NDIA Accountability Project

EC PEC - NDIS Pathway Hearing Stream

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DOCUMENT 2

OFFICIAL

The contents of this document are OFFICIAL.

Early childhood approach

Quick summary: Our nationally consistent early childhood approach is about giving your child the best possible start in life. It is for children younger than 6 with developmental delay or younger than 9 with disability.

Children younger than 6 who don’t fully meet the definition of developmental delay and have developmental concerns will also be supported through our early childhood approach.

If you have concerns about your child’s development your first point of contact will usually be your doctor, child health nurse, or other health professional. They will help you work out what supports you and your child might need, and they may connect you with our early childhood partners.

Our early childhood approach is about helping you support your child to learn new skills. It will also help your child to develop and take part at home and in the community. Your child doesn’t need a diagnosis to get support.

When we say ’you’, we mean anyone responsible for the care of a child. You may be a parent, carer, or legal representative.

When we say ‘child’, we mean children younger than 9.

When we say ‘we’, or ‘our,’ we mean the NDIA.

What’s on this page?

This page covers:

  • What is early childhood intervention?
  • How do we work with young children and their families?
  • Who can access our early childhood approach?
  • What is the aim of our early childhood approach?
  • What does the early childhood approach look like?
  • What is an early childhood partner?

You might also be interested in:

OFFICIAL

What is early childhood intervention?

Early childhood intervention is all about giving children with developmental delay or disability,
and their families, supports to enable the child to have the best possible start in life. Through
early childhood intervention, infants, and young children as well as their families, can get
specialised supports and services. These services aim to promote the:

   -   child’s development

   -  family and child’s wellbeing

   -   child taking part in their community.

The National Best Practice Framework for Early Childhood Intervention supports early
childhood intervention practitioners across Australia to apply best practice approaches to
early childhood intervention.

Best practice recognises children learn and develop in everyday settings. This includes their
own home, and other places, such as childcare, playgroup or preschool, where they play
with family or friends. This means the adults they are with need information, tools, and
support to help the child’s development and participation. Being included in these everyday
activities gives children with developmental delay or disability the same opportunities as all
children. It provides them with opportunities to develop friendships, interact with others and
be a part of their community.

Best practice also recognises the importance of working together. A family works together
with early childhood intervention professionals to form a team around the child, where they
share information, knowledge, and skills. One person from this team may be the primary
contact who works with the family. This person is sometimes called a key worker.

Best practice not only considers broad early childhood intervention research, but also
evidence relating to the needs of children with a specific diagnosis, such as autism spectrum
disorder or cerebral palsy.

How do we work with young children and their families?

We call our nationally consistent approach to working with children younger than 9 and their
families the early childhood approach. We developed our approach from evidence-based
research with the help of leading experts in early childhood intervention. Our early childhood
approach focusses on being both family centred, and strengths based. We do this by
acknowledging that as parents and carers you know your child best. We concentrate on
understanding what your child can do.

OFFICIAL V6.0 APPROVED 2025-12-15 Early childhood approach Page 2 of 9 Page 13 of 101

OFFICIAL

We know the early childhood years are critical. They set foundations for how children learn
and develop. We want to support you and your child early to improve their outcomes later in
life.

To deliver our early childhood approach, we have partnered with organisations called early
childhood partners. They are well established in communities and have experience in
working with families to connect with available support. Learn more about early childhood
partners.

Who can access our early childhood approach?

If you have concerns about your child's development, or your child has a disability, you can
contact an early childhood partner to access our early childhood approach. Usually, you
would've already discussed your concerns, or your child's disability, with your doctor, child
health nurse, or other health professional. Your child doesn't need a diagnosis from a
medical professional to access support through our early childhood partners.

You will hear us use different terms including developmental concerns, developmental delay
or disability.

When we talk about developmental concerns we mean there are delays in your child's
development that don't fully meet our definition of developmental delay. These delays may
impact the everyday activities your child can do when compared with children of the same
age. But it may be unclear if support is required from a team of professionals or for more
than 12 months. A child younger than 6 with developmental concerns can be supported by
an early childhood partner with connection to early supports. They may also be supported by
mainstream and community services. Learn more about early connections.

