Digital Access

Please watch the videos below for this two day course. To obtain your certificate of completion and accreditation, please complete the below evaluation:

Day 1

 

 




 

Day 2

 



 



 



Handouts

Intentional teaching in early childhood

Emergent braille literacy

Early years framework and implications of VI

Sample Preschool IEP - Lara

Sample Preschool IEP - Jack

Sample Preschool IEP - Ivy

Sample Preschool IEP - Evan

Sample Preschool IEP - Dean

NEW sampleparticipantplan as at Nov 2018

NDIS Reasonable and Necessary Supports_FINAL

Getting Ready Plan Document

FS GP Allied health PDF

etrp

ECIA-National-Best-Practice-Guidelines

Standard Activities Program Day 2

SMART Goals

Early childhood learning environments

Renwick PD presentation on NDIS April 2019

As for criteria for access to the NDIS for vision impairment, please see the following:

  • For 7 and over:
    • Permanent blindness in both eyes, diagnosed and assessed by an ophthalmologist as follows:
      • Corrected visual acuity (extent to which an object can be brought into focus) on the Snellen Scale must be less than or equal to 6/60 in both eyes; or
      • Constriction to within 10 degrees or less of arc of central fixation in the better eye, irrespective of corrected visual acuity (i.e. visual fields are reduced to a measured arc of 10 degrees or less); or
      • A combination of visual defects resulting in the same degree of visual impairment as that occurring in the above points. (An optometrist report is not sufficient for NDIS purposes.)
    • Deafblindness
      • Confirmed by ophthalmologist and audiologist and assessed as resulting in permanent and severe to total impairment of visual function and hearing.
  • For Under 7:
    • The same diagnostic parameters apply as for over 7’s, HOWEVER under early intervention there are broader opportunities for developmental concerns to be funded over a straightforward diagnosis.
    • A prospective participant will meet the early intervention requirements if they meet each of the following requirements:
      • 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 that are, or are likely to be, permanent; or
        iii. is a child who has developmental delay; and
      • the NDIA is satisfied that provision of early intervention supports is likely to benefit the person by reducing their future needs for disability related supports; and
      • the NDIA is satisfied that provision of early intervention supports is likely to benefit the person by:
        i. mitigating or alleviating the impact of the person's impairment upon their functional capacity to undertake communication, social interaction, learning, mobility, self-care or self-management; or
        ii. preventing the deterioration of such functional capacity; or
        iii. improving such functional capacity; or
        iv. strengthening the sustainability of informal supports available to the person, including through building the capacity of the person's carer; and
      • the NDIA is satisfied early intervention support for the person is most appropriately funded or provided through the NDIS.

If attendees have further questions they’d like to ask re: NDIS processes and criteria, they can contact my team on 02 9872 701 or ndis@ridbc.org.au and we’ll be able to provide some support.

Images from the Resource Display

Truck and ToyUsing contact as a sticky boardalphabet bookBook and resourcesMusical puzzle