September 2026

A clinical reference for NDIS support workers, covering tube anatomy, routine stoma care, suctioning technique, infection control, NDIS Practice Standards compliance, and emergency decannulation response. What Is a Tracheostomy? A tracheostomy is a surgically created opening (a stoma) in the front of the neck that provides direct access to the trachea (windpipe), bypassing the upper airway entirely. A hollow tracheostomy tube is inserted through the stoma to maintain the airway and allow breathing. Tracheostomies are performed when a person cannot breathe adequately through the nose or mouth, requires long-term mechanical ventilation, or cannot manage respiratory secretions effectively. For many NDIS participants, a tracheostomy is a permanent or long-term feature of their daily life, not a temporary post-surgical intervention. The support worker may be the only trained person present for most of the participant’s day. Understanding the anatomy of the tracheostomy and the mechanics of the tube is the essential starting point for any support worker stepping into this role. Key Components of a Tracheostomy Tube Modern tracheostomy tubes consist of several interrelated components, each with a specific function: Tracheostomies in the NDIS Disability Context Tracheostomies are significantly more prevalent in the disability population than in the general community. NDIS participants living with neurodevelopmental conditions, acquired brain injuries, spinal cord injuries, and progressive neuromuscular diseases frequently require long-term tracheostomy management as a core element of their daily support needs. Critically, in the NDIS context this care is almost always delivered in community settings: the participant’s own home, a Supported Independent Living (SIL) dwelling, or a respite facility, rather than in a hospital. The clinical supervision provided by hospital nursing staff is absent. A disability support worker may be the sole trained person present for the entirety of a participant’s day, including at night. This reality underpins the seriousness with which training is approached in the NDIS framework. Common conditions among NDIS participants requiring tracheostomy management include: Support Worker Responsibilities in Tracheostomy Care A disability support worker’s role in tracheostomy management is precisely defined by the participant’s individualised Health Support Plan (HSP). That plan, developed by a registered nurse in consultation with the participant, their family, and their treating clinical team, details exactly which tasks the worker is authorised to perform, the specific technique required for this participant, what to document after each care episode, and the escalation pathway when something changes or goes wrong. The breadth of support worker responsibilities typically spans three domains: routine daily care, ongoing observation and documentation, and emergency response. Each domain requires both clinical knowledge and practiced composure. 1. Routine Tracheostomy Care Routine tracheostomy care is performed at least once daily and more frequently during illness or when secretion volumes are high. The overarching goals are to maintain airway patency, prevent infection at the stoma site, and ensure the participant’s comfort and dignity throughout. Inner cannula management is typically the centrepiece of daily care. Secretions and dried mucus accumulate inside the inner cannula; if left unaddressed, this narrows the available airway lumen and increases respiratory effort. The standard approach involves removing the inner cannula, cleaning it with a tracheostomy brush and appropriate sterile solution, rinsing thoroughly under sterile water, and reinserting it, or replacing it with a fresh disposable cannula according to the participant’s supply protocol. Stoma site care addresses the skin immediately surrounding the tracheostomy opening. The skin is cleaned with sterile gauze or swabs, secretions and dried crusting are gently removed, and a tracheostomy dressing (a pre-cut foam pad placed beneath the tube flange) is replaced. This dressing is changed at minimum daily, and immediately whenever it becomes wet or soiled. Tracheostomy ties or holder are inspected and replaced when loose, soiled, or frayed. The fit should allow one finger to pass between the tie and the participant’s neck, secure enough to prevent accidental displacement, with no excess pressure that could damage skin or impair circulation. 2. Suctioning and Secretion Management Tracheal suctioning (passing a sterile suction catheter through the tracheostomy tube to clear secretions the participant cannot expel through coughing) is one of the most clinically significant tasks within a support worker’s potential scope. It requires specific technique, sterile discipline, and clear clinical indication criteria. Suctioning is indicated when observable signs suggest secretion build-up: audible gurgling respirations, visible mucus at the tube opening, increased respiratory rate or work of breathing, or declining oxygen saturation in monitored participants. Importantly, not all participants need regular suctioning. Some have effective coughs and manage secretions independently. The Health Support Plan specifies indication criteria and frequency for each individual. Sound suctioning technique requires: 3. Infection Control Infection is the most frequent and most preventable complication of tracheostomy management in community settings. The stoma provides a direct pathway for pathogens into the lower respiratory tract, bypassing the natural filtration defences of the nose and throat. In the disability support context (where clinical oversight is intermittent rather than continuous), consistent, rigorous infection control practice is the single