i January o Guidelines n T - South Australia needed, Health Care Plans ... Sch ols fA r i nmat abou...

January2014

ChildrenBirth to 8 years

with Disability orAdditional Needs

MinisterialAdvisory

Comm

ittee:Studentsw

ithDisabilities

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Ministerial Advisory Committee: Students with DisabilitiesOffice of Non-Government Schools and Services

Transition Trans

ition

TransitionG u i d e l i n e s

TransitionGuidelines

Foreword

Every child, including children with disability or additional needs, is entitled to the best possible start in life.The South Australian Government has committed to provide Every Chance for Every Child.

Those involved in early childhood development recognise that a better start includes quality care andeducation services. For families, this can be especially critical in times of ‘transition’ when a child moves fromone environment to another as they progress through care and schooling services, particularly in theimportant early years of development.

The Government’s 2008 inquiry into transition practices across early childhood services found that childrenwith disability or additional needs and their families experienced variation and inconsistencies when theymoved from one service to another or between programs.

These Transition Guidelines were developed as a response to that concern, with a view to ensuring familiesand service providers are informed and work consistently together in the best interests of every child.

They have since been reviewed and updated in 2014 to ensure information remains current. Families, careproviders, teachers and consultants are encouraged to continue working together in partnership,particularly during those sensitive times of transition. In doing so, care and education services can betterassist families and ensure all children, irrespective of ability, achieve their potential.

These guidelines are commended to you to support families and children to experience smoothertransitions in partnership with their care providers and teachers.

Margaret Wallace

CHAIRPERSONMinisterial Advisory Committee: Students with Disabilities

Contents

1 Purpose of the Guidelines .......................................................................................................................................................... 4

2 What is Transition?......................................................................................................................................................................... 5

3 Quality Early Childhood Transition Practices ...................................................................................................................... 6

4 How Families Can Support their Children’s Transitions................................................................................................... 8

5 The Process of Transition .......................................................................................................................................................... 10

6 Who Supports Transition?.........................................................................................................................................................12

7 Useful References.........................................................................................................................................................................16

8 Glossary of Terms .........................................................................................................................................................................18

9 Documents used to Record Information in Early Childhood Care and Education Services............................22

Purpose of the Guidelines

� These guidelines aim to assist children withdisability or additional needs and their families’transition through early childhood care andeducation.

� These guidelines are concerned with improvingthe consistency and quality of transitionpractices for children with disability oradditional needs from birth to 8 years of age.

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Ministerial Advisory Committee: Students with Disabilities Transition Guidelines4

School: 5 years Compulsory School: 6 years Year 2-3 School: 7 to 8 years

Early Childhood: Birth to 8 YearsBirth 1 Year 2 Years 3 Years 4 Years 5 Years 6 Years 7 Years 8 Years

Voluntary Child Care: 6 Weeks to 6 Years Out of School Hours Care: from 5 years

Preschool: 4 yrs

What is Transition?

� Transition occurs when children move fromone environment to another or theircircumstances change resulting in changes torelationships, behaviours, routines, roles andexpectations.

� Transition is a process that assists children andtheir families to move from one environment,program, service or circumstance to the nextand requires substantial preparation,planning and support to facilitate smoothchange.

� Transitions for children with disability oradditional needs can occur in the followingcircumstances:

Home to child careHome to preschoolHome to school (least frequent)Child care to preschoolChild care to schoolChild care to child carePreschool to schoolPreschool to preschoolSchool to Out of School Hours CareSchool to schoolWithin careWithin schoolBetween programsWithin servicesWhen moving to South Australia.

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Ministerial Advisory Committee: Students with Disabilities Transition Guidelines 5




Preschool: 4 yrs

Quality Early ChildhoodTransition Practices

� Quality early childhood transitions requirecare and education providers to becommitted to work with children’s families,their consultants and one another.

� Transition planning for children withdisability or additional needs should beginearly.

� Transition practice should be guided byclearly defined responsibilities of participants,clearly defined processes and timelines foractions. This information should be recordedand be available to all participants across careand education environments.

� Transition programs should be tailored to thespecific needs of the individual child and theirfamily.