When we talk about developmental delay, we're talking about children younger than 6 who
are likely to meet the NDIS developmental delay criteria. This means they are considered to
have a substantial reduction in functional capacity. This means the everyday activities the
child does or can do is at a significantly lower competency level or is substantially different
when compared with children of the same age. The support needed for the child to do the
activity would also be significantly greater compared to children the same age. If your child is
younger than 6 with developmental delay, your early childhood partner may recommend you
consider [applying to the NDIS](/library/documents/10e035bdc8a2-foi-24-25-0379-document-disclosure-log/document-002__applying-to-the-ndis/) on your child's behalf. If you decide to apply to the NDIS, your
early childhood partner can support you to apply.

When we talk about a child with a disability, we mean they have an impairment that's likely to
be permanent. The impairment could be intellectual, cognitive, neurological, sensory, or
physical. You can read more about the early intervention and disability requirements for
applying to the NDIS.

OFFICIAL

V6.0 APPROVED 2025-12-15   Early childhood approach                 Page 3 of 9
                                 Page 14 of 101

What is the aim of our early childhood approach?

Our early childhood approach recognises, as parents and carers, you are central in supporting your child’s development.

Our early childhood approach aims to:

  • provide timely support to make sure you are able to access the supports you need
  • give you information about best practice early childhood intervention supports and how you can help your child
  • increase your confidence and capacity to manage and respond to your child’s support needs
  • increase your child’s ability to do everyday activities they need or want to do
  • increase your child’s inclusion and participation in mainstream and community settings like playgroup, childcare or preschool
  • give you information about, and referrals to, other support services, like parent support groups to meet other people with similar experiences or situations, if you want to.

What does the early childhood approach look like?

Our early childhood approach is about supporting you and your child’s needs. There are many different types of supports available, starting with providing you with information, connections to mainstream and community services, and receiving support from early childhood intervention professionals. These could include early childhood teachers, educators, or allied health professionals.

You can also get support and advice from our early childhood partners. Your child doesn’t need a diagnosis to get these supports. We call these supports early connections. Our early childhood partners will connect you to the services that best meet the needs of your child. For some children younger than 6 with developmental concerns, this may include connection to early supports. For some children younger than 6 with developmental delay or younger than 9 with a disability, it may be help to apply to the NDIS. If your child meets the eligibility requirements and becomes a participant, our early childhood partners will help you and your child with your NDIS plan.

Our early childhood approach also includes community capacity building. This means we work with community and mainstream services, like childcare, to increase their awareness and ability to support children with delays in their development or with disability. We focus on this because early childhood education and the opportunity to interact with other children is a critical factor in child development and wellbeing.

OFFICIAL

What do we mean by early connections?

Early connections are for children younger than 9 and their families. It's all about giving quick access to supports that meet your child's needs. Early connections can help you support your child's development regardless of whether they're eligible for the NDIS.

Your early childhood partner will talk with you about the different ways you and your child can receive early connections. This might include:

    understanding the goals you have for your child

    connecting you with activities in your local community such as playgroups and parent support groups

    connecting you with mainstream services including health services such as a child health nurse, community health, and education settings such as childcare or preschool

    connections to practical information to help you understand your child’s development and their needs

    connections with other families for peer support

    connections to early supports, to build capacity in you and your child to promote everyday learning, if your child is younger than 6 and has developmental concerns

    help to apply to the NDIS, if you want to on your child’s behalf.

An early childhood partner provides these early connections with the funding we give them. They complement what is already available in your local area through mainstream services such as health and education.

Early connections are available to you without the need for a diagnosis or confirmed developmental delay.

Learn more about early connections.

Example

Noah is 3 and lives with his parents, Leanne and John, and his sister. He goes to childcare 3 days a week. Leanne and John are concerned about Noah's speech and his emotional regulation. The childcare centre also reports that Noah is regularly yelling and hitting out at other children. During a recent visit, their paediatrician noted some delays in Noah's language and communication skills. These delays could be affecting his behaviour. She suggested that Leanne and John contact an early childhood partner in their local area for support.

Leanne, John, and Noah meet with an early childhood partner at their home. The early childhood partner reviews the paediatrician report and observes Noah. The early childhood

What happens if my child becomes an NDIS participant?

Children who have met the eligibility requirements and become a participant will then receive a plan that sets out their NDIS supports. NDIS supports are the services, items, and equipment the NDIS can fund.

Under the early childhood approach your child’s plan will include funding for early childhood supports. Early childhood supports are NDIS supports. Early childhood supports should draw on best practice principles that follow the National Best Practice Framework for Early Childhood Intervention. This includes early childhood intervention professionals working together as a team to deliver early childhood support to your child and family.

