DLA Claim Forms: How to Fill in the Care and Mobility Sections
Completing a Disability Living Allowance (DLA) form for your child can feel difficult because many of the questions ask you to describe support that may have become completely normal within your family.
You might automatically remind your child to get dressed, supervise them near roads, help them use the toilet, encourage them to eat, calm them when overwhelmed or stay awake with them during the night. Because you provide this help every day, it can be surprisingly easy to underestimate just how much support your child actually needs.
When completing the DLA form, the key question is not simply what condition or diagnosis your child has. You need to show how much extra care, attention, supervision or support they require compared with another child of the same age who does not have a disability or health condition. That comparison is fundamental to DLA eligibility.
The current DLA child claim form separates questions about mobility needs from questions about care needs, so it is important to give sufficient detail in both relevant sections rather than assuming information supplied elsewhere will automatically explain everything
What Are the Two Parts of DLA for Children?
DLA for children has two components:
Care component – based on the additional looking after, attention or supervision your child needs.
Mobility component – based on the additional help they need getting around.
A child can potentially receive one component or both. The care component has three rates — lowest, middle and highest — while the mobility component has two rates — lower and higher.
The rate awarded depends on the child’s needs and the relevant DLA criteria rather than simply the name of their diagnosis.
For the current award levels, see our [DLA Rates for Children 2026] guide:
How to Complete the DLA Care Section
The care section is where you explain the additional help your child needs throughout their everyday life.
This can involve much more than physically doing something for your child.
Care can include:
- physical assistance
- prompting and reminding
- encouragement
- supervision
- reassurance
- help communicating
- monitoring for danger
- helping your child regulate emotions
- preventing unsafe behaviour
- assistance with personal care
- repeated intervention during the night
The DWP’s own guidance makes clear that the care component considers the extra looking after a child needs, with different rates reflecting the extent and timing of that help or supervision.
Don’t Just Write What Your Child Cannot Do
One of the most important principles when completing a DLA form is to explain:
What happens → What help is required → How often → How long it takes → What would happen without the help.
For example, instead of writing:
“Needs help getting dressed.”
a stronger explanation would be:
“My child needs repeated verbal prompting and supervision throughout dressing. Without prompting, they become distracted and may stop dressing completely. They also need help choosing clothing appropriate for the weather and assistance with fastenings. Dressing normally requires around 20 minutes of adult support each morning.”
The second answer gives the decision maker substantially more useful information.
Notice that it explains:
the difficulty + the support + the frequency + the duration + the consequence without support.
That structure can be used throughout the form.
Describe the Help, Not Just the Diagnosis
Try to avoid answers such as:
“He needs help because he has ADHD.”
or:
“She struggles because she is autistic.”
A diagnosis can provide useful context, but it does not show the DWP how much additional care your child actually requires.
Instead explain the functional impact.
For example:
“Because of difficulties with attention, impulsivity and awareness of danger, he needs continuous adult supervision when preparing food. He may touch hot pans, leave appliances switched on or become distracted and walk away.”
Or:
“She experiences significant sensory distress around bathing. An adult must prepare the bathroom, regulate the temperature, talk her through each stage and provide reassurance. Without this support she may become extremely distressed and refuse to wash.”
This is why real examples are so valuable.
You may also want to read our guide to [Common DLA Claim Mistakes for Children with ADHD or Autism]:
Think Through Your Child's Whole Day
A useful way to complete the care section is to mentally walk through a typical day.
Start when your child wakes up and continue until they go to sleep.
Ask yourself:
What do I do for my child that I would not normally need to do for another child of the same age?
Morning
Consider whether your child needs additional help with:
- waking
- getting out of bed
- washing
- brushing teeth
- toileting
- dressing
- choosing appropriate clothing
- taking medication
- eating breakfast
- preparing for school
- managing anxiety about leaving home
- remembering belongings
- transitioning from one activity to another
Don’t assume that prompting doesn’t count simply because your child can physically perform the task.
A child may be physically capable of dressing themselves but still require substantial adult attention before the task actually happens.
Eating and Drinking
Think about whether your child needs:
- encouragement to eat
- supervision while eating
- food prepared in a particular way
- reminders to drink
- help using cutlery
- monitoring because of choking risks
- support because of sensory restrictions
- intervention because they forget to eat
- prolonged encouragement at mealtimes
Again, quantify the support where possible.
Instead of:
“Very fussy eater.”
consider:
“Meals require approximately 30 minutes of adult support. He accepts a very limited range of foods and becomes distressed if foods touch. An adult must prepare food separately, repeatedly encourage him to remain at the table and prompt him to continue eating.”
Toileting Needs
Parents sometimes understate toileting difficulties because they can feel private or embarrassing.
However, if your child needs additional support with toileting, it can be highly relevant.
This could include:
- reminders to use the toilet
- accompanying them
- help cleaning themselves
- changing clothing following accidents
- continence products
- monitoring constipation
- support recognising bodily signals
- reassurance because of anxiety
- help managing menstruation
- supervision because your child will not use the toilet alone
Describe what you actually have to do, rather than just stating that your child has toileting difficulties.
