ndis planning workbook - acd · 2019. 10. 10. · acd ndis planning workbook — 37. ndis support...

Association for Children with a Disability (ACD)Suite 1, 587 Canterbury Road, Surrey Hills VIC 3127P: 03 9880 7000 or 1800 654 013 (rural callers) E: [email protected] W: www.acd.org.auFacebook www.facebook.com/acdvicTwitter @acdinfoABN: 39 835 407 788

NDIS Planning

Workbook

Name:

Date:

The NDIS is changing rapidly, please check the NDIS website for updates www.ndis.gov.auThe information in this workbook is current at June 2017. ACD will review and update this workbook regularly.

For more information

Contact the Association for Children with a Disability (ACD)

Phone: 03 9880 7000

1800 654 013 (rural callers)

Email: [email protected]

Website: www.acd.org.au

Contact the NDIS

Phone: 1800 800 110


Website: www.ndis.gov.au

Getting ready for the NDIS

The aim of this workbook is to help you prepare for your child’s first planning meeting with the NDIS by:

• Understanding the NDIS process, language and framework

• Identifying what supports your child has now

• Considering what you might like to change

• Considering goals for the year and the future, and the supports required to reach those goals

• Being as prepared as possible for your child’s NDIS planning meeting

©Association for Children with a Disability (ACD), NDIS Planning Workbook V2, June 2017

ACD NDIS Planning Workbook — 40

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Contents

PAGE 2

NDIS Participant Statement and Plan

PAGE 28

Informal supports provided by families

PAGE 32

Carer Statement

PAGE 33

Goals

PAGE 35

Evidence

PAGE 36

NDIS Support Categories

PAGE 37

NDIS Support Definitions

PAGE 38

Notes



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NDIS Participant Statement & Plan The NDIS will gather information through the planning process to develop an NDIS Participant Statement and Plan, which contains information about your child’s:

• Living arrangements

• Important people in their life

• Day to day life

• Goals

• Supports

• Informal supports

• Community supports

• Reasonable and necessary funded supports (which the NDIS will fund)

This workbook will help you to identify and document your child’s current needs and supports, and to think about the supports they will require over the next 12 months that the NDIS plan will be in place.

Complete the sections that are relevant to your child (i.e. the ‘Work’ section will not be relevant if your child is 2 years old).



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Living arrangements Where I live and the people I live with

What are your child’s current living arrangements? Who do they live with?

Important people

People in your child’s life who support you and your child

Who are the important people in your child’s life who support you and your child? (e.g. family, relatives, friends, neighbours, teacher, carer or others)



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Daily Living

Things your child does every day

What supports does your child need to become more independent in daily living skills (consider what is age appropriate)?

Daily Living includes getting up and dressed in the morning, having a shower or toileting, managing money, making appointments, meal preparations and eating, and cleaning the house.

The following list may prompt you to think about your child’s daily living needs.

• Home and Community Care program

• Attendant care support

• Support Services

• Meals on Wheels

• Extra support at kinder or school

• Extra support at OSHC or Childcare

• Family or friends

• State Trustees/Administrator

• SWEP program

• Continence support



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MONDAY What does my child

do now and what supports do they have?

Are there any changes I would like to make?

What support will my child need?

(What’s missing?) Morning

Afternoon

Evening



EvidenceThe NDIS requires evidence to show that your child has needs resulting from the impact of their disability.

Evidence can consist of reports, support plans, assessments, and any other documentation which demonstrate the needs of your child, strategies which have been put in place, or progress which has occurred.

Lifestyle plan

Behaviour support plan

Person centred plan

Client support plan

Health support plan

Individual Education Plan

Therapy assessments (physio, psychologist, speech therapist or occupational therapist)

Letter from doctor or therapist

Information from kindergarten, school or childcare

Any day program or activity schedules

Recreational program information or reports

Information from a current service provider

Carer Statement

Any other information you have

TUESDAY What does my child





Afternoon

Evening



Goal 1

Outcome Domain

Supports/Strategies required

Goal 2

Outcome Domain


Goal 3

Outcome Domain


WEDNESDAY What does my child





Afternoon

Evening



GoalsWorking towards outcomes

� What are the things that are most important for your child and your family?