You can read more about creating your plan, your plan, and therapy supports.

We’ll regularly check-in to understand your child’s progress. This will also include talking about transitions that will happen throughout your child’s early years. This may be to either:

  • leave the NDIS and maintain connections with mainstream and community services
OFFICIAL

 continue receiving supports through a local area coordinator or planner when your
child turns 9.

Example

6-month-old Kim was diagnosed with Down syndrome in the week following her birth. Kim
spent the first few months of her life in hospital with health complications associated with her
disability. During this time her paediatrician and hospital’s allied health team helped with
feeding supports. After talking with Kim’s parents, the paediatrician refers Kim to an early
childhood partner. The referral includes a copy of Kim’s diagnosis and discharge reports
from the hospital allied health team.

Kim’s parents, Chau, and Steve, meet with the early childhood partner and explain they feel
overwhelmed by Kim’s diagnosis. They report the hospital physiotherapist showed them how
to support Kim during tummy time on the floor. As she has progressed since then, they
would like more ideas. Due to Kim’s time in hospital, Chau and Steve missed the parents’
groups run by the child health centre. They want Kim to interact with other children but are
unsure where to take her.

Through the early childhood partner, Chau and Steve connect to a local parent support
group, library story time sessions and playgroups. The early childhood partner also helps
Chau and Steve apply to the NDIS, ensuring all supporting evidence, such as diagnosis and
hospital discharge reports, is included in their application.

Kim’s application is approved as she meets all the eligibility requirements. Kim is eligible
under the early intervention requirements. An NDIS plan is then developed for Kim and her
family. The early childhood partner helps Chau and Steve understand how to use the funding
in Kim’s plan to buy NDIS supports. They show Chau and Steve further information on
working with providers form.

The early childhood partner checks in with Chau and Steve to see how Kim’s plan is going.
Chau and Steve are feeling better equipped to support Kim.

What is an early childhood partner?

Early childhood partners are local organisations we fund to deliver the early childhood
approach. Our early childhood partners have teams of professionals with experience and
clinical expertise in working with young children with developmental delay or disability and
their families.

We chose them as partners for their specialist skills in early childhood intervention. They
focus on delivering family centred supports using a best practice model. You’ll find them in
most communities around Australia. If an early childhood partner is not in your area, we will
support you to connect with alternative options depending on where you live.

OFFICIAL V6.0 APPROVED 2025-12-15 Early childhood approach Page 7 of 9 Page 18 of 101

The early childhood approach

Easy Read information is available in [The early childhood approach](PDF 2.7MB). It explains how to connect and work with an early childhood partner.

Find an early childhood partner, or for further information use the contact us page or call 1800 800 110.

What do the early childhood partners do?

Early childhood partners can:

  • connect you to your local mainstream and community services such as community or child health service, playgroups, childcare, parent support groups, education options and recreation
  • give you practical information about child development
  • use observations and information from any screening tools, assessments, or reports to understand the impact of your child’s delay or disability. But they don’t complete assessments for diagnosis
  • identify if your child is likely to benefit from early support and, where appropriate, provide a short period of early supports to help you and your child to work towards goals
  • support you to apply to the NDIS, including support to put together information and evidence to help work out if your child is eligible
  • help you connect with best practice early childhood intervention service providers
  • monitor your child’s progress and support them to transition from the early childhood approach.

Early childhood partners also work to build the capacity of community and mainstream services such as childcare. They also increase their awareness and ability to support children with developmental delay and disability. They focus on this because early childhood education and the opportunity to interact with other children is a critical factor in child development and wellbeing.

What if there are no early childhood partners in your area?

Early childhood partners are not located in remote and very remote areas. If you live in an area that doesn’t have an early childhood partner, and you have concerns about your child’s development or disability you should first speak with your doctor, child health nurse, early childhood educator or other health professional.

You can also contact us for further information.

