recognising personal boundaries.
  • Understanding body language.
  • Interpreting facial expressions.
  • Participating in group activities.
  • Building confidence in social environments.
Social interaction is closely linked with communication, learning and self-management, meaning challenges in one domain often influence another.
Social Interaction Looks Different for Everyone

Every person has different social preferences.
Some people enjoy:
  • Large social gatherings.
  • Sporting clubs.
  • Group activities.
  • Community events.
Others may prefer:
  • One-on-one conversations.
  • Quiet environments.
  • Online friendships.
  • Time with family.
  • Solitary hobbies.
Having a small social network does not automatically indicate difficulty with social interaction.

​Occupational Therapists focus on whether a person's social participation reflects their own preferences and goals, or whether disability creates barriers that limit meaningful participation.
Social Interaction Across Different Environments

People often interact differently depending on where they are.
Occupational Therapists consider participation across environments such as:

Home
Relationships with parents, siblings, partners, children and extended family.

School
Making friends, participating in classroom activities, working in groups and navigating playground interactions.

Workplace
Working with colleagues, communicating with supervisors, participating in meetings and interacting with customers.

Community
Shopping, attending appointments, recreational activities, sporting clubs, volunteer work and community groups.

Understanding these different environments helps Occupational Therapists develop recommendations that support participation across everyday life.
Factors That May Influence Social Interaction

Many different factors can influence a person's ability to participate socially.
These may include:
  • Communication differences.
  • Sensory processing.
  • Anxiety.
  • Emotional regulation.
  • Executive functioning.
  • Cognitive functioning.
  • Fatigue.
  • Physical disability.
  • Previous life experiences.
  • Environmental demands.
  • Accessibility.
  • Confidence.
  • Mental health.
Occupational Therapists consider the interaction between these factors rather than viewing social participation in isolation.
Emotional Regulation and Social Participation

Emotional regulation often plays an important role in social interaction.
Some individuals may find it difficult to:
  • Cope with unexpected changes.
  • Manage frustration.
  • Recover after stressful situations.
  • Participate in busy environments.
  • Recognise emotional cues.
  • Respond to conflict.
These experiences can influence participation in school, employment, family life and community activities.

Occupational Therapists work collaboratively with individuals to identify practical strategies and environmental supports that promote successful participation.
Social Interaction and Neurodiversity

Autistic people, people with ADHD and other neurodivergent individuals may experience social interaction differently.
Some people may:
  • Prefer predictable conversations.
  • Experience sensory overload in busy environments.
  • Find group conversations tiring.
  • Interpret language literally.
  • Need additional processing time.
  • Prefer communicating online.
  • Enjoy spending time with a small number of trusted people.
These differences are not problems that need to be "fixed."

Occupational Therapists use a neurodiversity-affirming approach that recognises different communication styles and social preferences while identifying barriers that may affect participation in everyday life.

Recommendations focus on supporting meaningful participation rather than encouraging someone to behave more like others.
Building Relationships

Social interaction is about more than simply meeting people.
Occupational Therapists may consider how someone:
  • Starts conversations.
  • Maintains friendships.
  • Participates in shared activities.
  • Understands social expectations.
  • Builds trust.
  • Resolves disagreements.
  • Recognises unsafe situations.
  • Seeks help when needed.
These skills contribute to participation throughout childhood, adolescence and adulthood.
How Occupational Therapists Assess Social Interaction

Occupational Therapists assess social interaction by gathering information from multiple sources.
This may include:
  • Participant interviews.
  • Parent or caregiver interviews.
  • Teacher feedback.
  • Support worker observations.
  • Functional observations.
  • Community observations.
  • Previous reports.
  • Standardised assessments where appropriate.
  • Clinical reasoning.
Rather than asking whether someone has friends, Occupational Therapists explore how social interaction influences participation across everyday environments.
Real-Life Example

Imagine two teenagers who both enjoy spending time alone.

Person A prefers solitary hobbies, has several close friendships, attends school confidently and chooses quiet social activities because that suits their personality.

Person B would like to make friends but experiences significant anxiety in social situations, struggles to understand social cues, avoids school activities because of sensory overload and requires support to participate in community programs.

Although both teenagers spend much of their free time alone, their functional social participation and support needs are very different.

This demonstrates why Occupational Therapists focus on participation and barriers, rather than making assumptions based on personality or lifestyle preferences.
How the Social Interaction Domain Supports NDIS Planning

Information about social interaction may contribute to recommendations relating to:
  • Capacity Building supports.
  • Occupational Therapy.
  • Speech Pathology.
  • Positive Behaviour Support.
  • Psychology.
  • Community participation.
  • Social skills programs where appropriate.
  • Support worker strategies.
  • Environmental modifications.
  • Functional Capacity Assessments.
Recommendations are individualised and based on the person's goals, strengths and functional needs.
Funding decisions remain the responsibility of the NDIA.
Social Interaction Is About Meaningful Participation

The goal of the Social Interaction domain is not to encourage everyone to become more social.
Instead, it is about ensuring people have opportunities to build relationships, participate in their communities and engage in social situations in ways that are meaningful to them.

For one person, this may mean confidently attending school.

For another, it may involve maintaining employment, participating in a community group, developing friendships or feeling comfortable attending medical appointments.

Occupational Therapy recommendations aim to reduce barriers and support each person's preferred way of participating in everyday life.
NDIS Functional Domain 4 - Learning
Understanding Learning Beyond School

The Learning domain explores how a person acquires, understands, remembers and applies new information in everyday life.

Although learning at school is one aspect of this domain, learning continues throughout life.
Every day we learn:
  • New routines.
  • Household tasks.
  • Community skills.
  • Workplace responsibilities.
  • Safety procedures.
  • Technology.
  • Transport routes.
  • Financial management.
  • Healthcare routines.
The NDIS is interested in understanding whether disability affects a person's ability to learn these everyday skills and whether additional supports are required to participate as independently as possible.
What Does the Learning Domain Include?

The Learning domain may include:
  • Learning new skills.
  • Following instructions.
  • Remembering information.
  • Attention and concentration.
  • Problem-solving.
  • Executive functioning.
  • Planning and organisation.
  • Decision-making.
  • Completing multi-step tasks.
  • Understanding routines.
  • Adapting to change.
  • Applying previous learning to new situations.
  • Understanding consequences.
  • Generalising skills across environments.
Learning is closely connected with communication, self-management and social interaction.
Challenges in one domain often influence another.
Learning Is More Than Academic Ability

Many people associate learning with intelligence or academic achievement.

However, someone may perform well academically while still experiencing significant difficulties with everyday learning.
For example, a person may:
  • Remember detailed information about their favourite topic but struggle to learn everyday routines.
  • Excel in written examinations but find it difficult to organise daily tasks.
  • Learn new concepts quickly but require repeated prompting to apply them consistently.
  • Understand information during therapy sessions but struggle to use those skills independently at home.
Occupational Therapists consider how learning affects functional participation rather than academic performance alone.
Executive Functioning and Learning

Executive functioning plays a major role within the Learning domain.
Executive functioning includes the mental processes that help us:
  • Plan activities.
  • Organise information.
  • Begin tasks.
  • Maintain attention.
  • Switch between activities.
  • Solve problems.
  • Prioritise tasks.
  • Monitor our own performance.
  • Complete activities independently.
Difficulties with executive functioning may significantly affect everyday participation, even when a person has average or above-average intelligence.
Memory and Everyday Learning

Memory is another important aspect of the Learning domain.
Occupational Therapists may consider how someone remembers:
  • Daily routines.
  • Appointments.
  • Medication schedules.
  • Instructions.
  • Safety procedures.
  • Household tasks.
  • School or workplace expectations.
  • Community routes.
  • Personal belongings.
Some individuals benefit from visual supports, reminders, calendars or Assistive Technology to support memory and everyday functioning.
Attention and Concentration

Attention influences almost every aspect of learning.
Occupational Therapists may explore whether someone can:
  • Focus on tasks.
  • Maintain attention over time.
  • Ignore distractions.
  • Complete activities without frequent prompting.
  • Return to a task after interruptions.
  • Follow conversations.
  • Learn in busy environments.
Attention may vary depending on fatigue, sensory input, stress, motivation and the complexity of the task.
Learning Across Different Environments

​Learning often looks different depending on the environment.

At Home
Learning daily routines, household tasks, meal preparation, self-care skills and safety.

At School
Learning academic concepts, classroom routines, social expectations and organisational skills.

At Work
Learning new procedures, following instructions, adapting to workplace changes and completing tasks independently.

In the Community
Learning transport routes, shopping skills, budgeting, accessing services and participating safely in community activities.

​Occupational Therapists consider how learning changes across these environments rather than relying on one setting alone.
Learning New Skills

Occupational Therapists often assess how easily someone learns new skills.
Questions may include:
  • Can they learn a new household task?
  • How many demonstrations are needed?
  • Do they require written prompts?
  • Can they remember the task the following day?
  • Can they apply the skill in another environment?
  • How much supervision is required?
These observations help identify the types of supports that may promote successful learning.
How Occupational Therapists Assess the Learning Domain

Occupational Therapists assess learning using multiple sources of information.
This may include:
  • Participant interviews.
  • Parent or caregiver interviews.
  • Teacher feedback.
  • Support worker observations.
  • Functional observations.
  • Everyday task analysis.
  • Review of previous reports.
  • Standardised assessments where appropriate.
  • Clinical reasoning.
Rather than measuring intelligence alone, Occupational Therapists explore how learning affects everyday participation and independence.
Real-Life Example

Imagine two adults who both have average intelligence.