� What are the things that you would like to try but never had the opportunity or support to do so?

� What things would you like to change?

From the worksheets you have completed in the previous pages, identify the main goals for your child over the next 12 months.

Refer to the NDIS Support Categories table (at end of Workbook) to relate goals back to an NDIS Outcome Domain.

NDIS Outcome Domains

Daily living Work

Social & community participation Relationships

Home Health & wellbeing

Choice & control Lifelong learning

THURSDAY What does my child





Afternoon

Evening



Carer StatementAs a carer, you have the option to submit a Carer Statement and/or request a separate interview to support the person you care for.

This might include:

• How the caring role affects you

• Whether you are willing and able to keep caring for the person with disability in the same way into the future- this might become more relevant as you get older

• The impact of your caring role on your own personal needs, goals and health (for example- work, study, travel, social cultural or religious activities).

A Carer Statement may add insight, for instance:

• into your wellbeing and the toll that caring is having on you and your family

• a family illness, family separation, or any other change which will impact on the informal support the family provides or the person’s living environment.

It is an opportunity to reflect on the sustainability of your caring role, and how that might change.

We encourage you to write and submit a Carer Statement.

(Based on Carers Australia, ‘NDIS & Carers — Support for Families and Carers’www.carersaustralia.com.au)

FRIDAY What does my child





Afternoon

Evening



Support provided Time spent Frequency

Social participation

• Creating opportunities for play and interaction with other children

• Modelling behaviours and social interaction with other people

• Assisting and managing behaviours when interacting with others

• Providing transport to and from social activities

Coordinating services and supports

• Organising appointments

• Access appropriate services and supports

• Researching suitable services and supports

• Arranging services and supports

• Completing assessments and applications

• Monitoring and reviewing services and supports

Education

• Researching suitable educational opportunities

• Attend meetings at educational settings

• Share information and strategies with staff working with your child

• Develop goals with educational staff to work towards

• Monitor and review goals and education plans

• Assist your child to understand and complete tasks

• Transport child to and from educational settings

SATURDAY What does my child





Afternoon

Evening




Health

• Attending medical appointments

• Researching, discussing ad making decisions about treatment and therapy options for your child

• Administering medications

• Wound management

• Attend allied health appointments and assessments with your child

• Assist child to follow and implement allied health programs in the home or in the community

• Providing transport to and from medical appointments

• Operating and maintaining medical or allied health equipment

• Other

Communication

• Assisting your child to communicate their needs

• Assisting with interpreting or understanding information

• Assisting child to learn and practice new ways of communicating

Behavioural Support

• Managing a child’s environment to reduce triggers

• Managing behaviours

• Managing symptoms of stress or anxiety

• Providing support and assurance when child is experiencing episodes of stress or anxiety

• Providing assistance and support with problem solving and planning

• Providing assistance with reframing thoughts and behaviours

SUNDAY What does my child





Afternoon

Evening




Personal Care

• Bathing

• Grooming

• Dressing

• Cleaning teeth

• Organising supplies

• Other

Mobility

• Prompting and or assisting child from position to position

• Assisting with moving around the home

• Assistance with moving around the community

• Assisting the child to hold and manage objects

• Assistance with moving and positioning in bed throughout the night

• Other

Meal time

• Assistance with preparing food

• Assistance with eating food

• Assistance with drinking

• Supervision during meal time

• Assistance with tube feeding

• Supervision of meal and snack choices

• Other

Safety

• Supervising your child in the home or out in the community so they do not hurt themselves or others

• Ensuring your child doesn’t wander off, whether in the home or out in the community

• Other

Transport Being out and about

What support does your child need to get to places?

Getting around in the community, to school, kinder, appointments, and recreational activities is part of life. Transport enables a person to access the community.

The following list may prompt you when thinking about your child’s transport needs:

• Public transport such as buses, trams and trains;

• Taxis, taxi vouchers, modified vehicle,

• School bus

• Activities

• Appointments



Informal supports providedby familiesWe don’t often think of ourselves as ‘carers’ or ‘informal supports’. The NDIS considers it reasonable to expect parents to provide a level of support to their children.

On the following pages are tables to complete about your role as a carer for your child.