most protective intervention available to the support worker. Core infection control practices for tracheostomy care include: NDIS Practice Standards and Legal Obligations Under the NDIS Practice Standards and Quality Indicators, tracheostomy and airway management fall within the High Intensity Daily Activities (HIDA) module. This classification carries mandatory obligations for registered NDIS providers: The NDIS framework does not permit a support worker to perform tracheostomy care outside the boundaries of a current Health Support Plan, regardless of how experienced they may be. This is not bureaucratic overhead; it reflects genuine clinical risk. A worker operating outside their authorised scope may expose themselves to serious legal and professional consequences, and more fundamentally, may inadvertently harm the participant in their care. Recognising Signs of Respiratory Deterioration One of the most clinically valuable competencies a disability support worker can develop is the ability to detect early signs of deterioration in a participant with a tracheostomy. Many serious complications (airway mucus plugging, tube displacement, aspiration pneumonia) are preceded by observable changes. Prompt recognition and escalation can prevent a minor concern from becoming a life-threatening emergency. Routine Airway

Why NDIS Training Matters More Than Ever in 2026 Australia’s National Disability Insurance Scheme has grown into one of the world’s most ambitious social infrastructure programmes. As its reach expands, so does the complexity of the work done within it. Participants have increasingly diverse and high-intensity support needs. Regulation expectations around safeguarding, documentation and person-centred practice continue to evolve. And providers are under growing pressure to demonstrate that their workforces are not just enthusiastic, but genuinely informed. In this environment, training is no longer a nice-to-have. It is the foundation on which quality support is built, and online learning has become the most practical, scalable way to deliver it. What to Look for in NDIS Online Training Not all online training is created equal. When evaluating a platform or course library for NDIS-related learning, the following factors deserve close attention. Sector specificity Generic workplace compliance modules rarely translate to the nuances of disability support. Look for course content that speaks directly to NDIS frameworks, participant rights, support roles and the real situations workers encounter in practice. Breadth and depth across topics A quality platform should cover everything from everyday communication skills and manual handling through to high-intensity support education, mental health, infection prevention and NDIS finance. A library of over 100 courses signals genuine investment in the sector, not a token offering. Flexible, self-paced access Disability support shifts do not run nine to five. Training that can be completed at any time, on a phone, tablet or laptop, removes the logistical barriers that prevent people from engaging with professional development. Organisational tools For providers employing more than a handful of people, the ability to enrol staff, track progress and maintain completion records through a learning management system is critical. Without it, demonstrating a culture of learning becomes a paperwork challenge. Certificates of completion Downloadable, digital certificates provide workers with evidence of their ongoing professional development, useful for portfolios, appraisals and demonstrating commitment to the sector. Key Training Categories for 2026 The disability and NDIS sector spans an enormous range of roles and responsibilities. A comprehensive training library should address all of them. Below are the major categories that reflect the scope of what workers and organisations need to know. Together, these categories reflect the full sweep of what a well-prepared NDIS worker or provider needs to understand, from the bedrock of workplace health and safety through to the specialist territory of high-intensity support education. The Growing Importance of High-Intensity Support Education High-intensity supports, which include complex bowel care, urinary catheter management, enteral feeding, tracheostomy care and other clinical tasks, sit at the most demanding end of the disability support spectrum. With 29 courses now dedicated to this area alone, it is clear that the sector’s need for accessible education in this space has never been greater. It is worth being precise about what online education in this area can and cannot do. Online courses provide knowledge, including understanding of anatomy, procedures, risks and relevant NDIS practice standards. They do not, by themselves, establish clinical competency. Depending on the support being delivered, workers also need participant-specific training, workplace procedures, supervision and hands-on demonstration assessed by an appropriately qualified person. Training for Individuals and Organisations One of the practical strengths of a well-designed online training platform is its ability to serve both the individual support worker seeking personal development and the provider organisation managing a workforce of dozens or hundreds. For individuals A support worker might select a handful of courses relevant to the participants they currently support, complete them at home between shifts and download certificates to add to their professional development file. Someone entering the sector for the first time can build foundational knowledge before or alongside workplace-based learning. For organisations A provider can enrol all new staff in an induction program, assign refresher courses by role, monitor completion through the LMS dashboard and