Person A learns new workplace tasks after one or two demonstrations, remembers appointments, manages household routines independently and adapts well when plans change.

Person B understands new information during appointments but forgets instructions shortly afterwards, requires repeated prompting to complete routines, struggles with planning meals and becomes overwhelmed when unexpected changes occur.

Although both individuals have similar intellectual abilities, their functional learning needs and support requirements are very different.

This is why the NDIS considers how learning affects everyday functioning, not simply academic achievement or IQ.
Learning and Assistive Technology

Many people benefit from Assistive Technology or environmental supports that promote learning and independence.
Examples may include:
  • Electronic reminders.
  • Smartphone calendars.
  • Visual schedules.
  • Step-by-step task guides.
  • Timers.
  • Medication reminder systems.
  • Communication supports.
  • Organisation apps.
  • Smart home technology.
These supports can reduce cognitive demands and improve participation in everyday activities.
How the Learning Domain Supports NDIS Planning

Information about the Learning domain may contribute to recommendations relating to:
  • Functional Capacity Assessments.
  • Occupational Therapy intervention.
  • Capacity Building supports.
  • Assistive Technology.
  • School accommodations.
  • Workplace supports.
  • Support worker strategies.
  • Skill development programs.
  • Community participation.
Recommendations are based on how learning affects everyday participation rather than educational performance alone.
Funding decisions remain the responsibility of the NDIA.
Learning Is About Everyday Independence

Ultimately, the Learning domain focuses on a person's ability to acquire and apply the skills needed for everyday life.
Developing learning strategies may help someone to:
  • Manage daily routines more independently.
  • Participate at school or work.
  • Learn new life skills.
  • Improve confidence.
  • Reduce reliance on others.
  • Adapt to changing situations.
  • Achieve personal goals.
Occupational Therapy recommendations aim to identify practical strategies, supports and environmental adjustments that help people continue learning throughout their lives.
NDIS Functional Domain 5 - Self-Care
Understanding Self-Care in Everyday Life

Self-care refers to the everyday activities people complete to look after their personal health, wellbeing and independence.

​These activities are often so familiar that many people rarely think about them.

However, for individuals living with disability, illness or injury, self-care activities may require additional time, effort, support or specialised equipment.

Within the NDIS Functional Domains, self-care is not simply about whether a person can complete a task once.
Instead, the NDIA considers questions such as:
  • Can the person complete the activity safely?
  • Can they complete it consistently?
  • How much assistance is required?
  • How long does it take?
  • Does fatigue affect performance?
  • Is supervision needed?
  • Can they complete the task across different environments?
Occupational Therapists explore these questions to understand how self-care influences everyday participation and independence.
What Does the Self-Care Domain Include?

The Self-Care domain may include:
  • Showering and bathing.
  • Dressing.
  • Grooming.
  • Toileting.
  • Eating and drinking.
  • Meal preparation.
  • Oral hygiene.
  • Hair care.
  • Skin care.
  • Medication management.
  • Managing continence.
  • Sleep routines.
  • Personal safety.
  • Managing health needs.
Although these activities may appear straightforward, they often involve many different physical, cognitive, sensory and environmental skills working together.
Self-Care Is More Than Personal Hygiene

Many people think self-care simply means showering and getting dressed.
In reality, Occupational Therapists consider the entire process involved in looking after yourself.
For example, preparing a meal may require someone to:
  • Plan what they are going to cook.
  • Gather ingredients.
  • Stand safely in the kitchen.
  • Use appliances.
  • Follow a sequence of steps.
  • Monitor cooking times.
  • Carry hot items safely.
  • Clean up afterwards.
A person may be physically able to cook but require significant prompting, supervision or environmental modifications to complete the activity safely.
This is why Occupational Therapists assess the whole task rather than one isolated skill.
Everyday Activities Occupational Therapists May Assess

Depending on the purpose of the assessment, Occupational Therapists may observe or discuss how someone completes activities such as:
  • Getting out of bed.
  • Showering.
  • Washing hair.
  • Brushing teeth.
  • Dressing.
  • Using the toilet.
  • Preparing breakfast.
  • Making hot drinks.
  • Managing medications.
  • Laundry.
  • Household cleaning.
  • Shopping for groceries.
  • Feeding themselves.
  • Managing food safely.
Understanding these routines helps identify both strengths and barriers to independence.
Looking Beyond "Can They Do It?"

A key part of Occupational Therapy is looking beyond whether someone can physically complete an activity.
We also consider:

Safety
Can they complete the task without putting themselves or others at risk?

Consistency
Can they complete the activity every day, not just occasionally?

Quality
Can the activity be completed to an acceptable standard?

Time
Does the activity take significantly longer than expected?

Fatigue
Does completing one task prevent participation in other activities?

Assistance
Do they require prompting, supervision or physical assistance?
These questions provide a much more accurate picture of functional capacity than a simple yes-or-no answer.
Self-Care Across the Lifespan

Self-care expectations naturally change with age.

Young Children
Occupational Therapists may assess:
  • Feeding skills.
  • Dressing.
  • Toileting.
  • Hand washing.
  • Tooth brushing.
  • Play routines.
  • Following daily routines.
Children are expected to require some assistance depending on their developmental stage, so recommendations are always considered within an age-appropriate context.

Adolescents
As young people grow, greater independence is often expected.
Occupational Therapists may explore:
  • Personal hygiene.
  • Organisation.
  • Meal preparation.
  • Managing school routines.
  • Medication awareness.
  • Community participation.
  • Developing independent living skills.

Adults
Adults may require support with:
  • Personal care.
  • Household management.
  • Meal preparation.
  • Health management.
  • Community access.
  • Parenting responsibilities where relevant.

Older Adults
Occupational Therapy assessments often focus on maintaining independence through:
  • Falls prevention.
  • Safe showering.
  • Dressing aids.
  • Home modifications.
  • Equipment prescription.
  • Energy conservation.
  • Safe meal preparation.
Self-Care and Assistive Technology

Many people benefit from Assistive Technology that supports independence with self-care activities.
Examples may include:
  • Shower chairs.
  • Grab rails.
  • Raised toilet seats.
  • Long-handled dressing aids.
  • Reachers.
  • Adaptive cutlery.
  • Non-slip mats.
  • Electric toothbrushes.
  • Medication reminder devices.
  • Pressure care equipment.
Recommendations are always based on a comprehensive assessment of the person's goals, functional abilities and environment.
Environmental Factors Matter

Sometimes the environment creates more barriers than the person's disability.
For example:
  • A narrow bathroom may prevent wheelchair access.
  • Poor lighting may increase falls risk.
  • High cupboards may be inaccessible.
  • Slippery flooring may reduce safety.
  • Inappropriate equipment may increase fatigue.
Occupational Therapists assess both the individual and their environment to identify opportunities for improving independence.
How Occupational Therapists Assess Self-Care

Occupational Therapists gather information from multiple sources.
This may include:
  • Participant interviews.
  • Family or caregiver interviews.
  • Functional observations.
  • Home visits.
  • Everyday task analysis.
  • Standardised assessments where appropriate.
  • Previous reports.
  • Clinical reasoning.
Rather than relying solely on self-report, Occupational Therapists often observe how activities are completed in everyday environments whenever appropriate.
Real-Life Example

Imagine two adults who can both prepare a simple meal.

Person A independently plans meals, shops for groceries, cooks safely, cleans up afterwards and prepares meals consistently throughout the week.
​
Person B can prepare a meal if all ingredients have already been organised but forgets to turn appliances off, becomes fatigued after standing for several minutes, requires prompting to follow each step and avoids cooking without supervision.

Although both individuals can "cook," their functional self-care abilities and support needs are very different.
This is why Occupational Therapists assess the entire activity rather than one isolated skill.
How the Self-Care Domain Supports NDIS Planning

Information about self-care may contribute to recommendations relating to:
  • Functional Capacity Assessments.
  • Capacity Building supports.
  • Assistive Technology.
  • Home Modifications.
  • Personal care supports.
  • Community nursing where appropriate.
  • Supported Independent Living (SIL).
  • Specialist Disability Accommodation (SDA).
  • Daily living skill development.
Recommendations are based on the person's functional needs, goals and everyday participation.
Funding decisions remain the responsibility of the NDIA.
Self-Care Is About Independence and Quality of Life

Self-care is much more than completing everyday tasks.
Being able to care for yourself safely and as independently as possible can support:
  • Health and wellbeing.
  • Confidence.
  • Dignity.
  • Community participation.
  • Choice and control.
  • Independence at home.
  • Reduced reliance on others.
  • Improved quality of life.
Occupational Therapists work collaboratively with participants to identify practical strategies, equipment and supports that promote independence while respecting each person's goals and preferences.
NDIS Functional Domain 6 - Self-Management
Understanding Self-Management in Everyday Life

Self-management refers to a person's ability to organise, plan, make decisions and manage the responsibilities of everyday life.

While Self-Care focuses on looking after personal needs such as showering, dressing and eating, Self-Management focuses on coordinating the many tasks that allow someone to live as independently as possible.