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Preschool: 4 yrs

� Transitions are most successful when:

– there is an understanding that transition is asensitive time for children and their familiesand that families value smooth transitions

– families have a primary role and are activelyinvolved in decision making

– there is a partnership between families, careproviders, teachers, directors, principals andconsultants

– there is respect for different culturalbackgrounds and belief systems

– a nominated lead person (who may be afamily member or from a disabilityorganisation, agency or the care andschooling sectors) takes responsibility forcoordinating the transition in a collaborativemanner

– effective communication and stronginterpersonal relationships are developed

– information about children’s needs is sharedopenly, with respect for privacy andconfidentiality protocols

– there is flexibility in response to unforeseencircumstances

– additional time for meetings and visits isavailable if required

– transition planning is recorded and sharedwith all of the people involved

– continuity of the curriculum is considered

– the child’s future transitions are considered.


Quality Early ChildhoodTransition Practices

continued

Choices For Care AndEducation

These Transition Guidelinesapply to all care and educationenvironments.

Child Care

• centres• Family Day Care• in-home services• before and after school

Preschool

• Government*• Catholic• Independent

School

• Government*• Catholic• Independent

*Note:In South Australia the Governmentpreschools and schools areadministered by the Department forEducation and Child Development(DECD).




Preschool: 4 yrs

How Families can Supporttheir Children’s Transitions

� Early childhood intervention for children withdisability or additional needs benefits theirdevelopment and learning.

� When your child is ready to move to a newprogram, care or educational setting, startplanning for transition as early as possible.

� If your child is already in a care or educationsetting, the care provider, director or principalmay assist you with these initial steps:

– Contact care providers, directors orprincipals to discuss your child’s needs andthe services they have available.

– Ask questions of the care providers,directors or principals about their services,and how they include children withdisability or additional needs.

– Arrange to visit the services that seem mostsuitable for your child and family’scircumstances.

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Preschool: 4 yrs


� Decide where you would likeyour child to attend (this may besubject to suitability, availability,and eligibility).

� Make application for enrolmentof your child with the careprovider, preschool or school andcomplete the paperwork.

� Provide as much information aspossible about your child’sadditional needs. Gathertogether assessments andreports that might be helpful toexplain your child’s needs to careproviders and teachers. Shareyour hopes and aspirations foryour child.

� If your child has particular healthor personal care needs, you maybe asked to provide specificinformation about theirrequirements at the time ofenrolment.

� If you receive services from otheragencies outside of the care andeducation sectors you may find ithelpful to involve them in yourchild’s transition planning.

How Families can Support theirChildren’s Transitions

continued

Begin Planning Early

• It’s never too early to begin planning.• Contact carers as soon as you decide to use formal child

care services.• Contact preschool services at least six months prior to

your child starting preschool or earlier.• All South Australian children are entitled to begin full-

time preschool at DECD preschools from Term One.• For most families, if your child turns four before May 1,

they will start preschool on the first day of Term One inthat year. If your child turns four on or after May 1, theywill start preschool on the first day of Term One thefollowing year. If your child turns five before May 1, theywill start school on the first day of Term One in that year.If your child turns five on or after May 1, they will startschool on the first day of Term One the following year.This Same First Day policy will mean that all children willhave four terms of preschool and four terms of reception.Some non-government schools have different enrolmentpolicies. Talk to your local Preschool Director or Principalto determine how this will work for your child.

• Children under the Guardianship of the Minister andAboriginal children are able to begin preschool at threeyears of age and remain until they are six years old.

• Some children with disability may be able to startpreschool early. Discuss this with the Preschool Director.

• Plan for your child’s transition to school when they beginpreschool or earlier.

• Begin planning transition to a new class at least oneterm prior.

Health and Personal Care Requirements

If needed, Health Care Plans and Personal Care SupportPlans should be developed before children start in their newcare and education environments.




Preschool: 4 yrs

Birth 1 Year 2 Years 3 Years 4 Years 5 Years 6 Years 7 Years 8 Years

The Process of Transition

� When children move from one environmentto another many of the transition processesare similar. The length of the transition periodmay vary according to the needs of individualchildren.

Whether children are beginning formal care,preschool or school or changingcircumstances such as moving rooms,changing care providers, classrooms, schoolsor specific programs—some of the followingactions are likely to occur.

� Persons in leadership positions or theirdelegates:

– Liaise with the following people asneeded: parent/guardians, directors andprincipals, direct care providers andteachers, inclusion support facilitators,special education advisers andconsultants from disability and healthagencies.

– With parent/guardian permission, gatherand share information about children’sstrengths and additional needs.

– Accept enrolment forms and record thedetails of children’s additional needs.