Think about what you do on a daily or weekly basis and how many hours you spend assisting, prompting or supervising your child with tasks and activities that other typical children can do for themselves.

This is an opportunity for you to reflect on the supports you provide to your child, and consider whether you would like to use paid supports for some of these:

� What is typical for a child of the same age?

� Should your child start to become more independent in this task?

� Do you, as a parent, wish to continue the level of support you are providing?

� Do you wish to consider some of your own goals, such as going back to work?

Day of the week What transport do you use?

What transport will your child require in the next 12 months?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday



Lifelong learningSkills training, advice, and orientation to assist a person with disability moving through school to further education

What supports can assist your child’s transition through school and to further education?

(NOTE: The NDIS does not fund supports in educational settings which are the responsibility of the Department of Education and Training.)

What my child/young person will be transitioning to in his/her education:

Supports required to assist this transition:

Skills training

Advice

Orientation

Informal support

Paid support

Consumables Continence products, nutrition, interpreting and translating

What consumables does your child use?

Consumables include continence products, Home Enteral Nutrition (HEN) products, and interpreting and translating.

Purpose Product Quantity each week

Continence

Disposable

Non disposable

Wipes

Kylie sheets

Colostomy bags

Catheters

Gloves

Other

Nutrition

Formula

Gastrostomy device

Extension sets

Flexitaners

Giving sets

Syringes

Other

Interpreting and Translating



Health & wellbeingPhysical, mental, emotional and social health

Does your child require supports, due to the additional requirements of their disability, to maintain health and wellbeing?

Activity What supports does your child require?

In the next 12 months, what type of support will your child require?

Assistive technology

Technology and equipment

Do you need vehicle modifications, communication devices or equipment for your child?

Examples might include ramps, hydraulics suspension, sliding boards or hand controls.

Purpose Type of technology How often is it used?

Communication

Mobility

Environmental Controls

Self-care

Access

Childcare

School

Specialist clothing or footwear

Other



What support are you using now?

When do you use this support?


Home modifications Safety and accessibility at home

Do you need to make changes in your home for it to be safe and accessible?

Home modifications include installation of equipment or changes to building structures, fixtures or fittings to enable your child to live as safely and independently as possible at home.

The following list may prompt you to think about your child’s needs so their home is safe and accessible.

• Office of Housing

• SWEP

• Specialist equipment

• Assistance dog

• Equipment repairs and servicing

• Vision support



RelationshipsBeing able to get along with others and making and sustaining friendships are important for everyone.

Does your child need support to interact with others?

The following list might prompt you to consider your child’s needs to support improved relationships.

• Psychologist

• Paediatrician

• Speech therapist

• Behaviour support programs

• Family and friends

Now I have:

Building modifications

Equipment

Equipment repairs and servicing

Technology

In the next 12 months my child will need:


Equipment


Technology



WorkEmployment opportunities

Does your young person have a goal to work? Will they be leaving school soon and like to get a job?

Whether full-time, part-time or casual, supported or open employment, or work experience, your young person may require assistance to obtain or retain employment.

My dream job is:

Supports I need to achieve this:

Equipment

Technology

Paid support

Unpaid support

Transport

Social & community participation

Connecting with others

What community and social activities does your child participate in?

The following list may prompt you to think about your child’s social needs.

• Recreational programs

• OSHC programs

• Sporting clubs

• Recreational groups or activities

• Keeping in touch with family and friends

• Holiday programs

• Local council programs, libraries, community centres



What support is your family receiving now?


In the next 12 months, what type of support do you think you will require?

My child participates in: Supports required

In the next 12 months my child would like to try: Supports required



Choice & controlBuilding skills

Who could assist you with learning new skills around managing supports?

This could include training to increase your skills to manage supports, including building financial skills, organisational skills and the ability to direct your supports.

It also includes support to connect with and maintain relationships with informal, mainstream or funded supports, and resolve service delivery issues.

The following list might prompt you to think about the people who assist you and your child with this type of support:

• Key worker

• Transition coordinator

• Support coordinator

• Case manager

• State trustees/Administrator

Occasional activities Social or recreational events

Does your child need support to participate in these activities?

Examples might include social and recreational activities, camps, school holiday programs and outside school hours care.

