Appendix 6 Nvivo report Text Query ADHD Broad context Redacted.pdf

Name: Text Search Query - Results Preview

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principles to add or remove
Being more autism-affirming, being friendly, especial y to neurodivergent people, such as autism and
ADHD. And staff who work in disability sectors to never be condescending, and wil ing to support and
make friends with their clients. For more information on how to be autism-affirming, please see:
https://www.altogetherautism.org.nz/a-professionals-guide-to-autism-affirming-care/
https://www.altogetherautism.org.nz/friendship-may-look-different-for-autisticpeople/
https://www.altogetherautism.org.nz/how-to-support-an-autistic-child-withmeltdowns/
https://www.altogetherautism.org.nz/autism-and-social-anxiety/
https://www.altogetherautism.org.nz/finding-a-neuro-affirming-therapist/ (for psychologists,
psychiatrists, and psychotherapists to learn ACCURATE psychology, etc.) For neurotypical people
befriending autistic people, please see: https://psyche.co/guides/how-to-be-a-good-friend-to-an-
autistic-person
IN-CONFIDENCE
https://www.milestones

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Education goal and success description
While the strategy is inclusive of disabled people broadly, neurodivergent individuals (e.g., those with
ADHD, autism, dyslexia, Tourette’s, etc.) face distinct challenges that require more explicit recognition.
Neurodiversity training is needed for public sector staff, especially in education, health, and justice.
IN-CONFIDENCE Education actions
More

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Employment goal and success description
While the strategy is inclusive of disabled people broadly, neurodivergent individuals (e.g., those with
ADHD, autism, dyslexia, Tourette’s, etc.) face distinct challenges that require more explicit recognition,
particularly in employment.
Employment actions
Promote neurodivergent leadership

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particularly in employment.
Employment actions
Promote neurodivergent leadership pathways and peer networks in government. Address the
significant disadvantage faced by autistic people in employment. International research shows that

out of all disabled people, only 3 in 10 autistic people are in work, compared with 5 in 10 otherwise
disabled people, and 8 in 10 non-disabled people. This data gap in the NZ context needs urgent
attention. Disaggregate data by neurodivergent conditions (e.g. autism, ADHD). Include
neurodivergent-specific indicators in the dashboard.
Health goal and success description

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Health goal and success description
While the strategy is inclusive of disabled people broadly, neurodivergent individuals (e.g., those with
ADHD, autism, dyslexia, Tourette’s, etc.) face distinct challenges that require more explicit recognition.
Health actions
Mental health and

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more explicit recognition.
Health actions
Mental health and psychosocial disability are mentioned but not deeply explored in relation to
neurodivergence. Require neurodiversity training for public sector staff, especial y in education, health,
and justice. Disaggregate data by neurodivergent conditions (e.g., ADHD, autism). Include
neurodivergent-specific indicators in the dashboard.
Justice actions
Expand safeguarding and

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things would like to include
While the strategy is inclusive of disabled people broadly, neurodivergent individuals (e.g., those with
ADHD, autism, dyslexia, Tourette’s, etc.) face distinct challenges that require more explicit recognition.
Please consider: 1. Explicit Inclusion of
IN-CONFIDENCE
Neurodivergence • Add “neurodivergent

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and justice. •
Promote neurodivergent leadership
pathways and peer networks in government. 3. Data and Monitoring • Disaggregate data by
neurodivergent conditions (e.g., ADHD, autism). • Include neurodivergent-specific indicators in the
dashboard. 4. Justice System
Reform • Expand safeguarding and early

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Education goal and success description
Education: More needs to be done around this area to involve more input by talking and involving
more with Tangata Whaikaha Maori and their whanua and Iwi within the decision making and
upholding the Treaty of waiting – Te Tiriti o Waitangi principles and values of all Maori within the
disabled community as there has been a lack of consultation from Government around this matter. As
part of this Maori disabled people have different ways of learning that need to be respected and
implemented within the Education system here in New Zealand to see better outcomes for the Maori
people disabled and non-disabled community. Sometime the agency that are meant to be there to
help disabled people are the ones putting in the barriers. Etc: Making disabled people who have
Aspergers, ADHD, Austin etc get costly assessments at their own cost before even being able to apply
for NAS to look at their case and sometimes being told sorry you don’t qualify after having are
Psychologist report stating that the disabled person has one of the above.
Education actions
Education: More needs

