David NDIS Plan Example
David lives with the other two people who have disabilities in his home in Melbourne. He is intellectually challenged, a condition that has affected his ability to judge effectively and learn new things. Despite his challenges, David appears a bit busy throughout the week, and he can plan things my himself. From Monday to Friday, he has responsibilities to attend, which helps him to break the boredom. David can also make decisions and choices. For example, he can prepare coffee, he feeds the chickens, he paints, and he interacts with the cat. He can make choices on the type of clothes and shoes to wear. For example, he prefers wearing boots to other shoes. He says that boots are good as they make him feel good while walking. However, there are things that David cannot on his own. For example, he cannot carry money in his wallet, and he can only go to shopping in the company of the other person. Based on David’s case; this will paper will present his NDIS plan. The objective of the plan is to develop David’s goals, that upon achievement will improve his choice and control.
Where I live and the people I live with
I live in Melbourne, and in my home, I live with other two people who are also have disabilities.
People in my life who support me
I have two co-workers who provide support during the day in my home and also with
activities in the community.
I have a sister, Jenny, who lives one hour away. We speak on the phone each week and she
visits me about once a month.
I know a lot of people in the community but do not have friends to go out with. I am shy.
My daily life
I like to have a routine life and know what I am doing each day.
On Monday, I go to Deakin Community College to learn skills in literacy, numeracy, money.
On Tuesday, I volunteer at Sacred Heart Community Centre in the kitchen.
On Wednesday I spend time in the local area taking photos which I sell at the local market
On Saturday mornings. I spend time on Wednesdays choosing which photos to print and frame.
On Thursday I have a drama class in the morning , and there is a performance two times a year at the community theatre.
On Friday I go to a painting class , and some of my artworks have been exhibited.
They support of NDIS is only possible if it is based on goals. The support is advanced to help the patient to achieve such goals. Yooralla (2020) defined goals within the NDIS context as what you want an individual to develop, learn or achieve. The best way to develop goals for the participant is to think about what is important for them. For example, the goal might be about getting a job, money management, driving skills, doing recreational or social activities, improving communication or learning new things. Based on David’s condition, it has appeared that he cannot carry money in his wallet, meaning he lacks confidence or inability to manage money. It has also been revealed that every on Monday, he goes to Deakin Community College to learn about skills, literacy and numeracy. As such, it can be said that David needs to learn new things. Based on the patient’s needs, the two goals will be to acquire money management skills and literacy skills. David’s goals can be classified as medium goals since they should be achieved within 2 to 3 years.
Activities to Support NDIS Goals
David’s activities to achieve the set goals concentrates on educational activities. This means David will have to concentrate more on the learning activities than other engagements he does during the week. By acquiring the two goals, David will boost his choice and control as well as other eight NDIS life domains. These domains are classified as choice and control, lifelong learning, daily living, relationships, health and wellbeing, work, social and community participation and home (Wallara, 2016). The choice and control domain will help David to make decisions that can change his life on his own. More educational activities will avail David with more opportunities to learn. For example, after he is done with the current course, he can enrol for improved education. David will improve his daily living since by acquiring literacy and numeracy skills, he will be able to manage money and do shopping alone, a duty that he cannot do on his own right now. David will improve his relationship after education since education has been found to boost the social skills of development (Amicus NDIS Services, 2017). David will achieve health and wellbeing domain through the application acquired literacy on matters of personal hygiene and healthy cooking. The increase in educational and learning activities will help David in improving his work skills of taking photos, drama and painting. David will improve his social and community participation, and particularly his volunteerism at Sacred Heart Community. Finally, David will improve the home domain by acquiring safe living skills and improved home arrangement.
