Some specialist transport to and from school required because of a students disability (depends on level of parental responsibility prescribed in individual plans) Specialised support to transition between schools or from school to post school options Specialised support and training for school staff related to the specific personal support needs of a student with disability, including specific behaviour management plans Skilled teachers, learning assistants, facilitating access to educational resources Making reasonable adjustments to curriculum to enable access by students with disability Support to transition between schools or from school to post school options Making reasonable adjustments to school buildings (eg ramps, hoists) Day to day supervision, including addressing behavioural issues while at school General support, resources, training and awareness building for teachers and other school staff to support and engage students with disability at school and in the classroom Therapies NDIS when required to support functional capacity School where it is specifically for education attainment Aids and equipment NDIS when transportable and required for a range of life domains (eg wheelchair, hearing device) School when primarily for education attainment or when fixed in a facility Transport NDIS - specialist transport to and from school required because of a students disability School - Transport for school activities such as excursions Parents – when deemed a parental responsibility prescribed in individual plans Personal care (further work is being undertaken on how students’ personal care needs will be assessed, the calculation of the level of funded supports for personal care and how these funds will be managed/administered) Grey areas The NDIS trial sites around Australia, including in the Barwon Trial Site in Victoria, are providing the opportunity to test and review interactions between the NDIS and other service systems and consider any lessons arising for full scheme implementation. The division of responsibilities does not appear to be straightforward or well understood in practice. Variations and negotiations occur at both at the local level and at the strategic level. One of the people interviewed for this report said: Families could go to NDIA and have a discussion with planner and say I really want my child to read and write but more than that I want them to build their social skills so that they are not left in the playground on their
ideas. As the NDIS rolls out across all of Victoria (and Australia), it will be important to maintain and build on these structures to formalise collaborative arrangements. However, agencies and stakeholders need more than a shared understanding of the formalised processes. Innovations are also needed in internal administrative structures, leadership approaches and cultural practices to foster opportunities for collaboration. In 2015, the Mitchell Institute published a research report, ‘The shared work of learning: Lifting educational achievement through collaboration’. The project undertook detailed case studies in schools that are successfully using collaboration within and between their schools to lift student outcomes in the face of socio- economic disadvantage. The project found that by facilitating networks across a wide range of schools and communities to increase their access to information, opportunities and expertise that would otherwise be unavailable within the limits of an individual school, education can become more than the sum of its parts. When the complexities of regular school obligations are over-laid with the additional organisations, professionals and relationships required to deliver the best learning opportunities for students with disability, the need for collaborative approaches becomes even more apparent. ‘The shared work of learning’ report outlined some key features of collaboration that could be applied to improve the NDIS-education interface, including a shared purpose focussed on student achievement and trust; administrative structures that allow for sharing time, funds, physical resources and knowledge; and equally prioritising student well-being and attainment. Opportunities for synergies This analysis has uncovered several opportunities to improve the connections between the NDIS and school support programs. Information sharing Ensure the Department of Education and Training’s disability support program areas work with local NDIA managers and planners to facilitate understanding about how the existing programs work and how they could integrate better with the NDIS. Consider the role of schools in providing information to families about the NDIS and NDIA to ensure students are accessing all the support they are entitled to and understand how their education goals can support their developmental goals and vice versa. Work with the NDIA on protocols for data exchange with the aim of preventing duplication of processes across systems and reducing the paperwork burden for families. Clarifying areas of responsibility Work with the NDIA on clarifying responsibility for the ‘grey areas’ in a way that makes practical and financial sense and maximises benefits for students.
Type of support How much support do you and how often do you get it? What service currently provides your support? EXAMPLE: Assistance with daily personal activities 3 hours per week Supports4U Assistance with daily personal activities Day program or community access Transition program Participation in community, social and civic activities (like a sport or community activity) Assistance in shared or group living eg supported accommodation Case management or coordination Therapeutic support Behaviour support program Respite Other, specify Other, specify Please provide details of any aids, equipment or modifications which your child currently uses as a result of their disability, and how often they use them. Type of aid, equipment, modification How often is the aid, equipment or modification used? Eg daily, weekly, fortnightly, monthly or annually Example Manual wheelchair Daily My child’s goals What are the things your child most wants to change or achieve in their life in the next few years? Write these down under the heading that best describes the area it relates