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of the above.
Education actions
Education: More needs to be done around this area to involve more input by talking and involving
more with Tangata Whaikaha Maori and their whanua and Iwi within the decision making and
upholding the Treaty of waiting – Te Tiriti o Waitangi principles and values of all Maori within the
disabled community as there has been a lack of consultation from Government around this matter. As
part of this Maori disabled people have different ways of learning that need to be respected and
implemented within the Education system here in New Zealand to see better outcomes for the Maori
people disabled and non-disabled community. Sometime the agency that are meant to be there to
help disabled people are the ones putting in the barriers. Etc: Making disabled people who have
Aspergers, ADHD, Austin etc get costly assessments at their own cost before even being able to apply
for NAS to look at their case and sometimes being told sorry you don’t qualify after having are
Psychologist report stating that the disabled person has one of the above.
IN-CONFIDENCE Employment goal and

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needs. Justice actions
IN-CONFIDENCE
Please use person first language - people with disabilities and their whanau, and address the social
contexts contributing to those encountering justice systems. This should include providing for people
in employment mediation (I was advised the accommodations I require for my ADHD could not be
met s9(2)(a)

Not good enough.)
General comments on strategy
Person

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Justice goal and success description
I support any suggestion here that the justice system will endeavour to come to an understanding of
the drivers behind people with FASD, ADHD, ASD, or with socioeconomic disadvantages ending up
being incarcerated.

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in the system!
Justice actions
It is critical that considering NEURODIVERSE PEOPLE ARE FOUR TIMES MORE LIKELY TO HAVE
ADDICTIONS AND ARE FOUR TIMES MORE LIKELY TO END UP IN PRISON, a lot more support is
needed for them. Prisons are full of people with health issues like ADHD, ADD, and ACD. A very high
proportion of Maori are in prisons and need more
support with connecting or reconnecting

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rights are breached.
Justice actions
7 - change 'should consider' to MUST INCLUDE mandatory professional standards. The urgency of this
is underlined by https://www.nzherald.co.nz/nz/11yo-misidentified-bypolice-handcuffed-given-
antipsychotic-drugs-at-waikato-mental-healthfacility/DB2AKK435NGAFISN6RMTK2OZQU/ This
situation caused significant risk to the child, and shows a lack of understanding from police on how to
communicate in different ways (it seems that no attempt was made to communicate in writing which
is a logical next step if someone isn't communicating verbal y. This is also true for judges who may
unintentionally disadvantage people with Auditory processing disorder (particularly Maori and Pacifica
people) appearing in court, or those with autism, FASD or ADHD, by misreading actions (like slow
processing, not making eye contact, being defiant or distrusting towards authority figures, or
interrupting) as being disrespectful, confrontational, or as indicators of guilt leading to poorer
outcomes for these people. Regarding action number 4 in the current list, I also feel that action needs
to be taken to immediately cease detaining patients under the CPMIP Act unless a mental health
professional who has assessed the patient is confident that their needs can safely be met (including
safe staffing, social interaction, access to nature and the outdoors (e.g. a park or garden), exercise and
sensory input (no more than 2 days every 6 months of overstimulating or understimulation). This
cannot wait until the law commission
IN-CONFIDENCE
finishes its review

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effects of bullying.
Education actions

There needs to be especial y critical focus on the reduction of bullying behavior towards disabled
children. They are typically the ones targeted by school peers. The New Zealand education system still
has a very ignorant view of bullying. It is unofficial y accepted as a "normal" part of school and is one
the largest causes of disabled children dropping out/moving schools/lowering education outcomes.
The new "open plan" classroom teaching style that has become popular of late is incredibly ineffective
at teaching those with ADHD, ASD, and other learning disorders. I would suggest if the education
system wants to continue using this method it will need to create separate classes for children with
such learning disorders.
Employment goal and success description

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Justice goal and success description
Huge need for FASD and ADHD screening in prisons, youth justice, and community corrections. We
need to IDENTIFY those who are disabled before we can help them. Justice actions
Screening for FASD, PTSD, and ADHD should be standard in order to effectively plan rehabilitation
and reintegration. Other things would like to include
Removal of the 'Partner Penalty'