maintain auditable records of what has been completed and when. This is not a minor administrative convenience. It is increasingly a component of demonstrating a genuine culture of safe and quality practice. Who Benefits Most from NDIS Online Training Understanding Certificates of Completion Non-accredited certificates of completion sit in a different category from nationally recognised qualifications issued by Registered Training Organisations (RTOs). It is important to understand what they represent and how they can legitimately be used. A certificate of completion is evidence that a learner has worked through the content of a course and completed its requirements. It is a useful record of professional development, something that can be retained in an individual’s learning portfolio, referenced during performance conversations or included in an organisation’s training records. What it does not do is confer a nationally recognised qualification, a professional registration or clinical competency. The distinction matters, not to diminish the value of the learning, but to situate it accurately within a broader professional development framework. Using Online Training as Part of a Workplace Program Online courses work best when they are one component of a broader organisational approach to learning, not a standalone substitute for it. The following use cases reflect how they add genuine value. Organisations remain responsible for determining the training, competency, registration and compliance requirements applicable to their specific workforce and services. Where to Start: eMasterHUB for NDIS Training Online Australia’s disability workforce deserves training that takes the sector seriously, content that is specific to NDIS practice, written with real roles and real situations in mind, and delivered in a way that works around the realities of shift work, geographic spread and organisational diversity. eMasterHUB offers a growing library of more than 110 online courses across 14 specialist categories, from everyday communication skills and mental health through to high-intensity support education, NDIS finance and compliance. Courses are self-paced, accessible on any device and backed by a digital certificate of completion for eligible learners. For organisations, eMasterHUB provides a learning management system with bulk enrolment, progress tracking and flexible subscription options suited to teams of all sizes, whether you are managing a

Airway management is where the stakes in disability support are at their highest. A participant who cannot clear secretions from their mouth and throat is at immediate risk of choking, aspiration, and respiratory failure. Oral suctioning is the intervention that addresses that risk, and it is one of the most tightly regulated skills a support worker can hold. This guide explains what oral suctioning is, who needs it, how it is performed safely, what can go wrong, and what the NDIS requires of workers who deliver it. It also explains what to look for in an oral suctioning training course, because the quality of training in this skill is not consistent across providers. What Is Oral Suctioning? Oral suctioning is the use of a rigid plastic suction catheter, known as a Yankauer, to remove pharyngeal secretions through the mouth. The purpose is to maintain a patent airway and improve oxygenation by removing mucous secretions and foreign material from the mouth and throat. The Yankauer catheter has a large hole for the thumb to cover to initiate suction, alongside smaller holes along the end where secretions enter when suction is applied. It is specifically designed for oral use and is not used for tracheostomy care, where a different, smaller catheter is required. In the disability support context, oral suctioning is performed by trained support workers to assist participants who cannot clear their own secretions through coughing or swallowing. It is a clinical skill with real risks if performed incorrectly, which is why the NDIS classifies it as a high-intensity support activity. When Is Oral Suctioning Needed? Patients who benefit most from oral suctioning include those with CVAs (strokes), drooling, impaired cough reflex related to age or condition, or impaired swallowing. In the NDIS population, the conditions most commonly associated with a need for oral suctioning include: The decision to suction should be based on clinical assessment rather than a fixed schedule. As-needed suctioning, rather than scheduled suctioning, is the recommended clinical approach. Signs that oral suctioning may be required include audible gurgling or wet-sounding breathing, visible pooling of secretions in the mouth, increased respiratory effort, coughing without effective secretion clearance, and the participant signalling discomfort or distress. What Are the Risks of Oral Suctioning? Understanding what can go wrong is what separates a trained worker from an untrained one. Clinicians must prevent complications such as mucosal trauma, hypoxia, and bradycardia. They must select the appropriate catheter size, adjust suction pressure, and time the procedure appropriately while closely monitoring the participant throughout. The primary complications to understand and prevent are: Hypoxia. Suctioning removes oxygen from the airway along with secretions. Procedures that run too long or are repeated too quickly without allowing recovery can drop blood oxygen levels. Suction duration should be limited to a maximum of 10 to 15 seconds per pass, with adequate recovery time between passes. Mucosal trauma. Excessive suction pressure or forceful insertion can abrade the delicate lining of the mouth and throat, causing bleeding, pain, and increased infection risk. Pressure settings must follow the care plan. The catheter should be