1. Expectations and Opportunities
NDIS and Education
Expectations and Opportunities
May 2016

2. The NDIS is a new way of delivering disability support
Feature
Former system
NDIS
Access criteria
Varies from state to state
Nationally consistent as set out in legislation
Choice and control
Varies from state to state – most people have little say over the supports they receive
Individual has control over the type and mix of supports, delivery and how their funding is managed
Level of assistance
Capped – people may be eligible but may spend years on waiting lists
Demand driven – people with disability get the support they need, when they need it, to make progress towards their goals
Funding
Multiple programs within and across governments
Single pool of government funding administered by NDIA

3. Three key pillars underpin NDIS design.
Insurance approach
Choice and Control
Community and Mainstream

5. National roll out of the NDIS
The full roll out of the Scheme will commence progressively from July 2016 with full implementation by July 2019.
Each State and Territory except Western Australia has committed to the full roll out the NDIS.
The Commonwealth and State and Territory Governments have negotiated Bilateral Agreements for each jurisdiction. (WA and NT).
Each State and Territory Bilateral Agreement contains the details on when and how many people will be transitioned into the Scheme.
Further information is now available to people with a disability, their families, carers, providers and the general community now these agreements are signed.

6. Participants Entering the NDIS
Estimated intake
Participants Entering the NDIS
It is estimated that around 460,000 Australians will be supported by the NDIS by 2020.
500
400
117,000
There are two key concurrent challenges:
Significant growth in demand for supply
Significant shift in how services will be delivered – block funding to NDIS participant choice (individualised funding)
This chart shows the supply growth needed at Full Scheme. It is estimated that there will be more than 460,000 participants in the NDIS at Full Scheme.
Currently, there are approximately 304,000 people with disability receiving funded supports (48,000 funded by NDIS). As people with disability on existing services transition into the NDIS, there will be need for an expansion in the total supply.
The Agency is working with the Scheme Actuary and jurisdictions to analyse the supply gaps, including the gaps by support type, location and timing in the phasing of the NDIS.
300
195,000
200
100
120,000
End of trial
2016/17
2017/18
2018/19
Total

7. Autism and NDIS
Students with autism may also have strong creative and cognitive skills and exceptionalities that can enable them to achieve academic and professional success (Australian Advisory Board on ASD 2011).

8. Access to the NDIS
To become a participant the person must meet the: a. Age Requirements, and b. Residence Requirements, and either c. The Disability or the Early Intervention requirements Outlined in the NDIS Act 2013

9. Early intervention requirements
A person meets the early intervention requirements if: (a) the person: (i) has one or more identified intellectual, cognitive, neurological, sensory or physical impairments that are, or are likely to be, permanent; or (ii) has one or more identified impairments that are attributable to a psychiatric condition and are, or are likely to be, permanent (see paragraphs 6.4 to 6.7); or (iii) is a child who has developmental delay; and (b) the CEO is satisfied that provision of early intervention supports for the person is likely to benefit the person by reducing the person’s future needs for supports in relation to disability

10. Education and disability
‘... often it is not individual support that … [students with disabilities] need, but … very good classroom structure and organisation, and teacher capacity.’
Parent
‘It comes down to training ... actually having a proper framework of understanding, not people shepherding the child through their growing-up years at school.’
(REVIEW OF THE PROGRAM FOR STUDENTS WITH DISABILITIES 2016)
Supports can be offered in a range of everyday environments such as at home, childcare, playgroup, sporting and community activities. Families and carers will also be ­­supported to help their children develop and use new skills.

11. Education and disability
Ditching the 'Dis': Seeing the Ability in Disability
SBS-26 Apr. 2016
Herein lies the inherent danger in labelling ASD a disability: by ... that ASD must be disabling we confirm to ourselves that is a disability

12. NDIS and education
The Pediatric Evaluation of Disability Inventory (PEDI), originally published in 1992, has been revised as a computer adaptive test (CAT)-the PEDI-CAT.  The PEDI-CAT measures abilities in the three functional domains of Daily Activities, Mobility and Social/Cognitive. The PEDI-CAT’s Responsibility domain measures the extent to which the caregiver or child takes responsibility for managing complex, multi-step life tasks. 
The PEDI-CAT can be used across all clinical diagnoses and community settings.  The PEDI-CAT can be administered by professional judgment of clinicians or educators who are familiar with the child or by parent report.

13. Opportunities for education
The use of evidence-based intervention approaches to respond to students on the autism spectrums.
Schools need improved access to support and expertise to meet the learning and support needs of students on the autism spectrum.
Report the indicators of success and routinely reporting on these measures will be key to tracking the impact of these changes and attracting resources.
Establishing partnerships with nongovernment organisations that provide support for students with autism.
Education needs to leverage the NDIS to improve staff capability and capacity.

14. Learnings from trial – Students
Sharing and implementing support plans
The need for improved communication between all parties emerged as the overarching theme of this research.
Parents want streamlined communication across the range of entities supporting their children (NDIA, NDIA funded therapists, educators, school therapists and themselves).
They want to understand more about their child’s stated goals, and how they can be involved in assisting implementation in the classroom and where appropriate, at home.
Parents appreciated the supports being provided to their children, but considered these would be more effective if they were better coordinated

15. Expectation (Collaboration)
Pursue a formal relationship with the National Disability Insurance Agency to ensure maximum alignment with the NDIS as it evolves, including consistency and sharing of information and professional insight where possible.
A formal relationship with the NDIA would help information sharing and identify opportunities to align design features and consider administrative efficiencies.
Provide assistance to students with disabilities and their families better navigate the services available as part of the NDIS planning approach.
Collaborate with the NDIA to implement a strength-based approach so as to focus on how best to maximise the independence and achievement of students with disabilities.

16. “Education is the most powerful weapon which you can use to change the world.”
Nelson Mandela