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Justice goal and success description
FASD, ASD, ADHD, ID, Sensory Processing and PTSD children are not reated well by the justice system.
In times of crisis police can intrench trauma by respnding woefully inadequitely to their distress or
misunderstand behaviour as deficiance and respond as if they are resisting arrrest rather than having a
meltdown. Much more training is needed!
Justice actions
There is a

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within each step.
Health actions
We suggest using the term ‘lived and living experience’ rather than “lived experience”. The healthcare
system does not currently adequately cater to the unique and specific needs of disabled people.
Certain groups of disabled people are further marginalised due to their ethnicity, sexual or gender
identity or specific disabilities. This includes the underserved group of disabled people who use drugs
and experience drug-related harms. We recently carried out research into how our drug laws have
contributed to the drug harms experienced by people in Aotearoa, for a forthcoming report into safer
drug laws. Over one third (36.7%) of online survey respondents reported having a disability, and,
notably, 41% identified as neurodiverse. ADHD was self-reported by one third of participants,
including 11.1% of al  participants reporting a formal diagnosis . We also know from government data
that substance use is common among disabled people in Aotearoa. For a number of il icit substances,

prevalence of use is significantly higher among disabled people than among the non-disabled.
Compared with non-disabled
people, disabled people: • are 2

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have used cocaine (1.92
times), hallucinogens (2.71 times) , and MDMA (2.15 times) in the past 12 months. These substances
may play an important role in self-medicating the symptoms that disabled people experience when
access to medical care is restricted. Because these substances are accessed via the il icit market, they
may be adulterated with unknown contaminants, including potent synthetic opioids, which increase
the risk of overdose. The New Zealand Health Survey 2023/24 figures on the prevalence of drug use
(above) do not further define the type of disabilities that these people have. The Survey also does not
record the reasons for drug use. We strongly support the prioritisation of research that could help us
understand the issues facing our disabled communities and how they intersect with drug harms. We
welcome the recent expansion of medical professionals’ ability to diagnose and treat ADHD, which will
allow more people to receive a timely diagnosis. Still, there is evidence that people with ADHD may
self-medicate with potentially harmful illicit amphetamines due to their pharmacological impacts on
neurotransmitter systems that are similar to the effects of therapeutic agents used in ADHD
management. Autistic people may also use substances to relieve the symptoms of their condition. We
know that adequate and early treatment not only improves longterm outcomes in people treated
early, but also has a protective effect on future illicit substance use. We hope to see an improvement
in the outcomes of neurodiverse people by continuing to improve access to diagnosis and adequate
treatment.
Housing goal and success description

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more likely to have used
For action 7, we believe the term ‘mana-enhancing and trauma-informed’ is more appropriate than
the current wording It is important to consider that just simply hiring disabled people in the workforce
is not the only solution. There must be safeguards to ensure that disabled people are not expected to
used their lived experience as emotional labor to reform services. Disabled people should be
employed across the spectrum of roles not just in a lived/living experience advisory capacity.
Accessing illicit substances is also associated with a risk of criminalisation and imprisonment. We are
particularly concerned about the number of people with brain and behaviour issues that are subject to
involvement in the criminal justice system. The 2020 discussion paper from Chief Science Advisor for
the Justice Sector has cited data on the striking overrepresentation of people with Traumatic Brain
Injury (TBI), Foetal Alcohol Spectrum Disorder (FASD), communication disorders, dyslexia, ADHD,
intellectual disability, and Autism Spectrum Disorder (ASD) in the criminal justice system. These
conditions also increase the risk of substance use, often for self-medication, or as a way to cope with
poor social adjustment. This in turn may lead to overcriminalisation of disabled people. Our hope is
that this Strategy will lead to earlier, more appropriate interventions by the health system, which will
help to reduce future criminal justice involvement among neurodiverse people. A decriminalisation or
regulation scheme for drug use would reduce the burden associated with a criminal record on
disabled people. This would improve outcomes related to not only criminality, but also access to
healthcare (resulting in improved health outcomes), housing access, and the ability to gain and retain
employment.
Other things would like to

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things would like to include
It would be great to understand how the various parts of the strategy will ensure that all types of
disabilities are considered and included. This includes neurodivergence (such as ASD, ADHD, FASD),
intellectual disabilities and those with ‘invisible disabilities’ such as chronic illness. We would also like
to see specific mention of work to understand the experiences of people with disabilities who use
drugs so that the health system can provide better support.