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Early Childhood: Birth to 8 Years


Preschool: 4 yrs



� Persons in leadership positions or theirdelegates:

– Ensure Health Support Plans and PersonalCare Support Plans are developed, ifneeded.

– Coordinate transition meetings.

– Arrange for physical modifications,specialised equipment and staff training, asrequired.

– Apply for additional resources, if required.

� Persons involved in direct care or educationalprovisions:

– May visit children in their currentenvironment.

– May accompany children on visits to theirnew environment.

– Gather and share information aboutchildren’s strengths and additional needsand record the details.

– Participate in meetings.

– Participate in training as required.

– Assist children to adjust to their newenvironment during transition.

– Undertake detailed observations ofchildren’s activities to assist in thedevelopment of children’s individualeducation plans.

The Process of Transition

continued

Ideas on How to AchieveSuccessful Transition

• Begin planning forchildren’s transition early.

• Determine the suitability ofa care or educationenvironment by askingquestions and sharinghopes and aspirations forchildren.

• Share as much informationabout children as possible.

• Support children to visittheir new environmentseveral times. This may bewith their parent/guardiansor a support person fromcare, preschool or school.

• Visit the new environmentat different times sochildren can experiencedifferent activities andcircumstances.

• Explore the outside playspace so children canbecome familiar with all thethings in the environmentand its boundaries.

• Collect photographs of thenew environment sochildren can look at theseat home and becomeaccustomed to the change.




Preschool: 4 yrs


Who Supports Transition?

When children with disability or additional needs startat child care, preschool or school in South Australia,their transition may be supported by a range ofprofessionals.

The first contact for families is usually the child caredirector, Family Day Care customer support officer1,preschool director or school principal. These staff willinitially help with children and families’ needs.

Other people who may become involved are disabilityand health consultants, inclusion support facilitatorsand special education advisers of the three educationsectors. The following information provides anoverview of the role of these consulting professionalsin working with families and with one another tosupport children’s transitions.

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1 See Glossary of Terms for an explanation of the term customer support officer.




Preschool: 4 yrs



� Disability and Health Consultants

Families may receive services from disability and/or healthconsultants. Their advice helps with planning for children’slearning needs at child care, preschool and school.

Consultants liaise with families, inclusion support facilitators,care providers, preschool and school staff on an ongoing basisto provide advice about children’s disabilities, developmentalstrategies, therapies, curriculum adaptation, health and personalcare, modifications to the physical environment, equipment,adaptive technologies and the need for future assessments.

Disability and health consultants support transitions by:

– Providing general information to families about the careand education services available.

– Supporting families to make informed choices about thecare and education service they feel will best meet theneeds of their child.

– Providing general information to families about theadditional supports that may be available.

– Providing any supporting documentation that is requiredby families and their care and education services.

– Participating in care planning or Negotiated EducationPlanning meetings to provide information about children’sdevelopmental needs and recommendations for programplanning.

– Providing information about their role and the support thatis available to staff, which may include advice and training.

– Providing support to address any concerns about thetransition process.


continued




Preschool: 4 yrs


� Inclusion Support Agencies

Inclusion Support Agencies support child careservices to include children with disability oradditional needs in their care service. In SouthAustralia there are two Inclusion Support Agencies—Inclusive Directions and Novita Children’s Services.The state is divided into five regions. InclusiveDirections provides services to four regions, NorthEast Adelaide and Hills; South West Adelaide andKangaroo Island; Riverland and Mount Gambier.Novita Children’s Services provides services to theNorth West Country, Flinders Ranges and YorkePeninsula region. The staff members who workdirectly with care providers are called inclusionsupport facilitators.

Inclusion support facilitators support transitions by:

– Providing consultation and support concerningthe needs of children.

– Assisting child care staff with program planningand training as needed.

– Facilitating liaison between child care staff andparent/guardians, disability and healthconsultants, preschool staff and school staff.

– Facilitating the process to obtain additionalresources, if required.


continued





Preschool: 4 yrs


� Special education advisers2

Preschools and schools are supported by specialeducation advisers to include children with disabilityand additional needs. The title of these advisers variesacross the Department for Education and ChildDevelopment, Catholic Education SA and theAssociation of Independent Schools of SA. Their rolesmay also be different but each sector agrees with theprinciples of supporting transition for children withdisability or additional needs.

Special education advisers support transitions by:

– Consulting with preschool staff when childrenbegin at preschool.

