Prepare for a useful conversation
How to Prepare for an NDIS Functional Capacity Assessment: Checklist and Questions
To prepare for an NDIS functional capacity assessment, first ask the assessor what the appointment is for and what information they need. Gather the relevant documents you already have, think of accurate everyday examples and discuss communication or access preferences in advance. You do not need to rehearse the 'right' answers or build a perfect folder to have a useful conversation.
- For:
- People preparing for a functional capacity assessment, with families or chosen supporters helping them organise
- Includes:
- Practical guide + 3 copyable tools + printable workbook
- Time:
- 9 minute read
Published 23 September 2026 · Updated 23 September 2026
Editorially reviewed 22 September 2026
Written by Callum Cruikshank — Founder of Kinovo
Callum draws on his family's lived experience of coordinating support. These resources offer practical coordination ideas, not clinical, legal or NDIS funding advice. No independent clinical review is claimed.
What is a functional capacity assessment?
A functional capacity assessment, often shortened to FCA, looks at how a person manages everyday activities. It is carried out by an appropriately qualified professional. It can help explain functional needs and inform support decisions; it is not a promise of particular funding.
The NDIA describes six areas: communication, learning, mobility, self-care, self-management and social interaction. It also says an FCA is not compulsory for every person applying to the NDIS. See what is a functional capacity assessment.
If you already have an appointment booked, ask what question this assessment is intended to answer. An assessment for a particular purpose may need a different set of information from another appointment. If somebody has suggested you obtain a new report, clarify why it is needed, whether existing evidence is sufficient and what costs would be involved before booking.
This guide is general appointment-preparation information. It has not had an independent clinical review. Your assessor should confirm the documents, assessment activities and arrangements that are appropriate for you; the workbook does not replace those instructions.
Start with a short conversation about the appointment
Ask for the practical details in a form you can refer to later: who is assessing, where you will meet, how the session will run and what is included in the service. Ask about the expected length rather than relying on someone else's experience of an FCA. Different assessments can involve different activities and arrangements.
Discuss what helps you take part. You might want questions explained one at a time, information in writing beforehand, breaks, an interpreter, communication supports or a person you choose alongside you. Tell the service what you need and confirm what it can arrange. If a supporter is attending, agree whether you want them to add examples, help with communication or take notes.
Clarify the cost and payment arrangements, including the report, any additional work and cancellation terms. Do not assume that a referral or booked appointment settles how the assessment will be paid for. Ask who should answer any remaining funding question before you commit to the service.
Before the assessment
Use the assessor's instructions for your appointment. These prompts help you organise questions; they are not an assessment or a compulsory document list.
Participant / preferred name: ___
Assessor / organisation / contact: ___
Purpose of this assessment, confirmed with the assessor: ___
Date, location or call link / expected length: ___
What the appointment and report will include: ___
Costs, payment arrangements and cancellation terms clarified: ___
Who the participant wants involved, and how: ___
Communication preferences, interpreter or access arrangements to discuss: ___
Breaks, timing or other appointment arrangements agreed: ___
Existing documents the assessor has specifically requested: ___
How to send those documents / who has agreed to help: ___
Everyday examples the participant wants to discuss: ___
Questions still unanswered before the appointment: ___
Report timing, recipients and factual-correction process to ask about: ___
What should you bring to a functional capacity assessment?
Ask the assessor for a relevant list. The categories below are prompts for that conversation, not documents every person must supply. Start with information already available and avoid paying for new reports simply to fill a folder.
- Possible information
- Existing relevant clinical or allied health reports
- Why it may help
- They may explain previous findings, recommendations or support arrangements.
- What to check before sending
- Which reports are useful, how recent they need to be for this purpose and whether the assessor already has them.
- Possible information
- Relevant plan or referral information
- Why it may help
- It may help clarify the question the assessment is addressing.
- What to check before sending
- Which parts are needed and who should receive them.
- Possible information
- A short picture of current support
- Why it may help
- It can show who helps, what equipment or adaptations are used and where gaps remain.
- What to check before sending
- Whether a simple summary or an existing document is sufficient.
- Possible information
- Everyday examples from the participant
- Why it may help
- They help explain real situations that matter to the person.
- What to check before sending
- Whether the participant would prefer to write, speak, use communication supports or contribute another way.
- Possible information
- Relevant observations from a chosen supporter
- Why it may help
- They can add context from situations the assessor may not see directly.
- What to check before sending
- The participant's wishes, the source of the observation and whether the information is relevant.
| Possible information | Why it may help | What to check before sending |
|---|---|---|
| Existing relevant clinical or allied health reports | They may explain previous findings, recommendations or support arrangements. | Which reports are useful, how recent they need to be for this purpose and whether the assessor already has them. |
| Relevant plan or referral information | It may help clarify the question the assessment is addressing. | Which parts are needed and who should receive them. |
| A short picture of current support | It can show who helps, what equipment or adaptations are used and where gaps remain. | Whether a simple summary or an existing document is sufficient. |
| Everyday examples from the participant | They help explain real situations that matter to the person. | Whether the participant would prefer to write, speak, use communication supports or contribute another way. |
| Relevant observations from a chosen supporter | They can add context from situations the assessor may not see directly. | The participant's wishes, the source of the observation and whether the information is relevant. |
For NDIS access evidence, the NDIA's guidance for treating professionals distinguishes functional information and the source of evidence. It is not a universal preparation list for every assessment appointment.