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a neuridivergent person Education actions
IF you were able to achieve these things it would be great however the wholes system needs to be
overhauled instead of more bandaids applied. Early intervention need to based on an individual childs
journey and not on the age they are. i.e if they haven't had intervention by say age 8 or 9 they aren't
deemed too old for early intervention. LSC's have not made any difference on the ground. The money
would have been better spent on TA's in every class all day to support all children when they need it
rather than tagged to an individual child. Teachers are not taught about neurodiversity while studying
which is criminal. The current system sets them up to fail as they don't have the knowledge to
recognise ND in an undiagnosed student so support takes too long to be implemented. Many
conditions may present in a similar way so it is only the big ones - ADHD and ASD that are on
anyone's radar. Dysgrahia, dyspraxia, dyscalulia are under recognised.
Employment actions
This needs to

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and different cultures are understood
• having disability advocates or reps • cultural competency at all levels • having to prove you’re
disabled to get support • more support for ADHD •
clear long-term strategies
• systems

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and different cultures are understood
• having disability advocates or reps • cultural competency at all levels • having to prove you’re
disabled to get support • more support for ADHD •
clear long-term strategies
• systems

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ones putting in the barriers.
Etc: Making disabled people who have Aspergers, ADHD, Austin etc get costly assessments at their
own cost before even being able to apply for NAS to look at their case and sometimes being told
sorry you don’t qualify after having are Psychologist report stating that the disabled person has one of
the above.
3. Law and Order:
More

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no longer has any medical
s9(2)(a)

11:44:33
11:44:41 11:44

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also in the second group.
Features of group 1: Features relating to disability (lived experience): ADHD Neurodiversity Autism
Caring for Autistic/ADHD/disabled children Disability due to surgery (neck injuries, spinal fusion)
Mental health issues
Work experience:
s9(2)(a)

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amount of time
IN-CONFIDENCE
Features of group 2: Similar to group 1. Large adhd/ autism/ neurodiversity representation in group.
Also traumatic brain injury experience. Lived experience working in the disability sector and
experience in government.
Opinions expressed during group 1

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that cyberbullying pulled out specifically.

s9(2) the way it’s set up doesn’t always work for hidden disabilities. ADHD more likely to
com
(a)
e to attention of justice system, higher sentences etc. section very linked to abuse in
care rather than real experiences of families and challenges they are facing.

[X] – research on neurodivergence – judged

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to be part of DPO
• 46% of people seeking NASC funding are neurodiverse • 70% of autistic people have ADHD • there
is a significant lack of data related to neurodiversity and education • while some neurodiverse people
experience greater support and success at uni this is not the case for all
• frequently children at school are

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people because they weren’t named
• there are tensions and diverse perspectives around language use • for some people there is a danger
of seeing diversity as defining their identity • there is stigma with labels such as autism and ADHD and
the term neurodiverse could be a protective umbrel a. Suggest labels and diagnoses create a box
whereas neurodiverse meets the person where they are.
• recognising people sit on a

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may also have other diagnoses
• there is stigma with labels such as autism and ADHD - the term neurodiverse could be a protective
umbrella.
• autistic adults proud to say

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assisstive tech against service standards

- Reduced gaps (autistic/ADHD/dyslexic/dyscalculic etc vs cohort) in internal and external results
- Positive whānau ratings of clarity

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for equitable, culturally safe services.
● Neurodivergence inclusion: autism, ADHD, Ehlers-Danlos Syndrome (EDS), and overlapping
conditions frequently co-occur with ED. ● LGBTQ+ inclusion due to disproportionately high
prevalence. ● Chronic health conditions such as diabetes included for integrated care. ● Digital equity:
secure, accessible telehealth and online services. Eating Disorders Carer Support NZ Charity Reg No.
CC60989 3 2. Equity and Access ● Extend services such as Korero Mai to cover whānau of people in ED
and mental health facilities.
IN-CONFIDENCE
● Address fragmentation across