– Sharing information between relevant peopleinvolved, with respect to privacy andconfidentiality protocols.

– Facilitating the process to obtain additionalresources, if required.

– Discussing with families the needs of their childand the schooling options they are considering.

– Ensuring a lead person (who may be a familymember or from a disability organisation, agencyor the care and schooling sectors) is allocated tosupport the transition of children with significantadditional needs, who will continue to requireongoing support in the schooling sector.


continued

2 See Glossary of Terms for an explanation of the term specialeducation advisers.

Where to Get Help

• Contact your local child careprovider, preschool orschool.

• Ask your disability or healthconsultant for assistance.

• Speak with other families tolearn from their experiences.

Special Placements

• Children with significantdisability and additionalneeds may be eligible forplacement in a specialsetting.

• Each sector has its ownprocesses and criteria forenrolment in these settings.An assessment andverification may be required.

• Contact a special educationadviser at Department forEducation and ChildDevelopment, CatholicEducation SA or theAssociation of IndependentSchools of SA for informationabout special placements.





Preschool: 4 yrs

Useful References

Policies and Guidelines

Department of Education and Children’s Services (2006) Students withDisabilities Policy. Department of Education and Children’s Services: Adelaide.http://www.decd.sa.gov.au/docs/documents/1/StudentswithDisabilitie-1.pdf

Department for Education and Child Development (2013) Preschool EnrolmentPolicy. Department for Education and Child Development: Adelaide.http://www.decd.sa.gov.au/docs/documents/1/PreschoolEnrolmentPolicy.pdf

Department for Education and Child Development (2013) Inclusive Practice inFamily Day Care. Department for Education and Child Development: Adelaide.http://www.decd.sa.gov.au/docs/documents/1/InclusivePractices.pdf

Catholic Education SA (2010) Students with Disabilities Policy. CatholicEducation SA: Adelaide.http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16375/Students+with+Disabilities+Policy+16_12_2010.pdf

Catholic Education SA (2010) Enrolment and Support Process for Students withDisabilities. Catholic Education SA: Adelaide.http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16370/Special+Ed+ESP+Flowchart.pdf

South Australian Independent Schools Targeted Programs Authority Inc.(2006) Students with Disabilities: Enrolment Guidelines for Independent Schools[Association of Independent Schools SA: Adelaide].http://www.ais.sa.edu.au/__files/f/6516/Student%20with%20Disabilities%20-%20Enrolment%20Guidelines.pdf

Publications

Ministerial Advisory Committee: Students with Disabilities (2008) EarlyChildhood Transition for Childrenwith a Disability.Ministerial AdvisoryCommittee: Students with Disabilities: Adelaide.http://www.macswd.sa.gov.au/files/links/TRANSITION_REPORT_4_8_08.pdf

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http://www.macswd.sa.gov.au/files/links/TRANSITION_REPORT_4_8_08.pdf

http://www.ais.sa.edu.au/__files/f/6516/Student%20with%20Disabilities%20-%20Enrolment%20Guidelines.pdf

http://www.ais.sa.edu.au/__files/f/6516/Student%20with%20Disabilities%20-%20Enrolment%20Guidelines.pdf

http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16370/Special+Ed+ESP+Flowchart.pdf

http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16370/Special+Ed+ESP+Flowchart.pdf

http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16375/Students+with+Disabilities+Policy+16_12_2010.pdf

http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/Get/Document-16375/Students+with+Disabilities+Policy+16_12_2010.pdf

http://www.decd.sa.gov.au/docs/documents/1/InclusivePractices.pdf

http://www.decd.sa.gov.au/docs/documents/1/PreschoolEnrolmentPolicy.pdf

http://www.decd.sa.gov.au/docs/documents/1/StudentswithDisabilitie-1.pdf


Websites

Association of Independent Schools of SA (AISSA) www.ais.sa.edu.au

Autism SA www.autismsa.org.au

CanDo4Kids www.cando4kids.com.au

Catholic Education SA (CESA) www.cesa.catholic.edu.au

Child Health Education Support Service (chess) www.chess.sa.edu.au

Childcare SA is an association of private child care providers.www.childcaresa.com.au

Community Children’s Centres SA (CCCSA) is an association ofcommunity based child care providers.www.communitychildrencentres.com.au

Cora Barclay Centre www.corabarclay.com.au

Department for Education and Child Developmentwww.decd.sa.gov.au

Disability Information and Resource Centre www.dircsa.org.au

Disability SA www.dcsi.sa.gov.au (Disability SA link)