Supervision and Safety
This is an area parents can easily overlook.
Your child does not necessarily need to be receiving hands-on physical care every minute for supervision to be significant.
Consider whether they require an adult nearby because of risks involving:
- roads
- climbing
- running away
- impulsivity
- fire
- water
- cooking
- electrical appliances
- strangers
- self-injury
- aggressive or distressed behaviour
- limited danger awareness
- swallowing inappropriate objects
- leaving the house
- interaction with siblings
The key is to explain why supervision is needed and what might happen without it.
For example:
“He requires an adult to remain nearby throughout waking hours because he has very limited awareness of danger. He has previously attempted to leave the house without an adult and does not reliably stop when approaching roads.”
Specific examples help demonstrate that the supervision is necessary rather than merely parental preference.
Communication Needs
Care needs can also arise from difficulties with communication.
Consider whether your child requires someone to:
- interpret their communication
- explain instructions differently
- use visual supports
- repeat information
- help them understand other people
- help others understand them
- prepare them for changes
- recognise signs of distress
- advocate for them
- communicate choices
Again, explain the adult input required.
Emotional Regulation, Distress and Meltdowns
For some children, particularly those with autism, ADHD, sensory differences or emotional regulation difficulties, significant adult support may be required when they become overwhelmed.
Describe:
what triggers the difficulty, what happens, what you have to do, how long support lasts and how frequently it occurs.
For example:
“When overwhelmed, she can become unable to communicate verbally and may hit herself. An adult must move her to a quieter environment, remove demands, monitor her safety and remain with her until she is regulated. Episodes occur around three to four times each week and typically require 30–45 minutes of direct adult support.”
That paints a far clearer picture than simply writing:
“Has meltdowns.
Don’t Forget Night-Time Care
Night-time needs can be particularly important because the DLA care criteria distinguish between help or supervision needed during the day and during the night.
Think carefully about whether your child:
- wakes repeatedly
- needs reassurance
- needs help returning to sleep
- requires medication
- needs toileting support
- wets or soils the bed
- wanders around the house
- requires monitoring because of seizures
- becomes distressed
- needs repositioning
- needs an adult awake for safety reasons
Record:
How many nights?
How many times each night?
How long does each episode last?
What do you actually have to do?
For example:
“She wakes approximately three to four nights each week, usually twice during the night. She becomes distressed and needs an adult to sit with her, provide reassurance and help her settle back to sleep. This generally takes 20–30 minutes each time.”
This is much more informative than:
“Poor sleeper.”
Need Help Completing Your Child's DLA Application?
Completing a DLA form can be challenging, particularly when you're unsure how to explain care, supervision or mobility needs clearly. School of Diversity can help you review your child's circumstances, identify gaps in the information and present their needs accurately and comprehensively.
How to Complete the DLA Mobility Section
Mobility is not simply a question of whether your child can physically put one foot in front of the other.
The DLA mobility component considers different types of mobility needs, and the lower and higher rates have different statutory criteria. Government guidance states that lower-rate mobility can apply where a child can walk but requires help or supervision outdoors, while higher-rate mobility covers particular circumstances including severe limitations on walking and certain other qualifying conditions. Age rules also apply: lower-rate mobility is available from age 5 and higher-rate mobility from age 3.
It is therefore important to describe your child’s actual difficulties getting around, rather than simply answering:
“Yes, they can walk.”
If Your Child Can Physically Walk
A child may physically be capable of walking but still need substantial help outdoors.
Consider whether they:
- have poor awareness of traffic
- run away
- suddenly stop
- refuse to move
- become overwhelmed
- require constant reassurance
- cannot reliably follow directions
- become disorientated
- need an adult alongside them
- behave unpredictably near roads
- cannot cope with unfamiliar routes
- need encouragement to continue
- require physical intervention to keep them safe
For example:
“Although he can physically walk, he cannot safely walk outdoors without close adult supervision. He has very limited awareness of traffic and may suddenly run towards a road. An adult must remain beside him and frequently hold his hand or physically intervene.”
That communicates something very different from:
“He can walk normally.”
If Your Child Has Physical Walking Difficulties
Where there are physical mobility difficulties, describe them as accurately as possible.
Consider:
- how far your child can walk
- how long this takes
- whether they experience pain
- whether they become breathless
- whether their walking slows
- whether they need to stop and rest
- whether they use mobility equipment
- whether their gait changes
- whether they experience fatigue
- whether walking worsens their condition
Avoid guessing distances if you can obtain a reasonable estimate.
Think about familiar journeys:
How far is the car from the school entrance?
How far can your child walk around a supermarket?
Do they need to stop?
How long does the journey take?
Real-world examples can help make abstract distances more meaningful.
Explain Variability
Many disabilities and health conditions fluctuate.
Your child might manage reasonably well on one day and require much greater support on another.
Don’t describe only your child’s very best day.
Equally, don’t imply that their worst day happens every day if it doesn’t.
Explain the pattern honestly.