inserted gently and never forced. Bradycardia. Stimulation of the vagus nerve during suctioning can cause a sudden drop in heart rate. This is why participant monitoring during the procedure matters, and why you must know your service’s emergency response protocol before you start. Vomiting and aspiration. Stimulation of the gag reflex can trigger vomiting. If a participant vomits during suctioning, suction the material immediately and position them to prevent aspiration. Infection. The oral cavity is not sterile, but suctioning equipment must be clean and handled correctly. Contaminated equipment introduces pathogens into an already vulnerable airway. Distress. Even when performed correctly, suctioning is uncomfortable. Minimising distress through explanation, positioning, and technique is part of clinical competence, not a soft optional extra. What Is the Oral Suctioning Procedure? Support workers perform oral suctioning under a care plan developed by a registered nurse, and never independently of one. The following is a framework of the clinical steps. Your specific procedure must follow your participant’s documented care plan exactly. Preparation: Procedure: Post-procedure: Recognition of suctioning indications and performance of post-suctioning procedures are both areas where training has been shown to substantially improve adherence to safe clinical protocols. What Equipment Is Used for Oral Suctioning? The standard equipment for oral suctioning in a community or disability support setting includes: Equipment must be checked before every use. A suction unit that fails to create adequate negative pressure when needed is an emergency waiting to happen. Part of your role is ensuring the equipment is maintained, tested, and ready. What Are the NDIS Requirements for Oral Suctioning? High intensity supports are among the highest-risk NDIS services, requiring registered providers, specialised staff training, and strict quality and safeguarding standards. Providers delivering high intensity daily personal activities must be NDIS registered and certified against the High Intensity Daily Personal Activities module of the NDIS Practice Standards. For support workers specifically, oral suctioning falls within the High Intensity Support Skills Descriptors published by the NDIS Quality and Safeguards Commission. Workers must demonstrate verified competency before delivering this skill. Competency is not demonstrated by completing a course alone. It is demonstrated through the course, followed by a workplace competency assessment sign-off conducted under the oversight of a registered nurse. What this means practically: Can Family Members and Carers Perform Oral Suctioning? Yes, in many cases. Family carers and primary carers are not bound by the same workforce registration requirements as paid support workers, and they can be trained in oral suctioning under the guidance of the participant’s treating team, typically including a respiratory nurse or speech pathologist. The training requirements for family carers are set by the clinical team rather than the NDIS Commission, though the clinical content is the same. If you are a family carer seeking to build this skill, the same course content applies. The difference is in how your competency is assessed and documented. How to Choose an Oral Suctioning Training Course Before

Huntington’s Disease is one of the most demanding conditions a support worker will encounter, because it attacks movement, thinking, and mood at the same time. A participant may have involuntary movements you cannot stop, difficulty organising a simple task, and an emotional response that seems out of proportion to what just happened. All three are the disease. None of them are choices. Support workers who understand that distinction deliver dramatically better care than those who do not. This guide covers what Huntington’s Disease is, how it progresses, and the practical strategies that keep participants safe, dignified, and as independent as possible at every stage. What Is Huntington’s Disease? Huntington’s Disease (HD) is an inherited, progressive neurodegenerative disorder. It causes nerve cells in specific areas of the brain to break down over time, particularly in regions that control movement, and in the pathways that govern planning, impulse control, and emotional regulation. It is caused by a mutation in the HTT gene, which carries instructions for making a protein called huntingtin. In HD, a section of that gene contains an abnormal expansion of repeated CAG sequences, typically more than 40 repeats. The result is a faulty version of the protein that gradually damages brain cells. Symptoms usually appear between the ages of 30 and 50, although a juvenile form can begin much earlier. Once symptoms start, the condition progresses over roughly 10 to 25 years. Is Huntington’s Disease Genetic? Yes. HD is passed down in an autosomal dominant pattern, which means a person needs only one copy of the faulty gene to develop the condition. Each child of a parent with HD has a 50 percent chance of inheriting it. This single fact shapes much of the emotional landscape you will work in. A participant’s adult children may be facing their own genetic testing decisions while caring for a parent. A partner may be watching for early signs in someone they love. Families often carry grief for multiple generations at once. Support workers do not counsel families on genetics, and should never speculate about who else in the family may be affected. What you can do is recognise that the family dynamics around an HD participant are often more complex than they appear, and treat them with corresponding care. What Are the Symptoms of Huntington’s Disease? HD symptoms are usually described as a triad: motor, cognitive, and psychiatric. Most