Self-management often involves executive functioning, planning, problem-solving, organisation and adapting to changing situations.

For some people, these tasks occur almost automatically.

For others, disability may make even simple everyday responsibilities overwhelming without support.
Occupational Therapists assess how self-management affects participation across home, school, work and community environments.
What Does the Self-Management Domain Include?

The Self-Management domain may include:
  • Planning daily routines.
  • Organising appointments.
  • Managing time.
  • Managing medications.
  • Budgeting and handling money.
  • Shopping independently.
  • Preparing for appointments.
  • Problem-solving.
  • Making safe decisions.
  • Understanding consequences.
  • Responding to unexpected situations.
  • Managing responsibilities.
  • Setting priorities.
  • Completing tasks independently.
  • Recognising when help is needed.
These activities often occur throughout the day and have a significant impact on independence.
Self-Management Is More Than Being Organised

Many people think self-management simply means being organised.
In reality, it involves a wide range of cognitive, emotional and practical skills.
For example, successfully attending a medical appointment may require someone to:
  • Remember the appointment date.
  • Plan transport.
  • Allow enough travel time.
  • Gather necessary paperwork.
  • Arrive on time.
  • Communicate with healthcare professionals.
  • Understand recommendations.
  • Arrange follow-up appointments if required.
Each of these steps contributes to successful self-management.
Everyday Examples of Self-Management

Occupational Therapists may explore how someone manages activities such as:
  • Following a daily routine.
  • Paying bills.
  • Shopping for groceries.
  • Managing medications.
  • Organising transport.
  • Booking appointments.
  • Completing paperwork.
  • Following safety procedures.
  • Managing household responsibilities.
  • Responding to unexpected changes.
  • Seeking help when required.
  • Prioritising tasks throughout the day.
Understanding these routines helps identify practical barriers that may affect independence.
Executive Functioning and Self-Management

Executive functioning plays a central role in self-management.
These cognitive skills help people:
  • Plan ahead.
  • Organise information.
  • Start tasks.
  • Stay focused.
  • Switch between activities.
  • Monitor progress.
  • Solve problems.
  • Make decisions.
  • Adapt when plans change.
Difficulties with executive functioning may significantly affect independence, even when someone has strong physical abilities.
Decision-Making and Everyday Safety

Self-management also involves making safe and informed decisions.
Occupational Therapists may consider questions such as:
  • Can the person recognise hazards?
  • Do they understand the consequences of their decisions?
  • Can they identify when they need help?
  • Are they able to respond appropriately in an emergency?
  • Can they manage unexpected situations safely?
Understanding these factors helps determine the level of supervision or support that may be required in everyday life.
Managing Change and Unexpected Situations

Life rarely goes exactly as planned.
Many people need to adjust when:
  • An appointment changes.
  • Public transport is delayed.
  • A support worker is unavailable.
  • A routine is interrupted.
  • Something breaks at home.
  • A new situation arises.
Occupational Therapists explore how someone manages these changes and whether additional supports or strategies may improve confidence and independence.
Self-Management Across Different Environments

At Home
Managing routines, preparing meals, organising household tasks, remembering medications and maintaining a safe living environment.

At School
Managing timetables, completing homework, organising school materials, following routines and preparing for transitions.

At Work
Managing workloads, prioritising tasks, meeting deadlines, adapting to changes and communicating with colleagues.

In the Community
Planning transport, shopping, attending appointments, managing finances, participating in recreation and accessing community services.

Self-management demands often change depending on the environment and the level of support available.
Self-Management and Mental Fatigue

Mental fatigue can have a significant impact on self-management.

Some people may successfully complete one or two demanding tasks but become overwhelmed if too many responsibilities occur in the same day.
Occupational Therapists may explore:
  • How many decisions someone makes independently.
  • Whether tasks become harder later in the day.
  • Whether reminders are needed.
  • How long recovery takes after mentally demanding activities.
  • Whether fatigue affects judgement or safety.
Understanding mental fatigue helps ensure recommendations are realistic and sustainable.
How Occupational Therapists Assess Self-Management

Occupational Therapists use a combination of interviews, observations and clinical reasoning to understand self-management.
This may include:
  • Participant interviews.
  • Family or caregiver interviews.
  • Support worker feedback.
  • Functional observations.
  • Home visits.
  • Community observations.
  • Review of previous reports.
  • Standardised assessments where appropriate.
Rather than focusing on isolated tasks, Occupational Therapists look at how different responsibilities interact throughout everyday life.
Real-Life Example

Imagine two adults who both live independently.

Person A manages appointments, budgets effectively, organises meals, responds well to unexpected situations and independently manages household responsibilities.

Person B can physically complete household tasks but frequently forgets appointments, misses medications, struggles to budget, becomes overwhelmed by changes in routine and requires regular prompting from family or support workers to manage daily responsibilities.

Although both people live independently, their self-management skills and support needs are very different.
This demonstrates why Occupational Therapists assess how everyday responsibilities are managed, rather than focusing only on physical independence.
Self-Management and NDIS Supports

Information about self-management may contribute to recommendations relating to:
  • Functional Capacity Assessments.
  • Capacity Building supports.
  • Occupational Therapy intervention.
  • Support worker assistance.
  • Assistive Technology.
  • Daily living skill development.
  • Community participation.
  • Supported Independent Living (SIL).
  • Specialist Disability Accommodation (SDA).
Recommendations are based on the participant's goals, functional abilities and the level of support required to safely manage everyday responsibilities.
Funding decisions remain the responsibility of the NDIA.
Self-Management Is About Living Life Independently

The goal of self-management is not to expect people to do everything alone.
Instead, it is about helping people develop the skills, strategies, supports and environments that allow them to live with as much choice, control and independence as possible.

For some people, this may involve using reminders or visual schedules.

For others, it may involve Assistive Technology, support workers, structured routines or environmental modifications.
Occupational Therapy recommendations are individualised and designed to promote meaningful participation while respecting each person's strengths, preferences and goals.
Bringing the Six Functional Domains Together

Although the NDIS describes six separate Functional Domains, everyday life does not occur in separate categories.
Most daily activities involve multiple domains working together.

For example, preparing dinner may require:
  • Mobility to move safely around the kitchen.
  • Communication to understand a recipe or ask for help.
  • Social Interaction if cooking with family or housemates.
  • Learning to follow new instructions or adapt a recipe.
  • Self-Care to prepare and eat a nutritious meal.
  • Self-Management to organise ingredients, manage time and complete the task safely.
This is why Occupational Therapists take a holistic approach during Functional Capacity Assessments.

Rather than assessing each domain in isolation, we consider how physical, cognitive, sensory, emotional and environmental factors interact to influence everyday participation.

Understanding these connections helps us develop recommendations that are practical, person-centred and focused on improving independence and quality of life.
How Occupational Therapists Assess the NDIS Functional Domains

Looking Beyond a DiagnosisOne of the biggest strengths of Occupational Therapy is that we don't simply look at a diagnosis—we look at how that diagnosis affects everyday life.

Two people with the same diagnosis may have very different strengths, challenges and support needs.

For this reason, Occupational Therapists complete comprehensive assessments that consider how a person functions across all areas of everyday life.
Rather than asking:
"What diagnosis does this person have?"
we ask questions such as:
  • How does this person manage their morning routine?
  • What happens when their routine changes?
  • Can they prepare meals safely?
  • How do they participate in school, work or the community?
  • What supports do they currently use?
  • What barriers prevent greater independence?
  • Which environments help them succeed?
  • Which environments create additional challenges?
Answering these questions helps build a detailed picture of functional capacity across the NDIS Functional Domains.
Functional Capacity Is Never Based on One Observation

Occupational Therapists do not make recommendations based on a single task or one brief observation.

Instead, we gather information from multiple sources before developing clinical recommendations.

This helps ensure our assessment reflects a person's typical everyday functioning rather than how they performed during one appointment.
Participant Interviews

Every assessment begins by understanding the participant's own experiences.
Occupational Therapists discuss areas such as:
  • Daily routines.
  • Personal goals.
  • Strengths.
  • Current challenges.
  • Home life.
  • Education.
  • Employment.
  • Community participation.
  • Hobbies and interests.
  • Existing supports.
The participant's lived experience is one of the most valuable sources of information throughout the assessment.
Family and Carer Input

Family members, carers and support people often provide important information about everyday functioning.
They may describe:
  • Morning and evening routines.
  • Personal care.
  • Community participation.
  • Behaviour during stressful situations.
  • Fatigue throughout the day.
  • Support requirements.
  • Safety concerns.
  • Changes over time.
This information helps Occupational Therapists understand how someone functions outside the assessment environment.
Functional Observation

One of the most valuable parts of an Occupational Therapy assessment is observing how everyday activities are completed.
Depending on the assessment, Occupational Therapists may observe activities such as:
  • Walking around the home.
  • Preparing a meal.
  • Shower transfers.
  • Dressing.
  • Writing.
  • Playing.
  • Organising belongings.
  • Shopping.
  • Using mobility equipment.
  • Completing household tasks.
Functional observations provide valuable insight into how different Functional Domains interact during real-life activities.
Home Visits