Down Syndrome SA www.downssa.asn.au

Family Day Care Australia www.familydaycare.com.au

Guide Dogs SA/NT www.guidedogs.org.au

Inclusive Directions www.directions.org.au

Ministerial Advisory Committee: Students with Disabilitieswww.macswd.sa.gov.au

Novita Children’s Services www.novita.org.au

Raising Children Network provides advice for families on workingwith disability professionals amongst other advice and support forparent/guardians of children with a disability.www.raisingchildren.net.au

Useful References

continued

www.raisingchildren.net.au

www.novita.org.au

www.macswd.sa.gov.au

www.directions.org.au

www.guidedogs.org.au

www.familydaycare.com.au

www.downssa.asn.au

www.dcsi.sa.gov.au

www.dircsa.org.au

www.decd.sa.gov.au

www.corabarclay.com.au

www.communitychildrencentres.com.au

www.childcaresa.com.au

www.chess.sa.edu.au

www.cesa.catholic.edu.au

www.cando4kids.com.au

www.autismsa.org.au

www.ais.sa.edu.au


Glossary of Terms

Care providers offer child care services which are centre based or in privatehomes.

Carers are the persons who care for the children.

Child care– Formal child care is regulated child care either away from the child’s

home or in the family’s home. It includes before and/or after school care,long day care, Family Day Care, occasional care and in-home nannyservices.

– Informal child care is non-regulated care arranged by a child’sparent/guardian, either in the child’s home or elsewhere. It comprisescare by (step) brothers or sisters, grandparents, other relatives (includinga parent living elsewhere), or by unrelated people (e.g. friends, nannies,baby-sitters). It may be paid or unpaid. (Australian Bureau of Statistics,2006).

Child Health Education Support Services (chess) is a partnership betweeneducation, child care, health and disability services. Information, training,research findings and forms for planning health support are available throughchess on their website.

Consultants are persons who provide expert professional advice separatelyto the care and education sectors. (This may be on mobility, communication,equipment, social skills, health care etc.)

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Customer Support Officers are employees of Family Day Care located at theBusiness and Customer Support Centre. Families seeking child care throughFamily Day Care or Respite Care Program (for children with disability) areasked to contact a customer support officer by telephone or email.

Early Childhood Intervention aims to minimise the impact of disabilityand/or developmental delay on children’s learning and should occur as earlyas possible.

Guardianship of the Minister is a term used to describe the situation ofchildren and young people who are unable to live with their birth parentsand are under the guardianship of the Minister for Education and ChildDevelopment—their birth parents are not their legal guardians or carers.These children may be living in foster care, with relatives or community,group homes or in various forms of independent living.

Inclusion refers to the effective participation of all children (including thosewith disability and/or developmental delay) in child care, preschools andschools. Inclusive programs accommodate the diverse needs of all childrenwith targeted resources.

Inclusion Support Agencies are part of the Commonwealth Government’sInclusion and Professional Support Program. Agencies aim to support childcare services to include children with disability or additional needs in childcare.

Glossary of Terms

continued


Preschool for children is recommended but not compulsory. Preschool isavailable from Government, Catholic and Independent providers. All childrenare entitled to access preschool for 15 hours per week for forty weeks a year inthe year before full time schooling.

In Government and Catholic preschools, children turning four before May 1can start preschool on the first day of Term One in that year. Children turningfour on or after May 1 will start preschool on the first day of Term One thefollowing year. Some Independent preschool providers will have multipleintakes over the course of a year.

Early entry

Children with additional needs may be able to start preschool two termsbefore they would normally start. Eligible children may commence for up tothree hours per week in Term Three and increase to a maximum of six hoursper week from Term Four.

Early entry is decided on a case by case basis if the preschool has the capacitywithin its current resources.

Aboriginal children or children under the Guardianship of the Minister maystart at three years of age and may continue until they are six years of age.

Glossary of Terms

continued


Special education advisers are employed by the education sectors tosupport preschools and schools to include children with disability oradditional needs. The name of these positions varies—

– Department for Education and Child Development (DECD) has DisabilityCoordinators

– Catholic Education SA has Special Education Consultants

– Association of Independent Schools of SA (AISSA) has EducationalConsultants.

Transition describes the sequential movement of children and their familiesacross one service system after another over time. It also describes themovement of children and their families across multiple activities at the sametime under different leadership and in different locations.