If a document is missing, record who holds it and who has agreed to request it. Tell the assessor if it may not arrive in time and ask what that means for the appointment. Do not assume the session must be cancelled, or that a rushed new report is required, without checking.
Use the NDIS document organiser if the difficulty is finding the current version rather than deciding which information is relevant.
Prepare everyday examples that tell the whole story
Choose a few situations you know well: getting ready, communicating a choice, travelling to an activity or organising an ordinary day. Describe what happens, what you can do yourself and what support makes the activity possible. These are conversation notes, not a score sheet.
'I can get to an appointment' may leave out the person who plans the trip, sends reminders or accompanies you. Equally, 'I cannot go anywhere' may miss the circumstances in which an outing works. Explain the actual support, the remaining difficulty and the situations in which things differ.
If your experience varies, describe that variation honestly. Include what a more manageable occasion looks like, what a difficult occasion looks like and how often each occurs if you know. Say when you are unsure. A single unusually good or difficult day should not be presented as every day.
Do not remove usual supports, change medication or attempt an unsafe activity to demonstrate difficulty. Follow your usual professional instructions and discuss any assessment activity you are concerned about with the assessor. Preparation should help you explain your experience, not manufacture a different one.
Keep sources clear. 'I find this tiring' is the participant's account. 'I helped with this on Tuesday' is a supporter's observation. Both can be useful, but they should not be presented as the same kind of evidence or as a clinical conclusion.
An accurate everyday example
Describe what actually happens, including the support already in place and variation over time. Do not remove usual support or attempt something unsafe to complete this sheet.
Everyday activity or situation: ___
What the participant wants to do, in their words: ___
Where and when this example happened: ___
Who is describing it: participant / supporter / existing record
What the participant does independently: ___
Prompting, assistance, equipment or adaptations already used: ___
Who provides that support and how often: ___
What remains difficult even with the current support: ___
What varies between occasions, and how often that variation occurs: ___
Time, effort or recovery afterwards, if relevant and known: ___
Participant's own view of what helps or gets in the way: ___
What is directly observed and what is reported by someone else: ___
What we are unsure about or want to explain to the assessor: ___
Relevant existing document or note, if there is one: ___
A fictional example: make the support around an activity visible
Taylor says they attend a weekly community class. Before the assessment, Taylor wants to explain what makes that possible. Their sister helps them write a short note, using Taylor's own account and distinguishing it from what she has observed.
- Prompt
- What Taylor wants to do
- Example
- Keep attending a class they enjoy and feel more confident organising the trip.
- Prompt
- What already happens
- Example
- Taylor chooses the class. Their sister checks the travel arrangements with them the day before, and an agreed supporter accompanies them.
- Prompt
- What remains difficult
- Example
- Taylor says last-minute changes are difficult to manage and wants to explain a recent example to the assessor.
- Prompt
- What varies
- Example
- The usual trip and a changed venue have been different experiences. Taylor will describe both rather than assuming either represents every outing.
- Prompt
- What is still a question
- Example
- Taylor wants to ask how to explain the preparation and support around an activity that looks straightforward from the outside.
| Prompt | Example |
|---|---|
| What Taylor wants to do | Keep attending a class they enjoy and feel more confident organising the trip. |
| What already happens | Taylor chooses the class. Their sister checks the travel arrangements with them the day before, and an agreed supporter accompanies them. |
| What remains difficult | Taylor says last-minute changes are difficult to manage and wants to explain a recent example to the assessor. |
| What varies | The usual trip and a changed venue have been different experiences. Taylor will describe both rather than assuming either represents every outing. |
| What is still a question | Taylor wants to ask how to explain the preparation and support around an activity that looks straightforward from the outside. |
The note does not assign a severity rating, recommend a funding amount or predict the report. It simply makes the everyday context easier to discuss. Your own examples may be very different, and that is expected.
Questions to ask before, during and after the assessment
- When
- Before booking or attending
- Questions to choose from
- What is the purpose of this assessment? What does the service include? Which existing documents do you need? How are fees and payment arranged?
- When
- When discussing access and communication
- Questions to choose from
- Can we agree breaks or a different way to answer questions? How can my chosen supporter help while keeping my views central?
- When
- During the conversation
- Questions to choose from
- Can you explain that question another way? Is it useful if I describe the support already in place? Can I tell you how this varies on other occasions?
- When
- Before finishing
- Questions to choose from
- Is there any information still missing? Who will request it? What happens next, and when should I expect an update?