participants experience all three, though not equally and not in the same order. Motor Symptoms Chorea is the hallmark sign: involuntary, irregular, flowing movements of the limbs, trunk, and face. Early on it can look like fidgeting or restlessness. Later it becomes continuous and can be exhausting, burning significant energy around the clock. Other motor changes include dystonia (sustained muscle contractions and abnormal postures), bradykinesia (slowed voluntary movement), impaired balance and gait, dysarthria (slurred or effortful speech), and dysphagia (difficulty swallowing). Cognitive Symptoms HD affects thinking differently from dementias like Alzheimer’s. Memory for facts is often relatively preserved well into the illness. What deteriorates first is executive function: the ability to plan, sequence, start a task, switch between tasks, and regulate impulses. You may see a participant who can tell you exactly what they want for lunch but cannot organise the steps to make it. That is not laziness or defiance. It is the disease. Perseveration is common, where a participant becomes stuck on a thought, request, or topic and returns to it repeatedly. So is reduced insight (anosognosia), where a participant genuinely does not perceive the extent of their symptoms. Psychiatric Symptoms Depression, anxiety, irritability, and apathy are all common in HD, and they are caused by the same brain changes driving the movement symptoms. Obsessive thinking and sudden anger that escalates and subsides quickly also occur. Apathy is frequently mistaken for depression or for a participant “not trying.” It is a distinct symptom with its own management approach, and getting the distinction right matters for care planning. People with HD have an elevated risk of suicide compared with the general population, particularly around the time of diagnosis and as independence declines. Any expression of hopelessness, wanting to end things, or plans to harm themselves must be escalated immediately to your supervisor and the participant’s clinical team. This is never something to manage alone, and never something to leave until the end of your shift to document. What Are the Stages of Huntington’s Disease? Understanding progression helps you anticipate needs rather than react to crises. Early stage. The participant is largely independent. Chorea may be subtle. Work and driving may still be possible, though executive difficulties often appear first at work. Support focuses on maintaining routine, reducing cognitive load, and building trust for the harder stages ahead. Middle stage. Chorea is pronounced. Daily tasks require assistance. Swallowing and speech changes emerge. Falls risk rises substantially. Psychiatric symptoms often peak here. This is where skilled support makes the greatest difference. Late stage. The participant requires full assistance with all activities of daily living. Chorea may reduce, replaced by rigidity and dystonia. Communication becomes very limited, though comprehension often remains far better than expression suggests. Aspiration pneumonia is the most common cause of death in HD, which makes mealtime management a genuine clinical priority rather than a routine task. How to Manage Chorea and Keep Participants Safe You cannot stop chorea, and trying to physically restrain involuntary movement causes distress and injury. The goal is to reduce the harm it causes. Supporting Cognitive Changes in Huntington’s Disease Supporting Psychiatric Symptoms with Empathy The most important shift is this: treat behaviour as communication and as symptom, not as choice. An outburst usually has a trigger, and the trigger is often being rushed, overstimulated, misunderstood, or unable to express something. Look for the pattern rather than the incident. Practical approaches include staying calm and lowering your own voice rather than raising it, giving physical space, avoiding confrontation about things that do not matter, offering a change of environment, and returning to the topic later when

What Is Autism Spectrum Disorder? Understanding ASD in the NDIS Context Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterised by differences in communication, social interaction, sensory processing and behaviour. The word “spectrum” is critical because no two autistic people are alike. One participant may be highly verbal and independent, while another may be non-speaking and require significant daily support. A strong support worker understands and responds to the individual, rather than relying solely on their diagnosis. In the NDIS, autism is recognised as a permanent condition that can significantly affect a person’s functional capacity. Support workers play an important role in helping participants access their funded supports, work towards their goals, develop independence and participate in community life. For this reason, autism-specific training is a practical necessity for professionals supporting autistic participants. Why Autism Training Is Essential for Disability Support Workers in 2026 The NDIS Quality and Safeguards Commission expects providers to employ workers who have the knowledge and skills required to support participants safely and effectively. For organisations supporting autistic participants, this means having autism-specific knowledge in addition to general disability awareness. Without appropriate ASD training, support workers may misinterpret behaviour, create unnecessary sensory distress, communicate in ways that are confusing or overwhelming, or overlook early signs of anxiety and emotional distress. These challenges can affect participant outcomes and may also create complaints, safeguarding concerns and compliance risks for organisations. What Happens Without Autism-Specific Training? Support workers without