VerificationA DECD speech pathologist or psychologist will verify disability forGovernment preschools and schools according to DECD Disability SupportProgram criteria.

Catholic Special Education Consultants will verify disability for their respectiveschools, referring to professional reports. Children and students will beverified with disability in the independent education sector by theirrespective schools. AISSA Educational Consultants will work with schools toidentify students eligible for inclusion in the Australian Government’sNationally Consistent Collection of Data on School Students with Disability.AISSA will support schools with in school training. Independent schools, withsupport from AISSA Educational Consultants, will determine the level ofeducational need based on the adjustments necessary to support a studentwith disability as specified under the Disability Discrimination Act (1992)definition.

Glossary of Terms

continued

Documents Used to Record Informationin Early Childhood Care and EducationServices

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Purpose of the Document

A whole of service plan to assiststaff members to provide aquality inclusive program andenvironment for all children.These plans are optional.

To guide staff members indealing with special healthconcerns for particular children.Families provide a Health CarePlan from a treating healthprofessional.

To record medically relatedhealth care needs requiringintervention. Staff members andfamilies use Health Care Plans todevelop Health Support Plans forchild care.

To guide staff members indealing with the personal careneeds of children includingpersonal hygiene, continencecare, eating and drinking,transfers and positioning and theuse of therapeutic equipment.Health professionals may beconsulted when developingindividuals’ plans.

To record the requirements ofchild care services to supportchildren with additional needs.

Organisation

Inclusive Directions &Novita Children’sServices

Child care services3



Inclusive Directions &Novita Children’sServices

3 These documents are recommended by the Department for Education and ChildDevelopment but some child care services prefer to select their own planning documents.

CHILD CARE

AssistedInclusionReadiness Plan(AIR Plan)

Health CarePlan

Health SupportPlan

Personal CareSupport Plan

Service SupportPlan



To guide staff members in dealing withspecial health concerns for particularchildren. Families provide a Health CarePlan from a treating health professional.

To record medically related health careneeds requiring intervention. Staffmembers and families use Health CarePlans to develop Health Support Plans forpreschool.

To record the educational needs ofchildren who are under the Guardianshipof the Minister for Education and ChildDevelopment.

For all children with significant andcomplex needs. This should bedeveloped before commencing full timepreschool.

To record transition plans,accommodations and modifications tothe curriculum.

To guide staff members in dealing withthe personal care needs of childrenincluding personal hygiene, continencecare, eating and drinking, transfers andpositioning and the use of therapeuticequipment. Health professionals may beconsulted when developing individuals’plans.

Organisation

DECD, Catholic Education SAand Independent


DECD, Catholic Education SAand Independent4

DECD, Catholic and Lutheranpreschools

DECD


PRESCHOOL

Health CarePlan

Health SupportPlan

IndividualEducation Plan(IEP)

IndividualLearning Plan(ILP)

NegotiatedEducation Plan(NEP)


Documents Used to Record Information in Early Childhood Care and Education Services

continued

4 Catholic Education SA and Independent schools are not obliged to use the Individual Education Plan for childrenunder the Guardianship of the Minister but choose to use this document in most cases.



To record transition plans, accommodationsand modifications to the curriculum.

To guide staff members in dealing withspecial health concerns for particularchildren. Families provide a Health CarePlan from a treating health professional.

To record medically related health careneeds requiring intervention. Staffmembers and families use Health CarePlans to develop Health Support Plans forschool.

To record the educational needs of childrenwho are under the Guardianship of theMinister for Education and ChildDevelopment.


To guide staff members in dealing with thepersonal care needs of students includingpersonal hygiene, continence care, eatingand drinking, transfers and positioning andthe use of therapeutic equipment. Healthprofessionals may be consulted whendeveloping individuals’ plans.


Organisation

Catholic Education SA



DECD, Catholic Education SAand Independent4

DECD


Association of IndependentSchools of SA (AISSA)

SCHOOL

Action Plan

Health CarePlan

Health SupportPlan

IndividualEducation Plan(IEP)

NegotiatedEducation Plan(NEP)


StudentSupport Plan

Documents Used to Record Information in Early Childhood Care and Education Services

continued

4 Catholic Education SA and Independent schools are not obliged to use the Individual Education Plan for childrenunder the Guardianship of the Minister but choose to use this document in most cases.

5 Independent schools select their own planning documents but AISSA recommends the Student Support Plan orsimilar.

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