For part 26, I used it as an opportunity to try and show the general impact DD1's disabilities as a whole affected her and us.
I suspect similarly to ASD, DD1's condition means that she is affected globally, but no one element of her disability is enough to cause her obvious difficulties that make clear just how difficult her life is.
So she has a S&L delay (5th Centile). On it's own, the speech isn't very clear, and understanding is way behind, but lots of children have that. But for DD1, that combined with her frustrations, and her poor attention skills, make every day communication very difficult.
She is a wobbly walker, and tires easily (physically - she is mentally hyperactive, so that overrides her physical tiredness much of the time), which means that she is less able than same age peers. But combine that with no sense of danger & her impulsivity - suddenly, that means she can't go outdoors without constant restraint, it's too dangerous.
What the form does is break each thing down. Part 26 gave me a place to show how they all stack on top of each other to create an exponential effect.
In fact I said (just a snippet of it) "It is DD1's unique combination of difficulties that make her disability so devastating for her. None on their own are so profound that they stop her functioning altogether, yet combined, they have stripped her of opportunities and a normal childhood."
I view Part 26 as your opportunity to bring a bit of humanity to a frankly inhuman process - the compartmentalisation of difficulties, which lowers the impact of the child's difficulties on them as a person.