For David to achieve his goals, he will need resources, including money, time and support facilities. David will need capacity funding since he seems to have catered for things that call for core and capital funding. Capacity funding is the budget that supports the participant’s learning, training, skills building, employment accessibility, support coordination and health and wellbeing improvement. To achieve this, David will need a budget of approximately $63,000. This budget will involve driving to school and back home, tuition fees, and community facilities that will improve David’s literacy and skills acquisition. David will also need avenues to practice money management skills. The budget has been broken down, as shown below:
Transport to access daily activities Budget: $ 2,000
Assistance with daily life at home in the community, education and work Budget: $ 55,000
Improved daily living skills Budget: $2,000
Increased social and community participation Budget: $2,000
Improved life choices Budget: $2,000
TOTAL NDIS AMOUNT $63,000
It will be difficult for David to undertake all the essential improvement activities without the help of other people. He will need an educator who will help the class acquired skills and knowledge into practice. He will also need a driver will take him to school and back home. The co-workers at home will have to create an environment, which David can put into practice what he has learned at school. They will do so in collaboration with the educator. The community, peers and family members will also offer support to David. For example, David’s sister has been close to him, as narrated in the case study. As such, she is very instrumental in helping David achieve his goals. Together with the educator, they will create an outside environment that will enable David to practice the skills he has learned. David will also get assistance from the peers and the community. As illustrated in the case, David has been interacting with communities almost through the week. This will be an opportunity for David to learn new things from close associates. The support from the peers and community is termed as informal support and might include different activities (Bigby, 2010). For example, by joining the community in volunteer activities, drama and painting, David will be able to understand his ability and give him more confidence to do certain things on his own. This will lead to improved decision making.
People Responsible for Implementing Activities
As discussed earlier, David needs learning, educational and practice activities. These activities should take place both inside the school and within the community context. In implementing the goals achievement activities, David will be undertaken through various strategies that will include general education, supportive services, adaptive skills and transition planning. The implementation of these strategies will be executed by the educators, David co-workers, David’s sister, David’s peers and associates and the community. The educators and David’s school mates will help David to acquire general education, access support services and adaptive skills. The educators will develop a general education that suits the intellectual development needs of David. The educator, with collaboration with school administration and other students, will avail supplementary support services to David. The support services will require personnel, instructions delivery and other equipment that enable the comfortable inclusion of David within the school context. Educators, community, friends and fellow students will help in improving David’s adaptive skills. David needs these skills to interact with the community, to work and live safely. For example, by acquiring adaptive skills, David will improve his communication with others, improve his person needs care, enhance his home living skills, enhance social skills and develop the ability to read, write and do basic math. In collaboration with the family members, including David sister, community members and David co-workers, the educators will help in transition planning for David. David will need help to practise the acquired skills in the real world.
Assessment of Risks
People with disabilities might be subjected to reasonable risks while pursuing their goals, and while being offered with the support, they need to achieve them (National Disability Insurance Agency, 2018). In David’s support plan, the risks might occur while in school, the community set up or while practising the newly acquired skills. For example, while practising money management skills, David might end losing the money. In school, David might not get the social support he has been getting at home with the help of the co-workers and his sister. David will need a reasonable balance to ensure his rights and safety are ensured while participating in NDIS as advanced by section 118(1)(a)(v). These risks are possible because people with a disability tend to learn through the process of trial and error. This calls for the establishment of a risk management plan to prevent violation of David’s rights and safety in case the risks occur.
National Disability Insurance Agency (2018) stated to manage and prevent risks, the participant should be empowered to exercise choice and control, develop person-centred risk management approaches and have the presumption capacity assessed. Based on these provisions, the National Disability Insurance Agency (2018) proposed safeguards and strategies that safeguards to manage risks as well as reduce exposure to risks. David will need individual level safeguards to prevent and manage risks in both informal and formal contexts as provided by (NDIS, 2018). David will also need service level, system-level and community-based safeguards. Service level-based strategies will involve establishing compliant mechanism and quality frameworks that David can use to request for help in case of potential risk or while trying to manage a particular risk. David will use existing system-level risk prevention strategies that have provided participants with opportunities to make complaints and have their decisions and choices evaluated by statutory and independent bodies. The community-based safeguards available for David comprises of community-based organizations and advocacy organizations. David will seek help from these organizations when he feels that his rights both within the formal and informal contexts, are being violated.
Critical Analysis of the Plan
David’s NDIS plan to a certain degree adheres to principles, framework and standards guiding the planners dealing with people with disabilities. National Disability Insurance Agency (2019) presents NDIS Plan principles that should be observed as provided by the NDIS Act. NDIS Act demands that persons with disabilities are assumed to have the capacity to decide on the choices that affect their lives as per section 17A(1). The Act also stipulates that people with disability should be advanced the necessary support while communicating and dealing with participating organizations. This improves their ability to practice choice and control as enshrined in section 17A(2) (National Disability Insurance Agency, 2019). The principles of NDIS aim at respecting the interests of people with disability, as they exercise choice and control on the issues that are affecting them. While developing David’s plan, the aspect of the participant’s choice and control were considered. For example, the goals are based on the David aspirations of acquiring knowledge, literacy and numeracy. The goals developed will help David to achieve his ambitions.