- When
- About the report
- Questions to choose from
- Who will receive it, with what agreement? How can I ask about an unclear statement or a factual error? What is the expected report timeframe?
| When | Questions to choose from |
|---|---|
| Before booking or attending | What is the purpose of this assessment? What does the service include? Which existing documents do you need? How are fees and payment arranged? |
| When discussing access and communication | Can we agree breaks or a different way to answer questions? How can my chosen supporter help while keeping my views central? |
| During the conversation | Can you explain that question another way? Is it useful if I describe the support already in place? Can I tell you how this varies on other occasions? |
| Before finishing | Is there any information still missing? Who will request it? What happens next, and when should I expect an update? |
| About the report | Who will receive it, with what agreement? How can I ask about an unclear statement or a factual error? What is the expected report timeframe? |
You can bring a short question list and ask for a moment to check it before the appointment ends. If you remember something afterwards, contact the assessor through the agreed channel and ask whether it is relevant to add. Keep follow-up information accurate and identify when it relates to a new event.
Documents and questions to follow up
Use one card for each requested document or unanswered question. Confirm that an item is needed before spending time or money obtaining it.
Requested document or question: ___
Why the assessor needs it / who confirmed this: ___
Existing document title, author and date, if available: ___
Person or service holding the document / able to answer: ___
Person who has accepted the follow-up: ___
Participant's sharing agreement / any authority to clarify: ___
How the information should be sent: ___
Agreed needed-by date, if any: ___
Next check-in date: ___
Status: to clarify / requested / received / sent / not needed
Receipt or reply confirmed by / on: ___
If it will not arrive in time, assessor's advice about the appointment: ___
Question to raise during or after the assessment: ___
Answer received / further action and accepted owner: ___
After the appointment: keep the next steps clear
Write down any extra information requested, who has agreed to provide it and the next check-in date. An expected report date is an estimate to clarify with the service, not a guarantee of an NDIA decision. If timing changes, update the record so the rest of the team does not continue working to an old assumption.
When you receive the report, ask the author about factual errors or wording you do not understand. A factual correction and a disagreement with a professional opinion are different things; explain your concern and ask about the appropriate process. Keep the original and any revised report identifiable. Do not alter a clinician's report yourself.
Decide what needs to be shared and with whom for the next task. Receiving a report does not mean every team member needs the full document, or that every recommendation is ready to be implemented. Clarify clinical instructions and any funding or service decisions separately.
If an existing recommendation needs to reach a worker, use the therapy recommendation handover guide to organise that separate conversation.
Use Kinovo to organise the preparation around the assessment
The assessment belongs with the appropriately qualified professional. Kinovo can help the people around the appointment keep track of the coordination work: the report being requested, the question awaiting a reply and the current document the participant has agreed to share.
- Open the relevant care-team workspace and involve only the people needed for the preparation.
- Add one missing-document request or clarification as a task for the person who has agreed to follow up.
- Keep the relevant current document and subsequent update available within the appropriate visibility settings, then review the outstanding tasks before the appointment.
You can start with the workbook on paper and move the ongoing shared work into Kinovo when that is useful. Kinovo does not carry out an FCA, assess clinical need or predict an NDIS outcome.
Official guidance and review status
Sources checked 22 September 2026. This is an editorial preparation resource, not an independently clinician-reviewed assessment guide. Confirm individual preparation requirements with the assessor.
FAQ
What should I bring to an NDIS functional capacity assessment?
Ask the assessor which existing documents are relevant to the purpose of your assessment. A few accurate everyday examples, your questions and agreed communication arrangements can also help. The checklist is a preparation tool, not a compulsory list of reports to purchase.
Does everybody need an FCA to apply to the NDIS?
No. The NDIA says an FCA is not compulsory for every applicant, although it can provide useful evidence. Clarify what information is needed in your circumstances before arranging a new assessment.
Should I describe my worst day?
Explain the range of your actual experience, including more manageable and difficult occasions and how often things vary if you know. Include the support already in place. Do not present an exceptional day as typical, minimise difficulties or exaggerate them.
Can somebody come with me?
Tell the assessor whom you would like involved and how you want them to help. Confirm the appointment arrangements and information-sharing choices beforehand where possible. A supporter can help you prepare without replacing your own account or preferences.
What if a requested report will not arrive before the appointment?
Tell the assessor what is missing, who has been asked and the expected timing. Ask whether the appointment can proceed and what information can be supplied later. Do not assume a new report or cancellation is necessary without checking.
Has this preparation guide been clinically reviewed?
No independent clinical review is claimed. It is general preparation and coordination information based on the official sources listed. Your assessor should confirm the preparation, assessment activities and advice appropriate to your circumstances.
Disclaimer
General preparation and coordination information only, not clinical, legal or NDIS funding advice. No independent clinical review is claimed. These optional resources are not NDIA forms and do not replace professional advice, required records or provider processes. Examples are fictional. Check current official guidance for your circumstances.