Version control

Version Amended _ Brief Description of Change Status by Class 3 approval. 1.0 MHM598 APPROVED |2021-09-02 New Operational Guideline. go0002 Class 2 approval. 2.0 AGv957__—*| Updated to align with the early = | aBpRovED |2023-06-26 dil274 4 July 2023. 3.0 CWw0032 Class 2 approval. APPROVED |2023-10-17 Class 2 approval. 4.0 Goo002 _‘|Remove references to community | ~ppROVED |2023-12-22 connections plan and early supports plan. Class 2 Approval 5.0 JC0088 APPROVED |2024-10-11 Updates for AAT-ART Reform. Class 2 approval Updated OG to align with the new Best Practice Framework for Early Childhood Int tion. 6.0 cso074 nenoowumenenion APPROVED |2025-12-15 Added links to new Our Guidelines — Therapy supports and the new Best Practice Framework for Early Childhood Intervention. OFFICIAL V6.0 APPROVED 2025-12-15 Early childhood approach Page 9 of 9

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SGP KP Publishing — EC Guide - Supporting children younger than 7 who are deaf or hard of hearing

(include under the priority hearing stream)

This article provides guidance for an early childhood partner or planner delegate to:

e understand the role of the early childhood partner when a referral has been made by Hearing Australia

e understand the NDIS Pathway Hearing Stream (priority hearing stream) and eligibility requirements

e understand supports for children who are deaf or hard of hearing

Recent updates — 3

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SGP KP Publishing — EC Guide - Supporting children younger than 7 who are deaf or hard of hearing

(including under the priority hearing stream)

7 Capacity building supports

Evidence shows that communication outcomes are significantly improved when the hearing loss is identified early, and intervention starts soon after. The earlier there is language (spoken and/or signed) in a child’s environment, the sooner their communication, language and literacy can develop.

The impact of mild and unilateral hearing loss varies amongst individuals, as does the benefit of early intervention including amplification. Given there are no clear recommendations of best

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SGP KP Publishing — EC

Interpreting provider reports and recommendations

This article provides guidance for early childhood partners, planner delegates and review officers responsible for planning for children younger than 9. It is for use when considering early intervention supports for early childhood (early childhood intervention supports) to help:

e understand and interpret information and recommendations in provider progress reports

e apply reasonable and necessary criteria when using provider progress reports to support decision-making.

Recent updates — 3

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SGP KP Publishing — EC PEC — Core — Equipment and consumables

e Is there information that indicates difficulty lifting the child into the family’s vehicle during the next 1 to 2 years?

e Does the child need funding for a vehicle modification assessment?

If the response to any of these questions is ‘yes,’ refer the family to Our Guidelines — Vehicle modifications (external).

Equipment — 10 Page 91 of 101

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SGP KP Publishing - EC PEC — Core — Equipment and consumables

e Medication and supplements. Many of these items are available through the Pharmaceutical Benefits Scheme (PBS).

6.2 Continence consumable products

Consider the information in the table below when recording information about continence consumables.

6.2.1 Table 1: Continence consumables by age

<4 Responsibility of families to fund for Responsibility of Responsibility of years standard supports such as families to fund families to fund nappies/pullups. Non-standard items such as catheters are NDIS supports.

5 Funding consumables (e.g. nappies), Responsibility of Funding consumables years AT and continence assessment families to fund (e.g. nappies), AT and Fund continence continence assessment assessment

6to8 Funding consumables (e.g. nappies), Funding consumables Funding consumables years AT and continence assessment (e.g. nappies), AT and (e.g. nappies), AT and continence assessment continence assessment

6.2.2 Evidence required: continence consumables

Evidence is required to demonstrate that the support is related to a child’s developmental delay or disability. Typically, a continence assessment by a nurse within the last year is considered the most reliable evidence. For children younger than 3 who request catheters or bowel management products, where a change in continence may be expected, more recent evidence may be needed. Where a continence assessment is not yet available, the evidence provided by the family or treating professionals can be considered to make a reasonable and necessary decision to fund an interim amount of continence consumables.

If a child is incontinent after the age of 5, or requires non-standard continence supports such as catheters, keep in mind that a continence assessment will be needed when you answer questions about capacity building supports. Read more in Our Guidelines — Continence supports (external).

6.2.3 Understanding a continence consumables request

Respond ‘YES’ to ’Does the child need any consumable products or supports because of their developmental delay or disability?’ if the child’s family requests supports that are NDIS supports, such as:

  • Continence products for children older than 5
  • Continence products for children of any age with a disability-related health condition resulting in a requirement for higher cost continence needs or a higher volume of continence supplies. For example, a child who has a neurogenic bladder, which is disability related, and needs catheters.

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s47E(d) - Certain Operations Of Agencies

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s47E(d) - Certain Operations Of Agencies

s47E(d) - Certain Operations Of Agencies

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