Transitional arrangements for the NDIS Submission 42
Victorian Autism Specific Early Learning and Care Centre (ASELCC)
Submission to the
JOINT STANDING COMMITTEE ON THE
NATIONAL DISABILITY INSURANCE SCHEME
Transitional arrangements for the National Disability Insurance Scheme:
a) the boundaries and interface of NDIS service provision, and other non-NDIS service provision, with particular reference to health, education and transport services;
The ECEI pathway is an important attempt to bridge between services for children with short-term developmental issues, and those whose issues are permanent. Our work is specifically with children with autism, a permanent disability, who need access to the NDIS as soon as those needs are identified. We are concerned by reports from families and fellow professionals that even children who are very severely impaired by autism and developmental delay are not effectively prioritised for funding/services, due to the assessment tools and skills of ECEI partners/planner being not fit for purpose.
One of our current research studies is looking at the feasibility and effectiveness of providing early intervention within a mainstream early childhood setting, for children with autism. This occurs through a comprehensive training program, where our specialist staff train mainstream educators to deliver Early Start Denver Model throughout the day, with their children on the spectrum. This model has great potential. Unfortunately there is little incentive for mainstream settings to do this: it is a lot of work and they are not recognised by the NDIS as interventionists.
We are also working on a model of training for mainstream educators, to provide meaningfully inclusive learning and social environments for children with autism (funded by ILC/NDIA). It is not clear how a family might be able to have their childcare staff trained in this way. It is important that there is some overlap between education and NDIS – eg education provides an inclusion support worker, but a family can choose to have them and other staff trained under their NDIS plan.
b) the consistency of NDIS plans and delivery of NDIS and other services for people with disabilities across Australia;
There is huge variation from state to state in plans families are getting. There is also a lack of consistency locally, with children with very similar needs and family situations receiving very different plans: this seems to be a result of parents having different levels of skill to communicate their needs/goals: those who are more educated, assertive, organised etc are getting more funding. We have seen this happen many times.