Families Supporting Families

Families Supporting Families FSF is an inclusive organisation for the WHOLE family of a child with disability/developmental delay. Families Supporting Families is an incorporated charity.

Families Supporting Families is an inclusive organisation for the WHOLE family of a child with special needs. We value the stories and experiences of our members as we celebrate the uniqueness of our children. We provide an opportunity for families to exchange ideas, build knowledge and share their experiences. We are in the greater Lake Macquarie, Newcastle and Hunter Valley areas. We help in the following ways:

Workshops
Coffee Mornings
School Holiday activities
Website
Guided discussions
Social outings
Newsletter
Information sharing

27/03/2026
26/03/2026

🌸🐰 Easter Craft Workshop

Take a creative break and join us at Hunter Women’s Centre for a relaxing morning of Easter crafts, connection, and community 💛

🗓 Wed 1st April
⏰ 10am – 12pm

✨ All materials provided
✨ No experience needed

⚠️ Limited spaces left — book now to secure your spot!

A big THANK YOU to Newcastle Fringe performing arts festival who very generously donated tickets for some of their child...
25/03/2026

A big THANK YOU to Newcastle Fringe performing arts festival who very generously donated tickets for some of their children’s and family shows last weekend. 🙏

Thank you to the families who shared these great photos with us! Looks like everyone had fun! 🤩

The festival continues this weekend with lots more great shows. You can take a look at their program on their website
www.newcastlefringe.com.au

Today is World Down Syndrome Day!  🎉A day to celebrate people with Down syndrome and the many ways they contribute to ou...
20/03/2026

Today is World Down Syndrome Day! 🎉
A day to celebrate people with Down syndrome and the many ways they contribute to our communities.

Why is it celebrated on the 21st day of the 3rd month? Because Down syndrome is caused by the triplication (3 copies) of the 21st chromosome.

This year the theme is . Wear your most colourful socks to show your support and start a conversation about creating a more inclusive world!




18/03/2026

Denise Lindus Trummel feels people with disabilities have been caught short after Newcastle councillors decided to investigate providing master keys for disabled toilets free of charge in ‘future’ budgets. Advocates say delays risk leaving people without safe and dignified access when they need it most, calling for immediate action. The proposal highlights broader concerns about accessibility, independence and equal participation in public spaces across communities for people living with disability. Newcastle Herald.

ID: An older woman with short white hair and glasses sits by a seaside lookout, with a beach and ocean behind her. She is wearing a patterned sleeveless dress and has her arms folded, looking serious as she faces the camera.

World Down Syndrome Day is coming up on the 21st of March. The theme this year is  . Wear your most colourful socks to s...
18/03/2026

World Down Syndrome Day is coming up on the 21st of March. The theme this year is . Wear your most colourful socks to show your support!

Teach inclusion early. Connection starts on the playground. 🤝✨
Children with Down syndrome are often "known, but not chosen". They might be physically in the classroom or at the party, but they are often socially absent—sitting alone at lunch or waiting for an invitation that doesn't come. This "quiet loneliness" can begin in early childhood when social worlds start to narrow.
On 21 March, we are using to start a conversation that isn't always easy to have with children: the subject of loneliness.

Why talk about this in schools and at home?
💛To build empathy: Loneliness is the sad feeling of wanting to be more connected to others. Children can understand this feeling and learn that they have the power to change it for someone else.
💛 To move past "being there": Inclusion isn't just sharing a space. It’s about "everyday gestures"—inviting someone to join a game, welcoming them into a conversation, and recognizing their value.
💛 To create safe ecosystems: When children learn to include others genuinely, they create a "big family" atmosphere where everyone is safe from stigma and everyone belongs.

Ask children to wear their brightest, boldest socks! 🧦 When they ask why, tell them: "We wear these to remind us that everyone should be invited to join in."

Let’s stand and teach the next generation that no one should have to walk their path alone.

Learn more: https://www.worlddownsyndromeday.org/lots-of-socks-campaign/





13/03/2026

Recent online discussions have suggested that the diagnostic definition of autism has been replaced by a new model centred on “masking”, or that individuals with higher support needs are being excluded from the autism spectrum. Or that individuals with lower support needs are diluting the meaning of the Tism.