Many Functional Capacity Assessments include a home visit.
Assessing someone within their usual environment allows Occupational Therapists to understand how environmental factors influence participation.
For example, we may observe:
  • Bathroom accessibility.
  • Kitchen layout.
  • Bedroom access.
  • Entry and exit points.
  • Stair access.
  • Flooring.
  • Lighting.
  • Storage.
  • Existing Assistive Technology.
Sometimes relatively small environmental changes can significantly improve independence and safety.
School and Workplace Observations

For children and working-age adults, observations within education or employment settings may provide valuable information.
These observations help us understand how someone participates in:
  • Classroom routines.
  • Learning activities.
  • Playground interactions.
  • Workplace responsibilities.
  • Team environments.
  • Organisational tasks.
  • Community access.
Assessing participation across multiple environments provides a more complete understanding of functional capacity.
Standardised Assessments

Depending on the purpose of the assessment, Occupational Therapists may use standardised assessment tools to complement interviews and observations.
These tools provide structured information about areas such as:
  • Functional capacity.
  • Daily living skills.
  • Cognitive functioning.
  • Sensory processing.
  • Mobility.
  • Falls risk.
  • Fine motor skills.
  • Gross motor skills.
  • Home safety.
Standardised assessments are never interpreted in isolation.
They are considered alongside clinical observations and everyday participation.
Reviewing Existing Information

Occupational Therapists also review information already available.
This may include:
  • Previous Occupational Therapy reports.
  • Psychology reports.
  • Speech Pathology reports.
  • Physiotherapy reports.
  • Medical specialist reports.
  • Hospital discharge summaries.
  • Behaviour Support Plans.
  • School reports.
  • Individual Education Plans (IEPs).
  • Previous NDIS reports.
Reviewing existing information helps identify patterns and ensures recommendations are based on the person's broader history rather than one appointment.
Collaboration With Other Professionals

Functional Capacity Assessments often involve collaboration with other members of a participant's support team.
Depending on the person's circumstances, this may include:
  • Support Coordinators.
  • Specialist Support Coordinators.
  • Speech Pathologists.
  • Physiotherapists.
  • Psychologists.
  • Positive Behaviour Support Practitioners.
  • Medical specialists.
  • General Practitioners.
  • Teachers.
  • Employers.
  • Support workers.
Each professional provides a different perspective on the participant's everyday functioning.
Together, this information helps develop a more comprehensive understanding of support needs.
Clinical Reasoning

Clinical reasoning is one of the most important parts of every Occupational Therapy assessment.
This is where the Occupational Therapist analyses all of the information collected and considers:
  • How the Functional Domains interact.
  • Which barriers affect participation.
  • Which supports are already effective.
  • What environmental changes may help.
  • What equipment may improve independence.
  • Which recommendations are supported by evidence.
  • How recommendations align with the participant's goals.
Clinical reasoning transforms assessment findings into meaningful, individualised recommendations.
Functional Capacity Is About Patterns

Occupational Therapists don't focus on isolated events.
Instead, we look for patterns across everyday life.
For example:
Rather than asking,
"Can this person cook?"
we explore questions such as:
  • Can they plan a meal?
  • Can they shop independently?
  • Can they use appliances safely?
  • Can they manage fatigue?
  • Can they prepare meals consistently?
  • Can they clean up afterwards?
  • Do they require prompting?
  • What happens when something unexpected occurs?
Looking at patterns provides a much more accurate understanding of functional capacity.
Assessments Are Person-Centred

No two Functional Capacity Assessments are identical.
Every assessment is tailored to the participant's:
  • Goals.
  • Strengths.
  • Disability.
  • Living environment.
  • Support network.
  • Funding pathway.
  • Everyday responsibilities.
  • Future aspirations.
Recommendations are developed collaboratively and focus on supporting meaningful participation in the activities that matter most to the individual.
Bringing the Evidence Together

By combining interviews, observations, reports, collaboration and clinical reasoning, Occupational Therapists develop a comprehensive understanding of how disability affects everyday participation across all six NDIS Functional Domains.

This evidence forms the foundation of many Occupational Therapy reports, including Functional Capacity Assessments, Assistive Technology Assessments, Supported Independent Living (SIL) Assessments and Specialist Disability Accommodation (SDA) Assessments.

The aim is not simply to describe a person's disability, but to explain how disability affects everyday life and identify practical recommendations that may support greater independence, safety and participation.
Why Real-Life Examples Matter More Than a Diagnosis

Understanding Functional Evidence for the NDISOne of the most important principles of the NDIS is that a diagnosis alone does not explain how a person functions in everyday life.

While a diagnosis helps describe a medical or developmental condition, it does not automatically explain:
  • How independently someone completes daily activities.
  • What support they require.
  • Which environments create barriers.
  • How consistently they can participate.
  • Whether they can safely complete everyday tasks.
This is why Occupational Therapy assessments focus on functional evidence rather than diagnosis alone.
Real-life examples help demonstrate how disability affects everyday participation across the six NDIS Functional Domains.
Diagnosis Tells Part of the Story

A diagnosis is an important part of understanding a person's health and disability.
However, many people with the same diagnosis experience very different levels of functional impact.
For example:
Two people may both have Autism Spectrum Disorder.
One person may:
  • Live independently.
  • Drive.
  • Work full-time.
  • Manage appointments independently.
  • Require minimal support.
Another person with the same diagnosis may:
  • Require prompting for personal care.
  • Experience significant sensory overload.
  • Need support with meal preparation.
  • Be unable to use public transport independently.
  • Require daily support with routines.
Although both individuals share the same diagnosis, their functional capacity and support needs are very different.
This is why the NDIA considers how disability affects everyday life, rather than making decisions based on diagnosis alone.
"Can Do" Is Different From "Does Do"

Another important concept in Occupational Therapy is understanding the difference between:
What someone can doand
What someone actually does in everyday life.For example:

A participant may be physically capable of preparing a meal.
However, in everyday life they may:
  • Forget to eat.
  • Become overwhelmed by planning.
  • Leave food cooking unattended.
  • Need prompting to begin.
  • Be unable to repeat the task consistently.
  • Become exhausted afterwards.
Technically, they can cook.
Functionally, they may still require significant support.

​Occupational Therapists consider both capacity and everyday performance when developing recommendations.
Everyday Life Provides the Strongest Evidence

Occupational Therapy reports often include practical examples because they help explain how disability affects participation.
Rather than simply stating:
"Requires prompting."

​An Occupational Therapist may describe:
"The participant requires daily verbal prompting from a family member to begin showering. Without prompting, personal hygiene may be missed for several consecutive days."
This provides much clearer information about functional impact.
Another Example

Rather than writing:
"Difficulty with meal preparation."

A Functional Capacity Assessment may explain:
"The participant can prepare simple meals when all ingredients have been organised by another person. They require assistance with meal planning, shopping, sequencing tasks and monitoring cooking. Without support, meals are frequently skipped or replaced with packaged snacks."
This gives a much more accurate picture of everyday functioning.
Looking at the Whole Activity

Occupational Therapists rarely assess one isolated skill.
Instead, we consider every step involved.

For example, preparing breakfast may require someone to:
  • Wake up on time.
  • Remember to eat.
  • Decide what to prepare.
  • Locate ingredients.
  • Safely use kitchen appliances.
  • Manage time.
  • Monitor food while cooking.
  • Eat safely.
  • Clean up afterwards.
Each step may involve different Functional Domains.
This provides much richer information than simply asking:
"Can you make breakfast?"
Functional Capacity Is About Consistency

Being able to complete a task once is not the same as completing it consistently.
Occupational Therapists consider questions such as:
  • Can this activity be completed every day?
  • Is assistance always required?
  • Does fatigue affect performance?
  • Does the level of support change?
  • Can the person complete the activity safely?
  • What happens during periods of stress?
  • Does performance vary across environments?
Consistency is often one of the most important aspects of functional capacity.
Good Days and Challenging Days

Many disabilities fluctuate.
Some days a person may complete activities independently.
On other days they may require much greater support.
Occupational Therapists explore:
  • What a typical day looks like.
  • How often additional support is needed.
  • What factors influence functioning.
  • Whether fluctuations affect participation.
This provides a more balanced picture of everyday life than focusing only on the best or most difficult days.
Context Matters

The same activity may look very different depending on the environment.
For example, someone may:
  • Prepare meals successfully at home but struggle in unfamiliar environments.
  • Communicate well with family but become overwhelmed in medical appointments.
  • Walk safely indoors but require assistance on uneven outdoor surfaces.
  • Complete routines with visual supports but struggle without them.
Occupational Therapists consider these environmental influences when assessing functional capacity.
Strengths Are Just as Important

Functional evidence is not only about identifying difficulties.
Occupational Therapists also identify:
  • Existing strengths.
  • Successful strategies.
  • Effective supports.
  • Personal interests.
  • Protective factors.
  • Skills that promote independence.
Recognising strengths helps build recommendations that support participation rather than focusing solely on limitations.
Why This Matters for the NDIS

The NDIA aims to understand how disability affects a person's everyday life so that funding decisions can be based on functional needs rather than diagnostic labels alone.
Comprehensive Occupational Therapy reports help demonstrate:
  • The participant's current functional capacity.
  • The impact of disability on everyday activities.
  • Areas of strength.
  • Areas where support is required.
  • Environmental barriers.
  • Strategies and supports that may improve participation.
Recommendations are always based on clinical assessment, individual goals and the available evidence.
Funding decisions remain the responsibility of the NDIA.
Functional Evidence Helps Tell Your Story

A Functional Capacity Assessment is more than a checklist of abilities.
It tells the story of how someone experiences everyday life.

