Understanding SLES Funding for School Leavers

Understanding SLES Funding for School Leavers: A Guide for NDIS Participants

Leaving school is a significant milestone, filled with possibilities and new beginnings. For NDIS Participants, School Leaver Employment Supports (SLES) can play a vital role in transitioning from education to meaningful employment. This blog post aims to provide a comprehensive understanding of SLES funding, how to access it, and how it can help you achieve your employment goals.

See our complete ndis-guide-for-down-syndrome-early-intervention-to-school-leaver-employment-supports-sles guide for more detailed information.

What is SLES?

School Leaver Employment Supports (SLES) is an NDIS-funded early intervention that supports Participants who are in their final year of school, or who have recently left school (generally within two years), to prepare for, find, and maintain employment. It's designed to build skills, increase confidence, and provide practical experience that enhances a Participant's employability. Importantly, it is not a job placement service. Instead, it focuses on equipping individuals with the tools they need to succeed in their chosen career path.

Key NDIS Considerations for SLES Funding

Understanding the NDIS's perspective on SLES is crucial for a successful funding application. Here are some key points to consider:

• Eligibility: SLES is not automatically granted. Participants must demonstrate a need for intensive, individualised support to achieve their employment goals. This typically requires evidence that the Participant faces significant barriers to employment related to their disability. Evidence provided by allied health professionals such as Occupational Therapists or Psychologists is helpful.

• Reasonable and Necessary: Like all NDIS funding, SLES funding must be deemed 'reasonable and necessary'. This means it must be directly related to the Participant's disability, represent value for money, be likely to be effective and beneficial, and take into account what is reasonable to expect families and other supports to provide.

• Focus on Capacity Building: The NDIS prioritises supports that build the Participant's long-term capacity. SLES should be designed to gradually decrease reliance on formal support as the Participant gains skills and confidence. It's about empowering the individual to eventually navigate the employment landscape independently.

• Goal Alignment: The Participant's employment goals must be clearly defined and aligned with their overall NDIS Plan goals. SLES should directly contribute to achieving these goals. Vague or unrealistic goals can hinder the funding approval process. Think about what jobs the participant might like, what they are good at, where there are local job opportunities and what skills they will need to reach this goal.

• SLES Funding Category: SLES falls under the "Finding and Keeping a Job" category within the NDIS Plan. Ensure that this category is included in the Plan and that there is sufficient funding allocated to meet the Participant's SLES needs. Talk with your support coordinator about your need to include this in the plan.

• SLES vs. Other Employment Supports: It is important to understand the difference between SLES and other employment supports funded by the NDIS, such as Disability Employment Services (DES). SLES is generally short-term and intensive, focused on building foundational skills. DES focuses on job searching, placement, and ongoing workplace support. DES providers are funded to provide these services and will only require funding from the NDIS plan if the level of support required is higher than the DES is funded to provide.

• Evidence-Based Practice: While providing services, providers should use evidence-based practices and approaches to support Participants in achieving their employment goals. Examples of this may include Cognitive Behaviour Therapy (CBT), or Acceptance and Commitment Therapy (ACT).

Practical Steps to Access SLES Funding

Navigating the NDIS can be complex. Here are some practical steps to help you access SLES funding:

1. Clearly Define Employment Goals: Work with the Participant, their family, and their Support Coordinator to identify specific, measurable, achievable, relevant, and time-bound (SMART) employment goals. What type of job are they aiming for? What skills do they need to acquire? What are their long-term career aspirations?

2. Gather Supporting Evidence: Collect evidence from relevant professionals, such as teachers, occupational therapists, psychologists, and other therapists, that highlights the Participant's disability-related barriers to employment and the need for SLES. This evidence should demonstrate how SLES will directly address these barriers and contribute to achieving the Participant's employment goals. This will be requested by the NDIS when applying for SLES funding.

3. Engage with a SLES Provider: Research and connect with registered NDIS providers that offer SLES. Discuss the Participant's goals and needs, and work with the provider to develop a tailored support plan that outlines the specific activities and supports that will be provided.

4. Include SLES in the NDIS Plan Review: When the Participant's NDIS Plan is up for review, advocate strongly for the inclusion of SLES funding. Present the supporting evidence, the SLES support plan, and a clear rationale for why SLES is necessary to achieve the Participant's employment goals.

5. Be Prepared to Advocate: The NDIS decision-making process can be challenging. Be prepared to advocate for the Participant's needs and to provide additional information or clarification as required. Consider seeking assistance from an NDIS advocate if you need support navigating the process.

6. Explore different providers: Shop around for providers. Many providers will offer a free consultation to see if you are a good fit, and explain their services. Consider what is important to you or the participant and find a provider that fits those needs.

What SLES Supports Can Include

SLES is flexible and can be tailored to meet the individual needs of the Participant. Examples of supports that may be included are:

• Work readiness training: This includes developing skills such as communication, teamwork, problem-solving, and time management.
• Job exploration: This may involve exploring different industries and job roles to identify areas of interest and potential career paths.
• Resume and cover letter writing: Providing assistance with creating professional and effective application materials.
• Interview skills training: Conducting mock interviews and providing feedback to improve the Participant's interview performance.
• Work experience placements: Arranging short-term work placements to provide practical experience and build confidence.
• On-the-job support: Providing ongoing support and mentoring to help the Participant succeed in their job.
• Travel training: Supporting the participant to learn how to use public transport, or other ways they can travel independently to work.

Conclusion

SLES funding can be a game-changer for school leavers with disability, providing them with the support they need to transition from education to meaningful employment. By understanding the NDIS's requirements, taking proactive steps to gather evidence and develop a tailored support plan, and advocating strongly for the Participant's needs, you can increase the chances of securing SLES funding and helping them achieve their employment aspirations. Remember that the journey to employment is a process, and SLES is a valuable tool to help Participants build the skills, confidence, and experience they need to succeed.