Those claims do not reflect the current clinical standards. Nothing has actually changed.

Autism continues to be defined under the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) and the International Classification of Diseases, Eleventh Revision (ICD-11). Under both systems, diagnosis still requires differences in social communication, restricted or repetitive patterns of behaviour, early developmental onset, and clinically significant functional impact. Support needs also remain explicitly recognised, including for people with substantial or very substantial daily support needs.

“Masking” or “camouflaging” is a research concept and term from Autistic culture. It describes strategies some Autistic people use to manage social environments. It is not a diagnostic criterion, is not required for diagnosis, and is not used to exclude people from diagnosis.

That clinical clarification matters. But it is not the only issue.

The more important framework is the UN Convention on the Rights of Persons with Disabilities (UNCRPD). The central question is not which subgroup can claim legitimacy over another. The central question is whether all Autistic people, including those with high support needs, intellectual disability, limited or no speech, or different presentations across gender, are recognised as equal members of the disability community with equal dignity and equal rights.

Are they supported with dignity? Do they have what they need? Are they supported to choose? Are they free? Are they seen as people with inherent worth and value? Are they included, and are they supported to communicate in their way? Are they welcome and safe at school, home, and in public - in the community? Are they afforded the same opportunities in work, in schooling, in relationships? Are they safe from harm?

None of these questions are being answered whilesoever attempts are being made to sow conflict over terms. Conflict uses a lot of energy. Those who work to create division where none needs to exist are distracting us from far more important work.

The UNCRPD does not, anyway, support a hierarchy of human worth based on communication style, independence, social presentation or capacity to self-advocate in conventional ways.

It requires recognition of inherent dignity, non-discrimination, full and effective participation and inclusion, accessibility, respect for difference, and respect for the evolving capacities and identity of disabled children - all of them.

There is no hierarchy of deservingness - there is only individual and genuine assessment of functional needs, for every person, and then meeting those needs. We are equal, and different.

That means we should be very careful about narratives that divide the community into supposedly more valid and less valid forms of Autism. We should also be cautious about who benefits when Autistic people, families and advocates are pushed into conflict with each other. Professional, commercial, and policy interests are not always neutral, and divisions within the community can distract from shared rights claims and material needs.

For this reason, it is always more beneficial when Disabled people with very high support needs and their loved ones work together with Disabled people with lower support needs and their loved ones. We are far stronger together, and to be frank: there IS enough money for everyone, no matter what the government claims. In a country that gives away our natural gas for free (and that's even before we get to the taxation question!) and in which most billionaires pay no tax, it is more than a bit silly to squabble over scraps.

There's no need to play the Hunger Games. We can stand together, turn as one toward the Federal Government, and demand a better deal. That is perfectly possible. But of course, there are many who do not want us to do that, because when we fight each other, we are easier to manage and monetise, aren't we?

A rights-based approach requires us to hold two things at once. First, the spectrum includes a very wide range of lived experiences and support needs. Second, that diversity does not reduce our obligations to one another. On the contrary, it strengthens them.

Autistic people are one community. The spectrum includes people who mask and people who do not or cannot. It includes people who speak and people who do not. It includes people who live independently and people who require lifelong intensive support.

A rights-based framework does not ask which of these groups is the “real” autism. It asks whether our systems, services and public discourse are structured to uphold the dignity, voice, safety and rights of all of them. It keeps a close eye on industry and research, clinicians and government alike and says:

I am not a product. I am a person. And so is my comrade who can speak. So is my comrade who can't. Both of us are deserving. Both.

One for all and all for one, yo. It's so simple, and so easy, to stand together and not apart.

x Sarah

[Image Description: a table with lego being sorted into colour groups]

13/03/2026
13/03/2026

To celebrate the launch of "The Kids Who Aren’t Okay", Illume Learning is thrilled to welcome Dr Ross Greene for an Australian-first presentation based on this book. To introduce his presentation, we'll be asking Dr Greene to share why he wrote "The Kids Who Aren't Okay", why it's essential reading for every teacher, and what makes it different to his previous work. Dr Greene will then address the key themes of the book, share with us why so many kids in school today "aren't okay" and what educators can to to support these kids.
Book your ticket today at https://www.trybooking.com/DKKBU

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Newcastle, NSW
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