By using real-life examples, Occupational Therapists can explain not only what a person finds difficult, but also why those difficulties occur, how they affect participation and what supports may help improve independence.

This person-centred approach ensures that reports reflect the individual's unique experiences, strengths and goals rather than reducing them to a diagnosis or a list of symptoms.
Good Days, Bad Days and Typical Days
Understanding Functional Capacity Over Time

For many people living with disability, health conditions or neurological conditions, everyday functioning is not exactly the same every day.
Some days may feel easier.

Other days may require much more support.

Fatigue, pain, illness, stress, sensory demands, environmental changes and many other factors can influence how someone functions from one day to the next.

This is completely normal.
Occupational Therapists understand that functional capacity often fluctuates, and our role is to understand what everyday life typically looks like over time - not just what happens during one appointment.
Why Occupational Therapists Ask About Different Days

A Functional Capacity Assessment is designed to understand a person's overall level of functioning.
This means we often ask questions about:
  • Good days.
  • More challenging days.
  • Typical days.
  • Changes over time.
  • Situations that affect participation.
Understanding this broader picture helps us develop recommendations that are realistic, evidence-informed and relevant to everyday life.
What Is a Typical Day?

When Occupational Therapists talk about a typical day, we mean the type of day that most accurately reflects your usual level of functioning.
A typical day is not:
  • Your absolute best day.
  • Your absolute most difficult day.
  • An unusually stressful day.
  • A day when everything goes perfectly.
Instead, it represents how you usually manage everyday activities across most days.
This provides the most meaningful information about your functional capacity.
Why Good Days Matter

Good days are still important.
They help Occupational Therapists understand:
  • What supports are working well.
  • Which environments promote independence.
  • Activities that are meaningful.
  • Existing strengths.
  • Factors that improve participation.
Understanding successful days allows recommendations to build upon strategies that are already helping.
Why More Challenging Days Matter

More challenging days are equally important.
They help us understand:
  • When additional support is required.
  • How disability affects participation.
  • Whether fatigue changes functional capacity.
  • Environmental barriers.
  • Safety risks.
  • Recovery following demanding activities.
Discussing these experiences does not mean focusing only on difficulties.
Instead, it helps Occupational Therapists understand the full range of support needs across everyday life.
There Is No Need to Exaggerate

Some participants worry that they need to describe only their worst experiences so the Occupational Therapist understands their challenges.
This is not necessary.

Occupational Therapists are trained to explore how disability affects participation over time.
Providing an honest picture of your everyday life is much more valuable than focusing only on the most difficult situations.

​The goal is to understand your typical support needs, not to prove how difficult life can be on one particular day.
There Is Also No Need to Minimise Difficulties

Many people naturally minimise the support they receive.
Sometimes participants say things like:
"I can do that."
When further discussion reveals:
  • A family member prepares everything beforehand.
  • Someone provides regular reminders.
  • Support workers supervise the activity.
  • The task takes several hours.
  • It only happens occasionally.
Occupational Therapists gently explore these situations to understand how activities are actually completed in everyday life.
Needing support is not a failure.

Understanding support needs helps ensure recommendations accurately reflect your everyday functioning.
Fluctuating Conditions

Some health conditions naturally fluctuate over time.
Examples may include:
  • Multiple Sclerosis.
  • Parkinson's disease.
  • Chronic pain conditions.
  • Chronic fatigue conditions.
  • Some neurological conditions.
  • Mental health conditions.
  • Migraine disorders.
  • Autoimmune conditions.
For these individuals, Occupational Therapists may explore:
  • How often symptoms fluctuate.
  • What triggers changes.
  • How long flare-ups last.
  • Which activities become more difficult.
  • Whether recovery affects participation.
  • How supports change during different periods.
Understanding these patterns helps ensure recommendations reflect long-term functional needs rather than a single point in time.
Fatigue Can Significantly Affect Functional Capacity

Fatigue is one of the most common reasons why functioning changes throughout the day.
For example, someone may:
  • Shower independently in the morning but require assistance later in the day.
  • Attend work but be unable to prepare dinner afterwards.
  • Participate in one community activity but need the following day to recover.
  • Complete household tasks only by spreading them across several days.
Occupational Therapists consider not only whether an activity can be completed, but also the impact it has on the rest of the person's day or week.
Recovery Is Part of Functional Capacity

Recovery is often overlooked.
Some activities require significantly more recovery time for people living with disability.
For example:
  • Attending a one-hour appointment may require the remainder of the day to rest.
  • Grocery shopping may result in fatigue for several days.
  • A school excursion may reduce participation for the rest of the week.
  • Community outings may require increased support afterwards.
Understanding recovery provides valuable insight into the sustainability of everyday participation.
Everyday Support Matters

Sometimes the support people receive becomes so routine that they forget it is support.
Examples include:
  • Daily reminders.
  • Prompting to begin tasks.
  • Meal preparation by family members.
  • Assistance organising appointments.
  • Medication reminders.
  • Transport provided by others.
  • Help managing finances.
  • Emotional support during community outings.
Occupational Therapists consider both visible and less obvious supports when assessing functional capacity.
Honest Conversations Lead to Better Recommendations

The most helpful thing you can do during an Occupational Therapy assessment is to be open about your everyday experiences.
This includes discussing:
  • Things that go well.
  • Things that are difficult.
  • Strategies that help.
  • Supports you currently receive.
  • Goals for greater independence.
There are no right or wrong answers.
The more accurately we understand your everyday life, the more meaningful our recommendations can be.
Functional Capacity Is About Your Everyday Life

Ultimately, Occupational Therapy assessments aim to understand how you function across a typical week - not just during one appointment.

​By considering good days, more challenging days and everything in between, Occupational Therapists develop a balanced understanding of your functional capacity.

This allows recommendations to reflect your genuine support needs while recognising your strengths, goals and opportunities for greater participation.
Common Misunderstandings About the NDIS Functional Domains
Separating Myth from Reality

The NDIS can sometimes feel confusing, particularly when people hear different advice from friends, social media or online discussion groups.

One of the reasons Occupational Therapy assessments are so valuable is that they focus on the individual's everyday functioning rather than assumptions or generalisations.

Below are some of the most common misunderstandings about the NDIS Functional Domains and Functional Capacity Assessments.
Myth 1: "My Diagnosis Automatically Determines My Funding"
​
Reality
A diagnosis alone does not determine the supports a person may receive through the NDIS.

While a diagnosis helps explain the nature of a person's disability, the NDIA also considers how that disability affects everyday functioning across the Functional Domains.

For example, two people with the same diagnosis may have very different support needs because their functional capacity differs significantly.
This is why Occupational Therapy reports focus on how disability affects everyday participation rather than diagnosis alone.
Myth 2: "If I Can Do Something Once, I Don't Need Support"
​
Reality
Being able to complete a task once does not necessarily mean a person can complete it safely, consistently or independently.
Occupational Therapists consider questions such as:
  • Can the activity be completed every day?
  • Is prompting required?
  • Does fatigue affect performance?
  • Is supervision needed?
  • What happens when routines change?
These questions provide a much more accurate picture of functional capacity than simply asking whether someone can complete a task.
Myth 3: "If I Work or Go to School, I Won't Need NDIS Supports"

Reality
Many people who attend school, university or employment still require disability-related supports.
For example, someone may:
  • Work part-time but require daily support with personal care.
  • Attend university while using Assistive Technology.
  • Need support workers to access the community.
  • Require structured routines to manage daily responsibilities.
  • Need environmental modifications to remain independent.
Participation in education or employment does not automatically mean a person has no support needs.
Myth 4: "I Should Only Talk About My Worst Days"

Reality
Occupational Therapists are interested in understanding your overall functional capacity.
This includes:
  • Your strengths.
  • Your typical day.
  • More challenging days.
  • Strategies that help.
  • Existing supports.
  • Long-term goals.
Providing an honest and balanced picture helps ensure recommendations accurately reflect your everyday life.
Myth 5: "I Shouldn't Mention My Good Days"

Reality
Good days provide valuable clinical information.
They help Occupational Therapists understand:
  • What supports are working well.
  • Which environments promote success.
  • Existing strengths.
  • Effective strategies.
  • Opportunities to build greater independence.
Understanding what works well is just as important as understanding what is difficult.
Myth 6: "Using Equipment Means I'm Independent"

Reality
Assistive Technology often increases independence, but equipment alone does not always remove the need for support.
For example, a person may use:
  • A wheelchair.
  • A walking frame.
  • A shower chair.
  • A communication device.
  • A medication reminder system.
Even with appropriate equipment, they may still require assistance with planning, supervision, community access or daily routines.