autism-specific training may misinterpret sensory meltdowns as behavioural problems, use communication styles that overwhelm the participant, apply generic strategies that are ineffective for autistic people, or miss early signs of anxiety before a situation escalates. Effective autism training helps workers understand why a participant may respond in a particular way and gives them practical strategies to create safer, calmer and more supportive environments. How Autism Affects NDIS Participants: What Support Workers Need to Understand Communication Differences in Autism Autistic participants may be non-speaking, use alternative and augmentative communication (AAC) devices, interpret language literally, experience difficulty with social conventions, or require additional processing time before responding. Effective support workers recognise these differences and adjust their communication style according to the individual. This may include using clear and concrete language, visual supports, predictable communication patterns and appropriate processing time. The goal is not to make every autistic participant communicate in the same way. Instead, support should focus on making communication accessible, respectful and meaningful for each person. Sensory Processing Challenges and Environmental Adjustments Many autistic people experience sensory hypersensitivity or hyposensitivity. This means that sounds, lights, textures, smells, movement and physical touch may be experienced differently. For example, a busy shopping centre may seem like an ordinary environment to one person but may be extremely overwhelming for an autistic participant. Bright lighting, loud announcements, crowds and unexpected physical contact can contribute to sensory overload. Trained support workers learn to identify potential sensory triggers and make practical adjustments before distress occurs. This can include choosing quieter environments, reducing unnecessary stimulation, preparing participants for unfamiliar settings and providing access to appropriate calming strategies. Social Inclusion and Community Participation Social interaction can require significant effort for some autistic people. However, this does not mean that autistic participants do not want connection, friendship or community involvement. Support workers can help create social opportunities that are comfortable, meaningful and participant-led. This may involve introducing activities gradually, allowing participants to choose how they participate, preparing them for new environments and respecting their preferred communication style. The focus should always be on meaningful participation rather than forcing social interaction. Behaviour as Communication and Emotional Regulation Autistic participants may communicate distress, anxiety, frustration or sensory overload through behaviour, particularly when other communication channels are unavailable or difficult to use at that moment. A trained support worker understands that behaviour can provide important information about what a participant is experiencing. Instead of simply attempting to stop the behaviour, the worker can look for potential triggers, environmental factors, communication difficulties or unmet needs. Calm responses, predictable routines and positive behaviour support strategies can help address the underlying cause while protecting the participant’s dignity and wellbeing. Evidence-Based Strategies for Supporting Participants with Autism Spectrum Disorder Effective autism support should be based on evidence, individual needs and respectful practice rather than assumptions or outdated stereotypes. Several practical strategies can make a significant difference to the quality of support provided. Visual Supports Schedules, social stories, choice boards and visual timers can help participants understand what is happening and what will happen next. Visual information can make routines easier to understand and may help reduce uncertainty and anxiety. Structured and Predictable Routines Consistency can help reduce cognitive demands and anxiety for autistic participants. When changes are unavoidable, communicating them in advance and providing appropriate preparation can make transitions easier. Person-Centred Communication Communication should be adapted to the individual. Support workers may need to adjust their pace, tone, vocabulary, communication method and level of detail depending on the participant’s preferences and abilities. Sensory Environment Auditing Support workers can identify sensory factors within the participant’s home, workplace or community environments that may contribute to distress. Practical environmental adjustments can then be considered to make these settings more comfortable and accessible. Proactive Behaviour Support Support workers should follow the participant’s behaviour support plan where one is in place and learn to recognise potential triggers early. Identifying signs of distress before escalation can help prevent avoidable crises. Collaborative Teamwork Consistent support is easier to achieve when support workers communicate effectively with families, carers, allied health professionals and other members of the participant’s support team. Collaboration helps ensure that strategies are understood and applied consistently across different environments. Who Should Complete Autism Spectrum Disorder Training? Autism training is relevant to anyone who works with or supports autistic people in a professional or semi-formal capacity. NDIS Provider Responsibility NDIS registered providers are responsible for ensuring that their workforce has the knowledge and skills required to deliver safe and high-quality supports. For providers supporting autistic participants, autism-specific training can help workers develop