The choice and control element is important for enhancing people with disability individual rights power and inclusion (ACTCOSS, 2017). It was also noted that David has been attending school. Therefore, the plan to have him engage in more of the school activities do not deviate from the element of choice and control. The plan further conforms to section 17A9(3) that states that the NDIS plan should support people with disability to contribute and participate in economic and social life to the degree at which their abilities allow. By exposing David to educational and learning opportunities, he will have an environment where he can improve social skills as well as gain knowledge and skills that he can use to contribute to the economy.
The development of David’s plan can be said to have been guided by the framework for the National Standards that aims at promoting person-centred approaches and Human Rights and Quality Management principles (Australian Government Department of Social Services, 2013). The plan is mainly based on David needs, and planning and delivery are aligned with his goals as per the requirements of the person-centred approach (National Disability Practitioners, 2016). This is done to help David to take control of his life. In developing the plan, the Human rights principle and quality management principles were also considered. Australian uphold to provisions of Convention on the Rights of Persons with Disabilities. David human rights have been respected by granting him inclusion and participation in the society, respecting his autonomy and freedom decide on his own, increasing his equality of opportunities and partnering with the people to achieve NDIS plan goals. The plan also observed quality management principles that describe the main features of the service advanced to the participant. The principles call for involving the participant’s family members advocates, carers and friends in the activities, leading to the achievement of the patient’s goals. In the plan, friends, family members, school mates and educators were involved. This aligns with the principles of involving individuals and staff and engaging in collaborative partnerships.
David’s plan considered some of the Six National Standards that guide the interaction with people with disability. For example, the participant’s rights were observed since the plan aimed at achieving goals that will help David boost his decision making and self-determination to prevent the possibility of harm or abuse. The participation standard was also observed since the plan considered the involvement of carers, friends, family and other individuals in the realization of David’s goals. The goals of the plan were based on individual outcomes. In the assessment of risk, various systems were presented that can help David seek help in case of complaints. The activities provided the means through which David can access services. However, there was little application of the service management system since the plan did not show how the leadership will be executed to boost the participant’s individual outcomes. Instead, the plan focused more on outlining how various individuals will play different roles in achieving the participant’s goals.
ACTCOSS. (2017). Choice and control. Weston ACT: ACT Council of Social Service Incorporated.
Amicus NDIS Services. (2017). NDIS Framework Explained. Retrieved from https://amicus.org.au/ndis-framework/
Australian Government Department of Social Services. (2013, December 1). National Standards for Disability. Retrieved from https://www.dss.gov.au/sites/default/files/documents/06_2015/nsds_full_version.pdf
Bigby, C. (2010). When Parents Relinquish Care: Informal Support Networks of Older People with Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 10(4), 333 – 344. doi:10.1111/j.1468-3148.1997.tb00028.x
National Disability Insurance Agency. (2018). Planning Operational Guideline – Performing support needs assessment. Retrieved from NDIA: https://www.ndis.gov.au/about-us/operational-guidelines/planning-operational-guideline/planning-operational-guideline-performing-support-needs-assessment
National Disability Insurance Agency. (2019). Overview of the NDIS Operational Guideline – About the NDIS. Retrieved from https://www.ndis.gov.au/about-us/operational-guidelines/overview-ndis-operational-guideline/overview-ndis-operational-guideline-about-ndis#:~:text=4%20Principles%20relating%20to%20the%20participation%20of%20people%20with%20disability&text=the%20NDIS%20is%
National Disability Practitioners. (2016). What is a person-centred approach? NDP Factsheet. Retrieved from https://www.ndp.org.au/images/factsheets/346/2016-10-person-centred-approach.pdf
NDIS. (2018). NDIS Practice Standards NDIS Practice Standards and Quality Indicators. NDIS Quality and Safeguards Commission. https://www.ndiscommission.gov.au/sites/default/files/documents/2018-07/NDIS%20Practice%20Standards.pdf
Wallara. (2016). NDIS – A Guide to Setting Your Goals. https://www.cfecfw.asn.au/wp-content/uploads/2019/04/Wallara-NDIS-Pre-Planning-A-Guide-to-Setting-Your-Goals-3.pdf
Yooralla. (2020, May 21). Top tips for NDIS goal settingArchive. https://www.yooralla.com.au/news-and-media/blog/posts/Top-tips-for-NDIS-goal-setting