Occupational Therapists consider how equipment contributes to functional participation rather than assuming equipment removes all support needs.
Myth 7: "Everyone With the Same Disability Has Similar Needs"

Reality
No two people experience disability in exactly the same way.
Even people with identical diagnoses may have completely different:
  • Strengths.
  • Goals.
  • Environments.
  • Family supports.
  • Functional abilities.
  • Support requirements.
This is why Occupational Therapy assessments are individualised and person-centred.
Myth 8: "Occupational Therapists Only Assess Physical Disabilities"

Reality
Occupational Therapists assess how people participate in everyday life.
This may include physical, cognitive, sensory, psychosocial and neurological factors.
Occupational Therapists frequently work with people living with:
  • Autism.
  • ADHD.
  • Intellectual Disability.
  • Acquired Brain Injury.
  • Stroke.
  • Multiple Sclerosis.
  • Parkinson's disease.
  • Cerebral Palsy.
  • Dementia.
  • Mental health conditions.
  • Rare genetic conditions.
The focus is always on everyday functioning rather than diagnosis alone.
Myth 9: "The Occupational Therapist Is Deciding My Funding"

Reality
Occupational Therapists do not decide whether NDIS funding is approved.
Our role is to:
  • Assess functional capacity.
  • Gather evidence.
  • Identify strengths.
  • Identify barriers.
  • Recommend supports based on clinical assessment.
  • Explain how disability affects everyday participation.
Funding decisions are made independently by the National Disability Insurance Agency (NDIA) using the available evidence and relevant legislation.
Myth 10: "There Is a Perfect Score for the Functional Domains"

Reality
The Functional Domains are not a school test or checklist where people receive a simple score.

Occupational Therapists use clinical reasoning to understand how disability affects participation across multiple areas of everyday life.
The goal is not to "pass" or "fail."
​
The goal is to understand how someone functions and what supports may assist them to participate as independently as possible.
Myth 11: "The Assessment Is About Finding Everything That's Wrong"

Reality
High-quality Occupational Therapy assessments identify both strengths and support needs.
Occupational Therapists consider:
  • Existing skills.
  • Personal goals.
  • Interests.
  • Successful strategies.
  • Support networks.
  • Environmental strengths.
  • Opportunities to increase independence.
Recommendations build upon these strengths while addressing barriers that affect participation.
Myth 12: "I Need to Impress the Occupational Therapist"

Reality
Some people try to demonstrate that they are coping better than they really are.
Others worry they need to prove how difficult life is.
Neither approach is necessary.

​The most valuable assessment is one that accurately reflects your everyday life.

Being open and honest about your experiences helps Occupational Therapists develop recommendations that are practical, realistic and meaningful.
The Goal Is Understanding, Not Judgement

Occupational Therapy assessments are not about judging your abilities or comparing you with anyone else.
They are about understanding:
  • What you do well.
  • What challenges you experience.
  • What supports you currently use.
  • What goals are important to you.
  • What strategies may improve participation and independence.
Every recommendation is based on your individual circumstances, not on assumptions about your diagnosis or disability.
Evidence Matters More Than Assumptions

The strongest Occupational Therapy reports are built on detailed functional evidence gathered through interviews, observations, collaboration and clinical reasoning.

By understanding how disability affects everyday life across the six Functional Domains, Occupational Therapists can develop recommendations that accurately reflect the participant's strengths, challenges and support needs.

This evidence helps tell the person's story in a way that supports informed decision-making while remaining focused on meaningful participation and individual goals.
How Functional Domain Evidence Supports NDIS Decision-Making
Bringing Functional Evidence Together

A comprehensive Occupational Therapy assessment brings together information from interviews, observations, standardised assessments, collaboration with the participant's support network and clinical reasoning.

Rather than looking at each Functional Domain in isolation, Occupational Therapists consider how the domains interact during everyday life.
For example, preparing a simple meal may involve:
  • Mobility to move safely around the kitchen.
  • Communication to understand instructions or ask for assistance.
  • Social Interaction when sharing a home or cooking with others.
  • Learning to remember recipes or apply new skills.
  • Self-Care to prepare and eat a nutritious meal.
  • Self-Management to organise ingredients, manage time and complete the task safely.
Looking at activities holistically provides a much more accurate understanding of functional capacity than assessing each skill separately.
Functional Evidence Helps Explain Everyday Life

One of the most important roles of an Occupational Therapy report is explaining how disability affects everyday participation.
Rather than simply listing diagnoses or medical history, Occupational Therapists describe:
  • How everyday activities are completed.
  • What supports are currently required.
  • Which environments create barriers.
  • What strategies already work well.
  • How disability affects independence.
  • What recommendations may improve participation.
This functional evidence provides context that medical diagnoses alone cannot.
Functional Capacity Assessments

Functional Capacity Assessments (FCAs) are one of the most comprehensive ways Occupational Therapists assess the NDIS Functional Domains.
An FCA may explore:
  • Daily living skills.
  • Personal care.
  • Household management.
  • Community participation.
  • Mobility.
  • Communication.
  • Learning.
  • Social participation.
  • Self-management.
  • Environmental barriers.
  • Existing supports.
  • Future support needs.
The findings help develop practical recommendations based on the participant's goals and functional needs.
Learn more about our Functional Capacity Assessments.
Assistive Technology Assessments

Understanding the Functional Domains also helps determine whether Assistive Technology may improve independence.
Depending on the person's functional needs, recommendations may relate to equipment such as:
  • Mobility equipment.
  • Pressure care equipment.
  • Seating systems.
  • Showering equipment.
  • Daily living aids.
  • Communication technology.
  • Cognitive supports.
  • Environmental control systems.
Occupational Therapists recommend equipment based on clinical assessment and functional need rather than diagnosis alone.
Learn more about our Assistive Technology Assessments.
Home Modification Assessments

Sometimes the greatest barrier is not the person's abilities but the environment itself.
Functional evidence may demonstrate how changes to the home could improve:
  • Safety.
  • Accessibility.
  • Independence.
  • Community participation.
  • Carer safety.
  • Falls prevention.
Recommendations may include modifications to bathrooms, entrances, kitchens, bedrooms or other areas of the home where environmental barriers affect everyday participation.

Learn more about our Home Modification Assessments.
Supported Independent Living (SIL)

Supported Independent Living (SIL) funding considers the support a person requires to complete everyday activities while living as independently as possible.
Functional evidence may help explain:
  • Daily support requirements.
  • Levels of supervision.
  • Personal care needs.
  • Household support needs.
  • Behavioural support considerations.
  • Overnight support requirements.
  • Risks within the home environment.
Occupational Therapy assessments contribute evidence about functional needs, while SIL funding decisions are made by the NDIA.
​
Learn more about our Supported Independent Living (SIL) Assessments.
Specialist Disability Accommodation (SDA)

Specialist Disability Accommodation (SDA) relates to specialised housing for people with very high or complex support needs who meet the relevant eligibility criteria.
Occupational Therapy assessments may provide evidence regarding:
  • Accessibility needs.
  • Mobility requirements.
  • Home layout barriers.
  • Assistive Technology requirements.
  • Environmental risks.
  • Functional limitations affecting housing.
Recommendations focus on how the home environment influences independence, safety and participation.
Eligibility and funding decisions are determined by the NDIA.

Learn more about our Specialist Disability Accommodation (SDA) Assessments.
Capacity Building Supports

Functional evidence also helps identify areas where therapy or skill development may increase independence over time.
Depending on individual goals, recommendations may relate to improving:
  • Daily living skills.
  • Community participation.
  • Organisation.
  • Self-management.
  • Communication.
  • Social participation.
  • Home routines.
  • Mobility.
  • Confidence.
Occupational Therapy focuses on building practical skills that support greater participation in everyday life.
Functional Evidence Changes Over Time

People's support needs are not always static.
Changes may occur because of:
  • Growth and development.
  • Ageing.
  • Rehabilitation.
  • Progressive health conditions.
  • Changes in living arrangements.
  • Changes in informal supports.
  • Introduction of Assistive Technology.
  • Skill development through therapy.
Review assessments help ensure recommendations continue to reflect a person's current functional capacity.
Why Comprehensive Evidence Matters

The strongest Occupational Therapy reports provide a balanced picture of everyday life.
This includes:
  • Strengths.
  • Functional challenges.
  • Existing supports.
  • Environmental barriers.
  • Personal goals.
  • Practical recommendations supported by clinical reasoning.

​By considering all of these factors together, Occupational Therapists develop reports that accurately reflect the participant's current circumstances and future support needs.
Occupational Therapists Recommend - The NDIA Decides

It is important to understand the different roles involved in the NDIS process.

Occupational Therapists
Occupational Therapists:
  • Assess functional capacity.
  • Gather evidence.
  • Observe everyday participation.
  • Identify strengths and barriers.
  • Develop evidence-based recommendations.
  • Prepare comprehensive reports.

The NDIA
The National Disability Insurance Agency (NDIA):
  • Reviews available evidence.
  • Considers relevant legislation and NDIS rules.
  • Determines eligibility where applicable.
  • Makes funding decisions.
  • Approves or declines requested supports.
While Occupational Therapy reports are often an important source of evidence, the final decision regarding funding rests with the NDIA.
Putting the Functional Domains Into Practice

Understanding the six Functional Domains helps participants, families and professionals see beyond a diagnosis and focus on everyday participation.

Whether someone is applying for Assistive Technology, requesting a Functional Capacity Assessment, exploring Supported Independent Living or seeking Home Modifications, the key question remains the same:

How does disability affect this person's ability to participate safely, consistently and as independently as possible in everyday life?

