NDIA Accountability Project

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I-CAN v6 Workshop 1

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DOCUMENT 8

I-CAN v6 Workshop 1

Cohort Focus: Person with cognitive disability and/or communication difficulties

Domain Focus: Self Care / Communication

ndis.gov.au | 4 December 2025 1

Acknowledgement of Country

Before we begin, I would like to acknowledge the Traditional Owners and Custodians of the Country on which we meet today, and their continuing connection to land, sea, and community. I pay my respects to their Elders, past present and emerging.

I would like to extend that acknowledgement and respect to any Aboriginal and Torres Strait Islander peoples here today.

OFFICIAL 2

Accessibility

  • Auslan interpreters will be spotlighted
  • Live Captions are available
  • There will be questions and answers at the end
  • Raise your hand if you have any questions
  • Easy Read resources will be linked
  • An accessible recording will be made available

3

Housekeeping

  • Keep yourself on mute unless speaking
  • Raise hand it wish to speak
  • Cameras, turn them on when speaking and introduce yourself.
  • Phones, put on silent, take calls if an emergency
  • Should you have any connection issues, log out and rejoin meeting
  • We will have a 10-minute break halfway through the workshop
  • Look after yourself, write ‘be right back’ (BRB) in the chat.

4

Agenda

  1. Welcome and objectives
  2. I-CAN fundamentals
  3. I-CAN statements and scoring
  4. Assessment preparation
  5. Case Study Introduction - Cognitive Disability and Communication Support Needs
    • Pre-populating information
    • Strategies for working with non-verbal individuals or those using Augmentative and Alternative communication (AAC)
    • Using visual aids and simplified language effectively
    • Including family members and other key informants
    • Interview practice, I-CAN statements and scoring
  6. What’s Next
  7. Questions and Answers

5

Learning Objectives

By the end of this session, participants will be able to:

  • Explain I-CAN fundamentals
  • Develop skills in writing strengths-based I-CAN statements and be able to score accurately
  • Prepare effectively for assessments using best-practice guidelines.
  • Analyse case study scenarios involving cognitive disability and communication support needs.
  • Apply strategies for engaging non-verbal individuals or those using AAC.
  • Demonstrate the use of visual aids and simplified language.
  • Organise assessments to include family members and key informants.

6

Welcome and Introductions

  • Introductions
  • Overview of session goals and relevance to assessment and accreditation.
  • Pre-workshop documents
    • Case Study: Olivia Jones - One-Page Profile and OT Functional Assessment Report
    • I-CAN v6 Scoring Manual
    • I-CAN v6 Self Assessment Checklist

7

I-CAN Fundamentals

  • I-CAN Structure
    • Introductory Information (including Reason for Assessment, About Me, Current Life Situation)
    • Support Needs Assessment -12 Domains (each domain has 4 sub-domains except Physical Health which has 10)
    • Assessment Observations & Recommendations
  • The ‘I-CAN’ formula
    • (name) can (do what) with (this type of support)

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I-CAN Scoring Steps

  1. DESCRIBE
  2. IDENTIFY
  3. SCORE

Describe I-CAN Statements

Using the ‘I-CAN’ formula:

  • John can take his regular medication when his support staff put his pills out with a glass of water with his breakfast and dinner.
  • Sandy can participate in shopping when she has her visual menu planner. Sandy matches the pictures on her planner to the items in the store at Coles and will place them in the trolley. Sandy will ask her support worker for assistance if she is unable to reach the item on the shelf. Sandy can purchase the items using her debit card with prompting support from her support worker.
  • Keith can take the clean laundry to his bedroom when staff put the clean clothes on Keith’s trolley and let him know that its time to put the clean laundry away.

I-CAN Scoring

Toileting

Harriet can manage her toileting needs with 1:1 support.

  • Is this an I-CAN statement?
  • How would you score the frequency?
  • How would you score the type of support?

Activity: I-CAN Statement

You have 5 minutes to write your best I-CAN statement/s for Sally based on the below information taken from her Functional Assessment Report:

  • For dressing tasks, Sally typically waits for staff direction, indicating a need for external prompting and guidance. She has the capacity to complete dressing tasks whilst seated. With prompting, she is able to choose her clothing.
  • Ongoing supervision and prompting are required to ensure the appropriateness of her clothing choices based on the weather, the occasion, and cleanliness. This need for guidance also reflects potential impairments in judgment and understanding of social norms and environmental cues.
  • Sally will independently put on her pyjamas without prompting, suggesting some level of functional independence in familiar and less demanding contexts.