Month Activity What supports my child requires

January

February

March

April

May

June

July

August

September

October

November

December



Occasional activitiesSocial or recreational events

Does your child need support to participate in these activities?

Examples might include social and recreational activities, camps, school holiday programs and outside school hours care.

Month Activity What supports my child requires

January

February

March

April

May

June

July

August

September

October

November

December

Choice & control Building skills

Who could assist you with learning new skills around managing supports?

This could include training to increase your skills to manage supports, including building financial skills, organisational skills and the ability to direct your supports.

It also includes support to connect with and maintain relationships with informal, mainstream or funded supports, and resolve service delivery issues.

The following list might prompt you to think about the people who assist you and your child with this type of support:

• Key worker

• Transition coordinator

• Support coordinator

• Case manager

• State trustees/Administrator



My child participates in: Supports required

In the next 12 months my child would like to try: Supports required

What support is your family receiving now?


In the next 12 months, what type of support do you think you will require?



Social & communityparticipation

Connecting with others

What community and social activities does your child participate in?

The following list may prompt you to think about your child’s social needs.

• Recreational programs

• OSHC programs

• Sporting clubs

• Recreational groups or activities

• Keeping in touch with family and friends

• Holiday programs

• Local council programs, libraries, community centres

Work

Employment opportunities

Does your young person have a goal to work? Will they be leaving school soon and like to get a job?

Whether full-time, part-time or casual, supported or open employment, or work experience, your young person may require assistance to obtain or retain employment.

My dream job is:

Supports I need to achieve this:

Equipment

Technology

Paid support

Unpaid support

Transport



Now I have:


Equipment


Technology

In the next 12 months my child will need:


Equipment


Technology

Relationships Being able to get along with others and making and sustaining friendships are important for everyone.

Does your child need support to interact with others?

The following list might prompt you to consider your child’s needs to support improved relationships.

• Psychologist

• Paediatrician

• Speech therapist

• Behaviour support programs

• Family and friends



Home modificationsSafety and accessibility at home

Do you need to make changes in your home for it to be safe and accessible?

Home modifications include installation of equipment or changes to building structures, fixtures or fittings to enable your child to live as safely and independently as possible at home.

The following list may prompt you to think about your child’s needs so their home is safe and accessible.

• Office of Housing

• SWEP

• Specialist equipment

• Assistance dog

• Equipment repairs and servicing

• Vision support

What support are you

using now? When do you use this support?




Assistive technologyTechnology and equipment

Do you need vehicle modifications, communication devices or equipment for your child?

Examples might include ramps, hydraulics suspension, sliding boards orhand controls.

Purpose Type of technology How often is it used?

Communication

Mobility

Environmental Controls

Self-care

Access

Childcare

School

Specialist clothing or footwear

Other

Health & wellbeing

Physical, mental, emotional and social health

Does your child require supports, due to the additional requirements of their disability, to maintain health and wellbeing?

Activity What supports does your child require?




ConsumablesContinence products, nutrition, interpreting and translating

What consumables does your child use?

Consumables include continence products, Home Enteral Nutrition (HEN) products, and interpreting and translating.

Purpose Product Quantity each week

Continence

Disposable

Non disposable

Wipes

Kylie sheets

Colostomy bags

Catheters

Gloves

Other

Nutrition

Formula

Gastrostomy device

Extension sets

Flexitaners

Giving sets

Syringes

Other

Interpreting and Translating

Lifelong learning

Skills training, advice, and orientation to assist a person with disability moving through school to further education

What supports can assist your child’s transition through school and to further education?

(NOTE: The NDIS does not fund supports in educational settings which are the responsibility of the Department of Education and Training.)

What my child/young person will be transitioning to in his/her education:

Supports required to assist this transition:

Skills training

Advice

Orientation

Informal support

Paid support



Day of the week What transport do you use?

What transport will your child require in the next 12 months?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Informal supports provided by families We don’t often think of ourselves as ‘carers’ or ‘informal supports’. The NDIS considers it reasonable to expect parents to provide a level of support to their children.

On the following pages are tables to complete about your role as a carer for your child.

Think about what you do on a daily or weekly basis and how many hours you spend assisting, prompting or supervising your child with tasks and activities that other typical children can do for themselves.

