Planning Essentials

Program — early childhood partner

Early childhood R&N

Module 3 — making and communicating good decisions

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Section 34.1(b)

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Section 34.1(b) ndis

Section 34.1(b) the support will assist the PARTICIPant to Undertake acthMies 0 m8 to

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Facilitator Guide

State:

Decision-makers must be satisfied the funded support will assist the child to undertake activities which support or increase the child’s social and economic participation.

This means the supports funded in the NDIS plan are expected to build the capacity of the child, and support the child’s family or carers to assist the child to meet their NDIS goals.

A requested support will not always facilitate social and economic participation. Some supports can be a barrier to social participation. An example of this might be when a child has a significantly high number of therapy hours which limit their ability to attend early childhood education settings with children their age.

We are going to look through Activity – Finn in your learner workbook then complete the poll question in the MS Teams channel [‘section 34’].

Pause and review context: do not read aloud. The evidence in this scenario indicates that applied behaviour analysis therapy supports are requested to replace school attendance and additionally facilitate completion of school tasks.

Schooling is compulsory in all states and territories for 6 year old children, and until the minimum school leaving age, parents are required to ensure their child is enrolled at, and regularly attend school, or be registered for home schooling.

The education sector remains responsible for the support of children with a developmental delay and/or disability whilst attending school including those with high needs, subject to reasonable adjustment (section 34.1 (f) of the NDIS Act).

Answers / discussion:

Would this funding facilitate Finn’s social participation? No.

State: The answer is no in this instance. This support will not facilitate Finn’s social participation, as the support will direct him away from school and social interactions in his natural environments. As early childhood partners, you might instead give consideration to funded supports which assist Finn with skill development in a range of life domain areas in natural settings.

This can be achieved through early intervention capacity building supports and consideration for a positive behaviour support plan with education and training for Finn’s parents and teachers to facilitate engagement and inclusion within the home, community and school. This will address Finn’s behaviour support needs and build Finn’s capacity without the requirement to remove him from an environment that provides the opportunity for social interaction with a range of peers.

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Consideration should also be made for how Finn’s school are supporting and addressing his inclusion and engagement through an Individual Education Plan.

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