Assessment Preparation

Key Steps:

  • Obtain consent
  • Establish who are the key informants that need to be involved in the assessment
  • Provide information to the participant about the purpose and process of the I-CAN assessment
  • Gather personal and contextual details (identify sensitive topics)
  • Gather relevant background information and reports
  • Pre-populate sections of the assessment report with information obtained (ensure details are fact-checked during the assessment)

Importance of Preparation

Why preparation matters:

  • Ensures adequate information is gathered and accurate scoring
  • Builds trust and rapport with the participant
  • Supports a smooth, person-centred assessment process

Impact of not preparing:

  • Insufficient information gathered – leading to incorrect scoring and support recommendations
  • Participant distress – confusion, frustration, or disengagement
  • Missed goals – failure to capture aspirations and needs

Case Study: Cognitive Disability and Communication Support Needs

Olivia is a 58-year-old woman with intellectual disability, Pica, and dysphagia. She lives in shared supported accommodation with eight other residents. Olivia is non-verbal and communicates through gestures, vocalisations, and body language. She enjoys music, walking in the garden, sitting in the sun, puzzles, and arts and crafts.

Activity: Pre-populating Information

Using Olivia’s One Page Profile and Occupational Therapy Functional Assessment Report:

  • Write a person-centred, strength-based paragraph about Olivia for the About Me section of the I-CAN
  • Identify which sections of the I-CAN you could pre-populate information in using the background information?
  • Group discussion – Share ‘About Me’ examples with the group

What is Augmentative and Alternative Communication (AAC)?

AAC refers to methods and tools that support communication for people with speech or language difficulties.

  • Augmentative – Adds to spoken language
  • Alternative – Replaces spoken language

AAC strategies include:

  • Unaided methods like gestures and facial expressions,
  • Aided methods such as communication books or high-tech devices like speech generating devices, tablets with specialised apps.

Strategies for Non-verbal Individuals and AAC

  • Always address the person first, even if responses come via AAC or support person.
  • Confirm understanding by repeating back what you interpret.
  • Use visual supports (pictures, symbols, communication boards).
  • Allow extra time for responses.
  • Ask yes/no questions if appropriate, but balance with open-ended prompts.
  • Collaborate with support workers familiar with AAC device settings and to clarify responses if needed
  • Check if the person uses low-tech AAC (e.g., picture cards) or high-tech AAC (speech-generating devices).
  • Avoid rushing - respect the person’s communication pace.

Examples of Adapted Open-Ended Questions

“What activities do you enjoy?” Show pictures of activities (e.g., walking, music, puzzles) and let the person point or gesture.

“What would you like to do more often?” Use a choice board or AAC device with options like “go outside,” “listen to music,” “visit family.”

“How do you like to spend your day?” Present a visual schedule and ask the person to indicate preferred parts.

“What helps you feel comfortable?” Use yes/no cards or symbols for things like “quiet space,” “music,” “favorite chair.”

“What is important to you?” Offer images of family, friends, hobbies, and let the person select or gesture.

Using Visual Aids and Simplified Language

Why is this important?

  • Enhances Understanding
  • Promotes participation
  • Ensures Accuracy
  • Supports Person-centred Practice
  • Reduces Distress and Risk

Involving Family and Key Informants in Assessment

Why It’s Important:

  • Provides accurate, holistic information about the person’s needs and preferences.
  • Ensures person-centred planning when the participant is non-verbal or uses AAC.
  • Helps identify goals, routines, and sensitive topics that may not be evident during the assessment.

How to Involve Them:

  • Invite family and key informants to attend the assessment in person.
  • If they cannot attend:
    • Link them via Teams or other video platforms during the session.
    • Contact them prior or after the assessment for input and clarification.

Interview Considerations

Thinking about the case study, Olivia:

  • How would you set up the environment?
  • How would you start the assessment?
  • What open-ended questions could you adapt for non-verbal communication?
  • How would you involve her support workers while keeping Olivia at the center?

Activity – Interview Practice / I-CAN Statements

  • Work in groups of 3-4 to practice interviewing:
    • Person 1: Olivia (participant) and her service coordinator, Sophie
    • Person 2: Assessor
    • Person 3-4: Recorder
  • Use open and closed questions to gather information about Olivia’s self care or communication supports
    • Draft 2–3 I-CAN statements for Olivia using the information obtained
    • Focus one or two subdomains in the self care or communication domain
  • Share your statements with the group
  • Discuss challenges and strategies

I-CAN Scoring Steps

  1. DESCRIBE
  2. IDENTIFY
  3. SCORE

Identify and Score I-CAN Statements

Ava can self-feed using a teaspoon, modified bowl and anti-slip mat with her family and support workers following the mealtime management plan to ensure her feeding safety. This includes ensuring that the foods are of a level 5 texture, and that Ava is correctly positioned, alert throughout the meal, and provide prompting to eat slowly.

Activity – Scoring I-CAN Statements

  • Choose one of your I-CAN statements your group wrote for Olivia
  • Focus on either:
    • Self care subdomain, or
    • Communication subdomain
  • Use the I-CAN v6 Scoring Manual – use as a reference for scoring
  • Score Olivia’s support needs based on that statement

What’s Next

  • I-CAN Assessment and Accreditation process
  • Important resources
    • I-CAN v6 Scoring Manual
    • I-CAN v6 Sample report
    • I-CAN v6 Self Assessment Checklist

Questions and Answers

ASK YOUR QUESTIONS | SHARE YOUR INSIGHTS | DISCUSS ANY CHALLENGES