This is an opportunity for you to reflect on the supports you provide to your child, and consider whether you would like to use paid supports for some of these:

� What is typical for a child of the same age?

� Should your child start to become more independent in this task?

� Do you, as a parent, wish to continue the level of support you are providing?

� Do you wish to consider some of your own goals, such as going back to work?



TransportBeing out and about

What support does your child need to get to places?

Getting around in the community, to school, kinder, appointments, and recreational activities is part of life. Transport enables a person to access the community.

The following list may prompt you when thinking about your child’s transport needs:

• Public transport such as buses, trams and trains;

• Taxis, taxi vouchers, modified vehicle,

• School bus

• Activities

• Appointments


Personal Care

• Bathing

• Grooming

• Dressing

• Cleaning teeth

• Organising supplies

• Other

Mobility

• Prompting and or assisting child from position to position

• Assisting with moving around the home

• Assistance with moving around the community

• Assisting the child to hold and manage objects

• Assistance with moving and positioning in bed throughout the night

• Other

Meal time

• Assistance with preparing food

• Assistance with eating food

• Assistance with drinking

• Supervision during meal time

• Assistance with tube feeding

• Supervision of meal and snack choices

• Other

Safety

• Supervising your child in the home or out in the community so they do not hurt themselves or others

• Ensuring your child doesn’t wander off, whether in the home or out in the community

• Other



SUNDAYWhat does my child



What support will my child need? (What’s missing?)

Morning

Afternoon

Evening


Health

• Attending medical appointments

• Researching, discussing ad making decisions about treatment and therapy options for your child

• Administering medications

• Wound management

• Attend allied health appointments and assessments with your child

• Assist child to follow and implement allied health programs in the home or in the community

• Providing transport to and from medical appointments

• Operating and maintaining medical or allied health equipment

• Other

Communication

• Assisting your child to communicate their needs

• Assisting with interpreting or understanding information

• Assisting child to learn and practice new ways of communicating

Behavioural Support

• Managing a child’s environment to reduce triggers

• Managing behaviours

• Managing symptoms of stress or anxiety

• Providing support and assurance when child is experiencing episodes of stress or anxiety

• Providing assistance and support with problem solving and planning

• Providing assistance with reframing thoughts and behaviours



SATURDAYWhat does my child




Morning

Afternoon

Evening


Social participation

• Creating opportunities for play and interaction with other children

• Modelling behaviours and social interaction with other people

• Assisting and managing behaviours when interacting with others

• Providing transport to and from social activities

Coordinating services and supports

• Organising appointments

• Access appropriate services and supports

• Researching suitable services and supports

• Arranging services and supports

• Completing assessments and applications

• Monitoring and reviewing services and supports

Education

• Researching suitable educational opportunities

• Attend meetings at educational settings

• Share information and strategies with staff working with your child

• Develop goals with educational staff to work towards

• Monitor and review goals and education plans

• Assist your child to understand and complete tasks

• Transport child to and from educational settings



FRIDAYWhat does my child




Morning

Afternoon

Evening

Carer Statement As a carer, you have the option to submit a Carer Statement and/or request a separate interview to support the person you care for.

This might include:

• How the caring role affects you

• Whether you are willing and able to keep caring for the person with disability in the same way into the future- this might become more relevant as you get older

• The impact of your caring role on your own personal needs, goals and health (for example- work, study, travel, social cultural or religious activities).

A Carer Statement may add insight, for instance:

• into your wellbeing and the toll that caring is having on you and your family

• a family illness, family separation, or any other change which will impact on the informal support the family provides or the person’s living environment.

It is an opportunity to reflect on the sustainability of your caring role, and how that might change.

We encourage you to write and submit a Carer Statement.

(Based on Carers Australia, ‘NDIS & Carers — Support for Families and Carers’ www.carersaustralia.com.au)


www.carersaustralia.com.au


THURSDAYWhat does my child




Morning

Afternoon

Evening

Goals Working towards outcomes

� What are the things that are most important for your child and your family?

� What are the things that you would like to try but never had the opportunity or support to do so?

� What things would you like to change?

From the worksheets you have completed in the previous pages, identify the main goals for your child over the next 12 months.