By answering that question through comprehensive assessment and evidence-based recommendations, Occupational Therapists help participants clearly communicate their functional needs and goals.
Looking Beyond the Report

A Functional Capacity Assessment is not simply a document prepared for the NDIS.
For many participants, it also becomes a practical roadmap for future support.
The assessment may help:
  • Identify therapy priorities.
  • Guide goal setting.
  • Improve communication between service providers.
  • Support coordinated care.
  • Highlight environmental changes.
  • Recommend Assistive Technology.
  • Promote greater independence.
  • Improve participation in everyday life.
Ultimately, the goal is not simply to describe disability - it is to identify practical ways to support people to live the life they want to live.
Understanding the NDIS Functional Domains Is About Understanding People

The six NDIS Functional Domains provide a structured way of understanding how disability affects everyday life.

Rather than focusing solely on a diagnosis, they help Occupational Therapists, participants, families and the NDIA understand how a person's disability influences their ability to participate at home, school, work and within the community.

Every person has a unique combination of strengths, goals and support needs.
This is why high-quality Occupational Therapy assessments look beyond medical diagnoses and consider the whole person - their daily routines, environments, relationships, aspirations and the practical barriers they experience.

Understanding functional capacity is ultimately about identifying opportunities to improve independence, safety, confidence and participation in the activities that matter most to each individual.

Whether someone is a young child learning new skills, a teenager preparing for adulthood, an adult managing work and family responsibilities or an older person wanting to remain independent at home, the Functional Domains provide a valuable framework for understanding everyday participation and identifying meaningful supports.
How Belong Health Can Help

Belong Health provides comprehensive Occupational Therapy assessments for children, adolescents, adults and older adults across Perth, Mandurah, Rockingham, the Peel Region and wider Western Australia.

Depending on your individual needs, our Occupational Therapists can assist with:
Our assessments are designed to develop a comprehensive understanding of your everyday functioning and provide practical, evidence-based recommendations that support greater independence, safety and participation.

We take the time to understand your strengths, goals and support needs so our recommendations are meaningful, individualised and focused on the activities that matter most to you.
Not Sure Which Occupational Therapy Assessment You Need?

Many people are unsure which Occupational Therapy assessment is most appropriate for their circumstances.
That's completely understandable.
​
Different assessments answer different questions.
For example:
If you're unsure which assessment is right for you, our team can discuss your situation and recommend the most appropriate assessment pathway.
Contact Belong Health
​
If you would like to learn more about Occupational Therapy assessments or discuss your individual circumstances, our friendly team is here to help.
​
We can answer your questions, explain the assessment process and help determine which assessment may be most appropriate for your needs.

Call 08 9586 3934, submit an online enquiry.
​
We provide Occupational Therapy services throughout Perth, Mandurah, Rockingham, the Peel Region and wider Western Australia, including home visits, community-based assessments, clinic appointments and telehealth where clinically appropriate.
Related Resources

To continue learning about Occupational Therapy and the NDIS, you may also find these guides helpful.

Occupational Therapy Assessment Guides
Occupational Therapy Assessments
NDIS Resources
Occupational Therapy Services
Frequently Asked Questions - Understanding the NDIS Functional Domains

What are the NDIS Functional Domains?
The NDIS Functional Domains are six areas of everyday functioning used to understand how a person's disability affects their ability to participate in daily life. They include Mobility, Communication, Social Interaction, Learning, Self-Care and Self-Management.

Why are the NDIS Functional Domains important?
The Functional Domains help explain how disability affects everyday activities and participation. They provide valuable information for Occupational Therapy assessments and may contribute to NDIS planning and funding decisions.

How many Functional Domains are there?
There are six Functional Domains:
  • Mobility
  • Communication
  • Social Interaction
  • Learning
  • Self-Care
  • Self-Management

What is functional capacity?
Functional capacity refers to a person's ability to safely, consistently and independently complete everyday activities across different environments.

What is a Functional Capacity Assessment?
A Functional Capacity Assessment (FCA) is a comprehensive Occupational Therapy assessment that evaluates how disability affects everyday functioning across the NDIS Functional Domains.

Does the NDIS only consider my diagnosis?
No. The NDIA considers how your disability affects your everyday functioning rather than relying on diagnosis alone.

Can two people with the same diagnosis have different support needs?
Yes. Two people with the same diagnosis may have very different strengths, functional abilities and support requirements.

Does having Autism automatically qualify someone for NDIS funding?
Not necessarily. Eligibility and funding decisions are based on NDIS legislation and the impact of disability on functional capacity, rather than diagnosis alone.

Does ADHD affect the Functional Domains?
It can. ADHD may affect areas such as Learning, Communication, Social Interaction and Self-Management depending on the individual's functional presentation.

Does an Intellectual Disability affect all Functional Domains?
It may affect one or more Functional Domains depending on the individual's strengths, support needs and everyday functioning.

Can acquired brain injuries affect multiple Functional Domains?
Yes. An acquired brain injury may affect mobility, communication, learning, self-care, self-management and social interaction depending on the nature and severity of the injury.

Can dementia affect the Functional Domains?
Yes. Dementia may affect memory, learning, communication, self-management, self-care and mobility as the condition progresses.

What does the Mobility domain include?
Mobility includes moving safely around the home and community, transfers, balance, stairs, transport, endurance and community access.

What does the Communication domain include?
Communication includes understanding information, expressing needs, conversations, reading, writing, AAC and communicating across different environments.

What does the Social Interaction domain assess?
It explores how someone develops relationships, participates socially and engages within their family, school, workplace and community.

What does the Learning domain include?
The Learning domain considers memory, attention, executive functioning, learning new skills, following instructions, problem-solving and applying knowledge in everyday life.

What does the Self-Care domain include?
Self-Care includes showering, dressing, toileting, eating, grooming, meal preparation, medication management and other personal care activities.

What does the Self-Management domain include?
Self-Management includes planning, organisation, budgeting, appointments, routines, decision-making, time management and managing everyday responsibilities.

Who assesses the NDIS Functional Domains?
Occupational Therapists commonly assess the Functional Domains, although other allied health professionals may contribute evidence within their scope of practice.

Why does an Occupational Therapist assess functional capacity?
​Occupational Therapists assess how disability affects everyday participation and identify practical recommendations that may improve independence and quality of life.

What happens during a Functional Capacity Assessment?
The assessment may include interviews, observations, home visits, review of reports, collaboration with other professionals and standardised assessments where appropriate.

Can Functional Capacity Assessments be completed at home?
Yes. Many assessments are completed in the participant's home because it provides valuable information about everyday routines and environmental barriers.

Can assessments include school or workplace visits?
Yes. Depending on the purpose of the assessment, Occupational Therapists may observe participation at school, work or within community environments.

Why are home visits helpful?
Home visits allow Occupational Therapists to assess how the environment supports or limits everyday independence and identify practical recommendations.

What information should I bring to my assessment?
It may be helpful to bring previous reports, your NDIS plan, relevant medical information and details about your current supports.

Can my Support Coordinator attend?
Yes. With your consent, your Support Coordinator or Specialist Support Coordinator may attend the assessment if appropriate.

Can a family member or carer attend?
Yes. Family members and carers often provide valuable information about everyday functioning.

Can my support workers contribute information?
Yes. Support workers often observe day-to-day functioning and may provide valuable insights into routines, support needs and community participation.

What if I don't have previous reports?
That's okay. Your Occupational Therapist will gather information during the assessment and discuss whether additional reports would be helpful.

Why are everyday examples important?
Real-life examples help demonstrate how disability affects participation in everyday activities rather than simply listing diagnoses or symptoms.

Why doesn't diagnosis tell the whole story?
A diagnosis identifies a medical condition but does not explain how it affects a person's everyday functioning or support needs.

What is clinical reasoning?
Clinical reasoning is the process Occupational Therapists use to analyse assessment findings and develop evidence-based recommendations.

What is meant by functional evidence?
Functional evidence describes how disability affects a person's ability to participate in everyday activities across different environments.

What does "can do" versus "does do" mean?
Someone may be physically capable of completing an activity but still require prompting, supervision or support to complete it consistently in everyday life.

Why do Occupational Therapists ask about a typical day?
A typical day provides a more accurate understanding of everyday functioning than focusing only on the best or most difficult days.

Should I only talk about my worst days?
No. It's best to provide an honest picture of your everyday functioning, including both strengths and challenges.

Should I tell my Occupational Therapist about my good days?
Yes. Good days help identify successful strategies, strengths and supports that are already working well.

What if my condition changes from day to day?
Many disabilities fluctuate. Occupational Therapists consider how your functioning changes over time rather than relying on one observation.

Does fatigue affect functional capacity?
Yes. Fatigue can significantly influence independence, participation and the ability to complete everyday activities consistently.

Can anxiety affect my Functional Capacity?
Yes. Anxiety may affect participation, communication, community access, learning, self-management and other aspects of everyday functioning depending on the individual.

Does sensory processing affect the Functional Domains?
Yes. Sensory processing differences may influence participation across several Functional Domains, including communication, learning, self-care, social interaction and community participation.

What role does Assistive Technology play?
Assistive Technology may improve safety, independence and participation where clinically appropriate following assessment.

Can Assistive Technology eliminate the need for support?
Not always. Equipment may improve independence but some people continue to require assistance with planning, supervision or daily activities.

How do the Functional Domains relate to Supported Independent Living (SIL)?
SIL assessments often consider all six Functional Domains to understand the level of daily support a person may require.

