How to Access Foundational Supports Through Schools and Community Facilities

Unlocking Foundational Supports: Navigating Schools and Community for NDIS Participants

For many Australians with disability, accessing the right supports is crucial for a fulfilling and inclusive life. While the National Disability Insurance Scheme (NDIS) provides individualised funding for eligible Participants, a strong network of "foundational supports" within mainstream settings like schools and community facilities is equally vital. These supports ensure everyone, regardless of NDIS eligibility, can participate and thrive. This blog post explores how you can access these foundational supports, creating a richer support ecosystem for yourself or a loved one.

See our complete ndis-early-intervention-funding-changes-for-autism-and-developmental-delay-support guide

The NDIS was always envisioned as part of a broader system. Sadly, accessing supports outside of the NDIS can be challenging, leaving individuals without the assistance they need and placing undue strain on the NDIS itself. Foundational supports aim to bridge this gap by strengthening and expanding programs currently funded through initiatives like the Information, Linkages and Capacity Building (ILC) grants. These enhanced supports will be available to both NDIS Participants and those who don’t meet the eligibility criteria for an NDIS Plan.

Key NDIS Considerations Regarding Foundational Supports

Before diving into practical steps, let's clarify key NDIS concepts related to foundational supports:

• Foundational Supports Defined: These are general and targeted supports aimed at improving inclusion and increasing social and economic participation for all people with disability. They are available to NDIS Participants and individuals with disability who don’t have an NDIS Plan. The aim is to make sure everyone can access the help they require.
• Two Tiers of Support: Foundational supports are designed with two levels in mind:
  • General Supports: Available to all people with disability, regardless of NDIS eligibility. This includes information and referral services, community awareness programs, and inclusive recreational activities.
  • Targeted Supports: Specifically for individuals with lower-level support needs who are not eligible for the NDIS. This might include early intervention programs or assistance with daily living skills.
• NDIS Plan Integration: For NDIS Participants, foundational supports complement their individualised Plans. These supports can enhance community participation, build skills, and reduce reliance on individual NDIS funding for certain activities.
• Replacing ILC Grants: The vision is for foundational supports to replace the current ILC grant program, creating a more reliable and widely available system of support.
• A Connected System of Supports: The NDIS is intended to work alongside mainstream services and foundational supports. The aim is to create a joined up approach to disability support, where Participants can navigate through the system with ease, receiving support from various sources.
• Focus on Inclusivity: Foundational supports are designed to meet the diverse needs of all individuals and community groups, including First Nations people, culturally and linguistically diverse communities, LGBTQI+SB individuals, and people living in rural or remote areas.

Practical Steps to Access Foundational Supports Through Schools and Community Facilities

Here's a step-by-step guide to accessing foundational supports:

1. Identify Needs: Begin by clearly defining the support needs. What areas require assistance? Is it social participation, skill-building, access to information, or something else? For school-aged children, involve teachers, therapists, and other professionals in this assessment.
2. Explore School-Based Supports: Schools are a primary hub for foundational supports for children and young people. Investigate the following:
   • Disability Liaison Officer/Inclusion Support Staff: Most schools have designated staff responsible for supporting students with disability. They can provide information about available programs, adjustments to the curriculum, and assistive technology.
   • Special Education Programs: Explore whether the school offers specialized programs or classes designed to meet specific learning needs.
   • Extracurricular Activities: Inquire about inclusive extracurricular activities, such as sports, clubs, and arts programs. Ensure the school makes reasonable adjustments to enable participation.
   • Therapy Services: Some schools may have on-site therapy services (e.g., speech therapy, occupational therapy). Check if these are available and accessible.
3. Research Community-Based Programs: Look beyond the school environment and explore community resources:
   • Local Councils: Many local councils offer disability support programs, such as recreational activities, accessible transportation, and respite care for families.
   • Community Centres: These centres often host inclusive programs, workshops, and social groups for people with disability.
   • Disability Advocacy Organizations: These organizations provide information, advocacy, and support services to individuals with disability and their families. They can help you navigate the NDIS and access relevant community resources.
   • Sporting and Recreation Clubs: Inquire about inclusive sporting and recreation clubs in your area. Many clubs are committed to providing opportunities for people with disability to participate.
   • Libraries: Libraries offer accessible resources, including large print books, audiobooks, and computers with assistive technology. Some also run programs tailored to people with disability.
4. Contact Service Providers: Once you've identified potential programs or services, contact the providers directly. Ask detailed questions about eligibility criteria, program costs, and how they can meet your specific needs.
5. Document Everything: Keep detailed records of all your interactions with schools, community organizations, and service providers. This documentation can be helpful if you need to advocate for support or appeal a decision.
6. Collaborate with Your NDIS Planner (if applicable): If you or your child has an NDIS Plan, work closely with your NDIS Planner to ensure that foundational supports are integrated into the Plan. Your Planner can provide guidance on accessing these supports and how they can complement your individualised funding. This can happen during your Plan review meetings.
7. Advocate for Change: If you encounter barriers to accessing foundational supports, advocate for change. Contact your local member of parliament, write letters to school administrators, or join a disability advocacy group.

Conclusion

Accessing foundational supports through schools and community facilities is essential for creating a truly inclusive society for people with disability. By taking proactive steps to identify needs, research available programs, and advocate for change, you can help build a robust support network that empowers individuals to live fulfilling and meaningful lives. Remember that the NDIS is just one piece of the puzzle. A strong foundation of mainstream and community supports is vital for ensuring that all Australians with disability have the opportunity to thrive.