For example:
“Approximately four days each week she is able to walk for around 10 minutes before needing to stop because of pain and fatigue. On better days she may manage around 15–20 minutes. Following this she normally requires a prolonged rest.”
The current DLA form specifically provides space for further information about how mobility difficulties may change from day to day.
Use Frequency and Duration Wherever Possible
Throughout both sections, try to replace vague words with measurable information.
Instead of:
Frequently
write:
Approximately 8–10 times each day.
Instead of:
Takes ages
write:
Usually requires around 25–30 minutes.
Instead of:
Often wakes at night
write:
Wakes on approximately five nights each week, usually two or three times per night.
Instead of:
Needs lots of supervision
write:
Requires an adult within sight throughout outdoor journeys because they may suddenly run towards traffic.
You are helping the decision maker understand the scale and frequency of your child’s additional needs.
Compare With a Child of the Same Age
This is one of the most important checks you can make.
Ask:
Would another child of this age usually require this level of help?
A three-year-old needing help dressing is very different from a 13-year-old requiring an adult to physically dress them.
Likewise, normal parental road supervision for a young child is different from an older child who cannot safely walk outside without continuous one-to-one supervision.
DLA specifically considers whether a disabled child needs much more looking after than a child of the same age without a disability, or has qualifying difficulties getting about.
Include Real Examples
Real incidents can strengthen the explanation of a need.
Instead of:
“Has no road awareness.”
you might explain:
“Last month he ran from the pavement towards the road when he saw a dog on the opposite side. I had to grab his clothing to prevent him stepping into traffic.”
Instead of:
“Needs supervision bathing.”
you could explain:
“She does not reliably recognise when water is too hot and has attempted to enter the bath without checking the temperature. An adult therefore prepares and supervises every bath.”
The purpose isn’t to dramatise your child’s needs.
It is to make the support you provide visible.
Supporting Evidence
Where available, useful supporting evidence can include relevant reports or letters from professionals, care or treatment plans, hospital documentation, educational evidence, prescription information and statements or diaries from people who know the child.
The DWP’s current claim guidance specifically lists professional reports, treatment plans, relevant medical evidence, educational documentation and statements or diaries among the types of evidence that may help support a claim. It also advises sending copies rather than original documents.
You may find our next guide useful:
[How to Write Supporting Statements for DLA: A Parent’s Guide]
A Useful Formula for Answering DLA Questions
When you’re unsure how much detail to give, use this five-part structure:
1. What is difficult?
Explain the activity or situation.
2. What help does your child need?
Physical help, prompting, reassurance, supervision, encouragement or intervention.
3. How often?
Times per day, week or night.
4. How long?
How many minutes or hours does the support normally take?
5. What happens without the help?
Explain the likely consequence.
For example:
Difficulty: My child does not recognise when they need the toilet.
Help: I prompt them and accompany them.
Frequency: Approximately every two hours throughout the day.
Duration: Around 5–10 minutes each time.
Without support: They frequently have accidents and require changing and cleaning.
This approach can make answers much clearer and more consistent.
Common Mistakes to Avoid
When completing the care and mobility sections, try to avoid:
- writing only about the diagnosis
- answering with just “yes” or “no”
- using vague phrases such as “often” or “a lot”
- forgetting prompting and supervision
- describing only physical assistance
- overlooking night-time care
- failing to explain safety risks
- describing only your child’s best days
- assuming the decision maker understands your child’s condition
- failing to compare their needs with another child of the same age
- repeating identical wording without giving practical examples
For a more detailed explanation, read:
[Common DLA Claim Mistakes for Children with ADHD or Autism]
Before You Submit the Form
Read through the care and mobility sections one final time.
Ask yourself:
Could someone who has never met my child understand exactly what support they need?
Have I explained how frequently the support is required?
Have I included how long it takes?
Have I explained what happens without support?
Have I included daytime and night-time needs?
Have I explained safety and supervision?
Have I described mobility needs even if my child can physically walk?
Have I included real examples?
Does my supporting evidence reinforce what I have written?
The DWP asks claimants to answer questions as fully as possible and warns that missing requested information can delay a claim
Need Help Completing Your Child's DLA Application?
Completing a DLA form can be challenging, particularly when you're unsure how to explain care, supervision or mobility needs clearly. School of Diversity can help you review your child's circumstances, identify gaps in the information and present their needs accurately and comprehensively.
Final Thoughts
The care and mobility sections are your opportunity to give the DLA decision maker a realistic picture of your child’s life.
Try not to minimise the support you provide simply because it has become routine. Prompting your child repeatedly, watching them for danger, regulating distress, supporting communication, dealing with accidents or waking during the night are all forms of additional support that may be relevant when explaining your child’s needs.
Equally, accuracy matters. Describe what genuinely happens, how often it happens and what you actually have to do.
A strong DLA form does not simply list difficulties. It shows the relationship between:
your child’s needs → the help they require → how frequently they need it → the additional care or mobility support you provide.
If you are still unsure whether your child’s difficulties may meet the criteria, read our guide to [What Conditions Qualify for Disability Living Allowance for Children?] before completing the form.