Refer to the NDIS Support Categories table (at end of Workbook) to relate goals back to an NDIS Outcome Domain.

NDIS Outcome Domains

Daily living Work

Social & community Relationships participation

Home Health & wellbeing

Choice & control Lifelong learning



WEDNESDAYWhat does my child




Morning

Afternoon

Evening

Goal 1

Outcome Domain


Goal 2

Outcome Domain


Goal 3

Outcome Domain




TUESDAYWhat does my child




Morning

Afternoon

Evening

Evidence

The NDIS requires evidence to show that your child has needs resulting from the impact of their disability.

Evidence can consist of reports, support plans, assessments, and any other documentation which demonstrate the needs of your child, strategies which have been put in place, or progress which has occurred.

Lifestyle plan

Behaviour support plan

Person centred plan

Client support plan

Health support plan

Individual Education Plan

Therapy assessments (physio, psychologist, speech therapist or occupational therapist)

Letter from doctor or therapist

Information from kindergarten, school or childcare

Any day program or activity schedules

Recreational program information or reports

Information from a current service provider

Carer Statement

Any other information you have



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Daily LivingThings your child does every day

What supports does your child need to become more independent in daily living skills (consider what is age appropriate)?

Daily Living includes getting up and dressed in the morning, having a shower or toileting, managing money, making appointments, meal preparations and eating, and cleaning the house.

The following list may prompt you to think about your child’s daily living needs.

• Home and Community Care program

• Attendant care support

• Support Services

• Meals on Wheels

• Extra support at kinder or school

• Extra support at OSHC or Childcare

• Family or friends

• State Trustees/Administrator

• SWEP program

• Continence support


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Living arrangementsWhere I live and the people I live with

Important peoplePeople in your child’s life who support you and your child

Who are the important people in your child’s life who support you and your child? (e.g. family, relatives, friends, neighbours, teacher, carer or others)

What are your child’s current living arrangements? Who do they live with?

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Notes



NDIS Participant Statement & PlanThe NDIS will gather information through the planning process to develop an NDIS Participant Statement and Plan, which contains information about your child’s:

• Living arrangements

• Important people in their life

• Day to day life

• Goals

• Supports

• Informal supports

• Community supports

• Reasonable and necessary funded supports(which the NDIS will fund)

This workbook will help you to identify and document your child’s current needs and supports, and to think about the supports they will require over the next 12 months that the NDIS plan will be in place.

Complete the sections that are relevant to your child (i.e. the ‘Work’ section will not be relevant if your child is 2 years old).

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Notes



PAGE 2NDIS Participant Statement and Plan

PAGE 28Informal supports provided by families

PAGE 32Carer Statement

PAGE 33Goals

PAGE 35Evidence

PAGE 36NDIS Support Categories

PAGE 37NDIS Support Definitions

PAGE 38Notes

Contents_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Notes


©Association for Children with a Disability (ACD), NDIS Planning Workbook V2, June 2017

Getting ready for the NDIS

The aim of this workbook is to help you prepare for your child’s first planning meeting with the NDIS by:

• Understanding the NDIS process,language and framework

• Identifying what supports your child has now

• Considering what you might like to change

• Considering goals for the year and the future,and the supports required to reach those goals

• Being as prepared as possible for yourchild’s NDIS planning meeting

For more information

Contact the Association for Children with a Disability (ACD)

Phone: 03 9880 7000

1800 654 013 (rural callers)


Website: www.acd.org.au

Contact the NDIS

Phone: 1800 800 110


Website: www.ndis.gov.au

The NDIS is changing rapidly, please check the NDIS website for updates www.ndis.gov.au The information in this workbook is current at June 2017. ACD will review and update this workbook regularly.

www.ndis.gov.au

NDIS Planning

Workbook

Name:

Date:

Association for Children with a Disability (ACD) Suite 1, 587 Canterbury Road, Surrey Hills VIC 3127 P: 03 9880 7000 or 1800 654 013 (rural callers) E: [email protected] W: www.acd.org.au Facebook www.facebook.com/acdvic Twitter @acdinfo ABN: 39 835 407 788

ndis planning workbook - acd · 2019. 10. 10. · acd ndis planning workbook — 37. ndis support...

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