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mental health facilities.
IN-CONFIDENCE
● Address fragmentation across health, ACC, and mental health systems. ● Mandate cross-agency
accountability. ● Ensure transitions (child-to-adult, inpatient-to-community, Oranga Tamariki-to-adult)
include legislated carer involvement. 3. Carers and Whānau ● Recognise carers and families formally in
governance, policy, and service design. ● Implement protections against retaliation when raising
complaints. ● Provide education, support, and inclusion pathways for carers. ● Include statutory
workplace protections and flexible work arrangements. 4. Safeguarding and Justice ● Strengthen
safeguards in detention, residential, mental health, and Oranga Tamariki care facilities. ● Embed early
intervention strategies with carer support. ● Ensure emergency preparedness and crisis coordination.
5. Youth Transitions ● Legislative clarity on mandatory carer inclusion in all transition planning. ●
Protect continuity of care during critical life transitions. 6. Neurodivergence and Intersectionality ●
Recognise overlap between ED, autism, ADHD, and EDS. ● Address service gaps caused by siloed
approaches. ● Recognise elevated prevalence in LGBTQ+ populations. ● Include people with chronic
health conditions such as diabetes who may experience heightened ED risk. 7. Data, Research, and
Monitoring ● Capture experiences of people with ED, neurodivergence, LGBTQ+, Māori, Pacific, Deaf
communities, carers, and children in care. ● Include monitoring of digital and telehealth service usage.
● Embed lived experience in monitoring and oversight structures. ● Suggested KPIs: carer inclusion
rates, service transition continuity, complaint resolution time, representation in governance boards. 8.
Workforce and Capacity Building ● Mandate training in ED, neurodivergence, LGBTQ+, cultural
competence, traumainformed care, and carer engagement. ● Include carers and lived experience
participants in workforce roles, training, and policy development. ● Provide practical workplace
resources for carers.
IN-CONFIDENCE
▶Priority Recommendations 1

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role of learning support coordinators. •
• • • •
Non‑ORS learners (Autism, ADHD, FASD, dyslexia, dyspraxia) need clear support. Assessments must
consider whānau and social context.
Deaf learners need stronger NZSL

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support to stay on track.
• More support for kids with autism and ADHD who have trouble with behaviours, get in early and
help them to learn new skil s to not get angry and to stay safe.
• Police need to have disability

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neurological conditions, and
IN-CONFIDENCE
other forms of cognitive impairmenti will benefit from the intended outcomes, despite being included
under the UNCRPD definition – while recognising that some of these individuals may not identify as
disabled or use the language of ‘impairment’. We recommend clarifying how the definition of
disability applies consistently across the actions. Doing so would strengthen alignment with both the
UNCRPD definition of disability and enhance the Strategy’s relevance and applicability across both the
mental health and broader health and disability sectors. Without this clarity, there is a risk that some
groups will be overlooked in its implementation. Mental health inequities remain stark for the disabled
community, with disabled people much more likely to experience mental distress than the general
population.1 The MHF recommends highlighting key statistics related to this in ‘the case for change’
under the health priority outcome area. Over the past six years, mental health outcomes for disabled
adults have significantly worsened, with 33.2 percent reporting experiencing high or very high
psychological distress in 2023/24, compared with 11.2 percent of non-disabled adults. This is up from
27.1 percent in 2018/19.2 Young people with disabilities report particularly high levels of mental
health concerns, which are significantly more prevalent than among their non-disabled peers.3 We
recommend the Strategy name relevant government strategies (e.g., the Health of Disabled People
Strategy, the Oranga Tamariki Disability Strategy, and the Carers’ Strategy and Action Plan, etc.) and
explain how the Strategy relates to them. Similarly, it would be helpful to explain what is unique and
distinct in the current Strategy’s scope and intent. While we acknowledge that the Ministry of Health |
Manatū Hauora is responsible for developing the (separate and provisional) Health of Disabled People
Strategy that addresses the mental health of disabled people within the health system, we hold the
strong view that this Strategy is the primary vehicle for more broadly addressing disabled peoples’
mental health and wellbeing through a cross-system, integrated approach. We support publishing the
key indicators, supporting measures and contextual evidence and data in interactive dashboards, and
suggest this material is also presented in simpler accessible formats (for those who may have trouble
deciphering dashboards). i This may include (non-exhaustively) people experiencing schizophrenia,
bipolar disorder, major depression, or post-traumatic stress disorder; those with autism spectrum

disorder (ASD), attention-deficit hyperactivity disorder (ADHD), or fetal alcohol spectrum disorder
(FASD); people with dementia, Parkinson’s disease, acquired brain injuries, or other cognitive
impairments.
Vision and principles While the

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Sub 089 Submission Kia ora,
s9(2)(a)