How do the Functional Domains relate to Specialist Disability Accommodation (SDA)?
SDA assessments consider how functional needs and environmental barriers influence housing requirements for eligible participants.

How do the Functional Domains relate to Assistive Technology?
Understanding functional capacity helps determine whether Assistive Technology may improve independence, safety or participation.

How do the Functional Domains relate to Home Modifications?
Functional evidence helps identify environmental barriers and whether changes to the home may improve accessibility and safety.

How do the Functional Domains relate to Capacity Building supports?
The Functional Domains help identify areas where therapy, skill development and support may improve independence and participation over time.

Can Functional Capacity change over time?
Yes. Functional capacity may change due to growth, ageing, rehabilitation, progressive conditions or changes in support needs.

Can children be assessed using the Functional Domains?
Yes. Occupational Therapists assess children within the context of age-appropriate development, participation and everyday routines.

Are the Functional Domains different for adults?
The Functional Domains remain the same throughout life, although the activities assessed and expectations for independence vary depending on a person's age, roles and circumstances.

Can older adults benefit from Functional Capacity Assessments?
Yes. Functional Capacity Assessments may help identify supports, equipment and environmental changes that promote independence and safety for older adults living with disability.

How long does a Functional Capacity Assessment take?
Assessment time varies depending on the individual's circumstances and the complexity of their support needs.

Will I receive a report?
In most cases, yes. Your Occupational Therapist will explain whether a written report is included and how it will be used.

How long does it take to receive my Occupational Therapy report?
Timeframes vary depending on the complexity of the assessment and the information that needs to be reviewed. Your Occupational Therapist will discuss expected report timeframes with you.

Does the Occupational Therapist decide my NDIS funding?
No. Occupational Therapists provide assessment findings and recommendations. Funding decisions are made by the NDIA.

Can an Occupational Therapist guarantee NDIS funding?
No. Occupational Therapists cannot guarantee funding outcomes. They provide clinical recommendations based on assessment findings, while funding decisions remain the responsibility of the NDIA.

What happens after the assessment?
Your Occupational Therapist analyses the information collected, prepares recommendations where appropriate and discusses the next steps with you.

Can Functional Capacity Assessments be completed for children and adults?
Yes. Occupational Therapists complete Functional Capacity Assessments across the lifespan, with assessments tailored to the individual's age, goals and circumstances.

What if I'm unsure which Occupational Therapy assessment I need?
Your Occupational Therapist or the Belong Health team can discuss your circumstances and recommend the most appropriate assessment.

Can Occupational Therapy recommendations change over time?
Yes. Recommendations may change as your goals, abilities, supports and circumstances change.

Why are Occupational Therapy reports so detailed?
Detailed reports provide comprehensive functional evidence, explain clinical reasoning and support recommendations that accurately reflect a person's everyday participation and support needs.

How can Belong Health help?
Belong Health provides comprehensive Occupational Therapy assessments, including Functional Capacity Assessments, Assistive Technology Assessments, Home Assessments, Home Modification Assessments, Falls Risk Assessments, Supported Independent Living (SIL) Assessments and Specialist Disability Accommodation (SDA) Assessments for children, adolescents, adults and older adults across Perth, Mandurah, Rockingham and wider Western Australia.
​Referrals to Belong Health
We are Medicare and Private Health fund registered for Occupational Therapy and Speech Pathology.

EPC/Team care arrangements/Chronic disease (CDM) or GP management plans and self-referrals are all acceptable.

WA NDIS Registered Provider  
Medicare
You can get a referral from your/your child’s GP for OT on a Chronic Disease Management (CDM) plan this gives you 5 sessions for OT per calendar year with a $53 rebate available on each session or a Helping Children with Autism/PDD/ or an eligible disability package (20 sessions between allied health professionals, as set up by a Paediatrician/Psychiatrist) which gives your child under 16 years a $75 rebate per session for the 20 sessions, you can use up to 10 sessions per Health Professional (up to 10 for OT) and you will need a separate referral letter from your child’s Paediatrician for each Allied Health Professional you are seeking services from. 
Private Health
Your Private Health fund may cover up to 75% of the cost of OT sessions if this is included in your cover, be sure to call them or check your policy for details.

No referral or self referral
You do not require a referral for accessing OT
NDIS Registered Provider
We are an NDIS Registered Provider
Whether you or your child have NDIS funding that is NDIS Managed, Third Party Plan Managed or you are Self-Managing your funds, you are able to use your funding to cover the full cost of therapy services plus travel costs. You will need provide us with your/your child’s NDIS number and plan details ahead of your first session. Once you have booked a session or contacted us, our team will be in touch to discuss our service agreement and provide you with our services price list. 

Let's Work Together

Accessing our Perth services

OFFICE HOURS:         MONDAY TO FRIDAY 8:30am - 4:30pm

13 Littleton st, Falcon

Phone: 08 9586 3934

EMAIL US

BELONG HEALTH'S Paediatric Occupational Therapy SERVICES FOR Perth region

A: Alexander Heights, Alfred Cove, Applecross, Applecross North, Ardross, Armadale, Ascot, Ashby, Ashfield, Attadale, Atwell, Aubin Grove, Aveley
B: Balcatta, Balga, Ballajura, Banjup, Banksia Grove, Baskerville, Bassendean, Bateman, Bayswater, Beaconsfield, Beckenham, Bedford, Bedfordale, Beechboro, Beeliar, Beldon, Belhus, Bellevue, Belmont, Bennett Springs, Bentley, Bibra Lake, Bicton, Booragoon, Boya, Brabham, Brentwood, Brigadoon, Broadway Nedlands, Brookdale, Bull Creek, Burns Beach, Burswood, Bushmead, Butler
C: Canning Vale, Cannington, Carabooda, Carine, Carlisle, Carramar, Caversham, Champion Lakes, Churchlands, City Beach, Claremont, Clarkson, Cloverdale, Cockburn Central, Como, Connolly, Coogee, Coolbellup, Coolbinia, Cottesloe, Craigie, Crawley, Currambine
D: Daglish, Dalkeith, Darch, Darlington, Dayton, Dianella, Dog Swamp, Doubleview, Duncraig
E: East Cannington, East Fremantle, East Perth, East Victoria Park, Eden Hill, Edgewater, Ellenbrook, Embleton
F: Ferndale, Floreat, Forrestdale, Forrestfield, Fremantle
G: Gidgegannup, Girrawheen, Glen Forrest, Glendalough, Glengarry, Gnangara, Gosnells, Greenmount, Greenwood, Guildford, Gwelup
H: Hamersley, Hamilton Hill, Hammond Park, Harrisdale, Haynes, Hazelmere, Heathridge, Helena Valley, Henderson, Henley Brook, Herdsman, Herne Hill, High Wycombe, Highgate, Hilbert, Hillarys, Hilton, Hocking, Hovea, Huntingdale
I: Iluka, Inglewood, Innaloo, Jandabup, Jandakot, Jane Brook, Jindalee, Jolimont, Joondalup, Joondanna
K: Kallaroo, Karawara, Kardinya, Karragullen, Karrakatta, Karrinyup, Kelmscott, Kensington, Kenwick, Kewdale, Kiara, Kings Park, Kingsley, Kingsway, Kinross, Koondoola, Koongamia
L: Landsdale, Langford, Lathlain, Leederville, Leeming, Lexia, Lockridge, Lynwood
M: Maddington, Madeley, Mahogany Creek, Maida Vale, Malaga, Manning, Marangaroo, Mariginiup, Marmion, Martin, Maylands, Melaleuca, Melville, Menora, Merriwa, Middle Swan, Midland, Midvale, Millendon, Mindarie, Mirrabooka, Morangup, Morley, Mosman Park, Mount Claremont, Mount Hawthorn, Mount Lawley, Mount Nasura, Mount Pleasant, Mount Richon, Mullaloo, Munster, Murdoch, Myaree
N: Nedlands, Neerabup, Nollamara, Noranda, North Beach, North Coogee, North Fremantle, North Lake, North Perth, Northbridge, Nowergup
O: O'connor, Ocean Reef, Orange Grove, Osborne Park
P: Padbury, Palmyra, Parkerville, Parkwood, Pearsall, Peppermint Grove, Perth, Piara Waters, Pinjar, Queens Park, Quinns Rocks
R: Red Hill, Redcliffe, Ridgewood, Riverton, Rivervale, Roleystone, Rossmoyne, Rottnest Island
S: Salter Point, Samson, Sawyers Valley, Scarborough, Seville Grove, Shelley, Shenton Park, Sinagra, Sorrento, South Fremantle, South Guildford, South Lake, South Perth, Southern River, Spearwood, St James, Stirling, Stoneville, Stratton, Subiaco, Subiaco East, Success, Swan View, Swanbourne
T: Tamala Park, Tapping, The Vines, Thornlie, Treeby, Trigg, Tuart Hill
U: Upper Swan
V: Victoria Park
W: Wangara, Wanneroo, Warwick, Waterford, Watermans Bay, Wattle Grove, Wattleup, Welshpool, Wembley, Wembley Downs, West Leederville, West Perth, West Swan, Westfield, Westminster, White Gum Valley, Whiteman, Willagee, Willetton, Wilson, Winthrop, Woodbridge, Woodlands, Woodvale, Wungong
Y: Yangebup, Yokine​

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