Vision and Principles: • How much

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at least one unmet need.
Learning support needs do not disappear the further a student gets in their education. Learners of all
stages benefit from intervention to identify their learning support needs and put plans in place to
support them, whatever that may look like. There must be sufficient funding across early childhood,
primary, secondary, and tertiary education to provide for this. The Strategy must also ensure that
these early intervention services are of such depth that they can identify a wide range of learning
support needs and not just those that have the highest, or most obvious, needs. For example, boys
with ADHD are diagnosed at four times the rate as girls with ADHD.5 5 Jessica May Goodman
“Neurodivergence and Marginalised Gender - a thematic analysis of womens’ and gender-diverse
peoples’ experiences of ASD and ADHD” (BA(Hons) Dissertation, Massey University, 2003) at 1. The
same applies to autism spectrum disorder, where boys are diagnosed at a rate five times higher than
girls.6 6 At 8. There are a plethora of reasons behind these statistics, including that diagnostic criteria
and studies have historically been focused on boys and males, media perpetuation of gendered
stereotypes, and the socialisation of girls that may lead to neurodivergence being presented
differently.7 The Strategy must ensure that this increase in early intervention funding does not
continue to only identify the most ‘obvious’ presentations of those in need of learning support. It
must be of such sufficiency that it is available to all disabled students of all different levels of support
needs. Reducing wait times using private providers and NGOs It is clear that public providers of
learning support services are overwhelmed and underfunded. However, the use of additional private
providers and NGOs to reduce wait times for support is a crutch and is unsustainable in the long run.
Priority must be given to ensuring that there is sufficient funding available to enable existing public
and
IN-CONFIDENCE
contracted providers to

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IN-CONFIDENCE
• s9(2)(a)
unless their behaviour is a problem, a child who is hearing,
speech impaired, 3 learning needs and adhd, does not qualify for any support in school. unless he
started acting out. • A lot of focus seems to be more bad behaviour based for support than the
children whom sit and fall under the radar. • I would like to see resources targeting primary and
secondary education, as we know a lot of disabled learners lack the support they need to complete
secondary education. Having a greater emphasis on supporting younger learners would better retain
learners throughout all levels of education, and improve the statistics regarding student withdrawals. •
It needs to be mandated that pupils with different learning needs have an IEP. Currently this is only
officially in place if a pupil has ORS. We need more flexibility in the assessment of different learning
needs that require additional support. With PWS [Prader-Willi Syndrome] for example, some pupils
receive ORS and some can only access SHHNF. But all pupils with PWS have health needs and learning
needs. There needs to be assessment of global needs.

<Files\\Wave 7 Sub 104 Neurodiversity peak bodies & providers> - § 2 references coded [1.39%
Coverage]

Reference 1 - 0.68% Coverage

2030 Feedback Submission
Contributing Organisations
● Neurodiversity in Education Project ● Acorn Neurodiversity ● ADHD NZ ● Dyspraxia Support Group
of NZ ● Autism NZ ● Altogether Autism ● FASD-CAN NZ ● Young Neurodiversity Champions ●
Dyslexia Foundation of NZ

Reference 2 - 0.71% Coverage

Care Report.
Language (p5–6)
● Define “disabled people” to explicitly include neurodivergent individuals with neurodevelopmental
conditions such as autism, ADHD, FASD, dyslexia, dyspraxia, sensory processing differences and
Tourette’s Syndrome).

<Files\\Wave 7 Sub 115 New Zealand Down Syndrome Assocaition NZDS Feedback> - § 1 reference
coded [0.17% Coverage]

Reference 1 - 0.17% Coverage

people in justice processes missing.
6. Undiagnosed disabilities (autism, FASD, ADHD, intellectual disabilities) not considered.
7. Legislative reviews not specified

<Files\\Wave 7 Sub 130 Whaikaha Draft Disability Strategy Feedback Carers Alliance Sept 2025[26]> -
§ 1 reference coded [1.17% Coverage]
Reference 1 - 1.17% Coverage
Undiagnosed Disabilities There was agreement that the Draft Strategy does not acknowledge or
address the growing population of undiagnosed disabled people within the justice system (autism
spectrum, intellectual disabilities, FASD, ADHD etc). The impacts of these undiagnosed conditions
across justice and corrections are profound for disabled people, their families, and society and the
Disability Strategy should aim to cover this in its justice content.