Source Teens & Young Adults | Issue 01

SOURCE T E E N S & Y O U N G A D U LT S

18

TURNING W H AT H A P P E N S N E X T ?

SCHOOL’S OUT, NOW WHAT? ONE FAMILY’S ‘5 STEP POST-SCHOOL PROJECT’

Goal setting ideas

E-MAG SERIES 01

Supporting transitions and key life stages

Navigating the path from high school and beyond Untangling the paperwork trail

Leaving school & finding work I N A S S O C I AT I O N W I T H

E n c o u ra g in g in d e p e n d e n c e

IN YO U R YO U N G A D U LT + IND EP END EN T L I V IN G

HELLO

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We’re excited to launch part one of our Transitions eMag series (with two more to come) focused exclusively on the needs of older teens and young adults with disability and their parents and carers. This is such a daunting and unchartered time for so many parents so we’re here to give you some practical info and tips to navigate the journey with a little more confidence and ease.

Why have we created this eMag series?

Because our audience (you!) needs information and support through ALL life stages. As children with disability move into high school age and beyond, the support they require changes too, and in some way becomes more complex. So, we’re dedicating three online editions to exploring important topics around these later milestone years.

In this issue #1 we focus on youth and their parents and carers as they navigate the path from middle to high school and beginning independent life beyond the education system.

We hone in on goal setting and preparing for life after school, the cheat sheet to untangling the paperwork trail when your child becomes a young adult, where the NDIS fits in when transitioning from school and finding work, and how to encourage independence in young adults with disability to give them autonomy and control over their life.

We hope you find this read helpful, keep your eyes out for issue #2 and #3 over the coming months as we work through the transition periods and provide some helpful guidance and tips along the way.

Much love,

Emma x SOURCE MAGAZINE CONTENT EDITOR: Nicole Davis

HEAD OF SALES & BUSINESS DEVELOPMENT: Matthew Rainsford, matthew@sourcekids.com.au 0409 418 362

CONTENTS ISSUE 01: SUPPORTING TRANSITIONS AND KEY LIFE STAGES 3

14

24

We love

6

Top tips for working with your school

What happens when your child turns 18?

School’s out, now what?

16

10

Untangling the paperwork trail

Encouraging independence in young adults with disability

Goal setting for teenagers and young adults

12 How to prepare for life after school

18 NDIS transition planning tips

21 Transitioning to work: how the NDIS can help

Editorial and advertising in Source Kids is based on material, written and

HEAD OF EVENTS: Naomi Sirianni, naomi@sourcekids.com.au 0447 755 043

verbal, provided by contributors and

GRAPHIC DESIGN: Emma Henderson

Source Kids is subject to copyright

PUBLISHER/CEO: Emma Price

advertisers. No responsibility is taken for errors or omissions, and opinions expressed do not necessarily reflect those of the publisher. All material in provisions. No part of this publication may be reproduced without written permission by the publisher.

SOURCE CO. PTY LTD: PO Box 690, Noosaville QLD 4566. ABN 63 650 961 489 sourcekids.com.au Send all letters and submissions to info@sourcekids.com.au

@sourcekids

@sourcekids_au

2 SO U R C E T E E N S & YO U N G A D U LTS

sourcekids.com.au

26

30 Apps to help independence and living skills

34 Moving out of home

12

We LOVE LOVE

COOL STUFF

P L A N E T P U B E RT Y O N L I N E G A M E S Planet Puberty is a great digital platform for the latest information, strategies and resources for supporting a young person through puberty, and we’re currently loving the games to play with a support person to help learn new skills in a safe, fun, appropriate way.

For example, ‘Who is in my orbit?’ is an activity that identifies different relationships in a person’s life and the types of touch that are OK in these relationships. planetpuberty.org.au

JAM THE LABEL Jam the Label is the perfect choice of accessible and sensory friendly clothing for young people wanting to express themselves through their fashion choices. Founded in 2019 by Emma Clegg and Molly Rogers, two OTs and disability support workers with over 18 years combined experience in the disability sector. Emma and Molly are incredibly passionate about the inclusion of people with disability and increasing independence and selfexpression for all, and with style! jamthelabel.com

ON YOUR MARKS! The PETRA RaceRunner lets you walk, jog or run.

Whether you’re seeking recreational leisure, a physical challenge or just need equipment to get you

RO C K O N !

Ability Fest is proudly Australia’s first and only completely inclusive music festival striving to promote inclusivity. With festivals in Melbourne and now Brisbane, the event was developed by Dylan Alcott, in collaboration with music festival masterminds Untitled Group. Ability Fest uses the power of music to bring people together and help normalise disability whilst setting a standard for accessibility, inclusion and diversity. Now for ages 16+ to welcome more people than ever before! abilityfest.com.au

from point A to B, the PETRA Frame Running bike does the trick! It’s a great choice for anyone with CP or other disabilities that affect mobility & balance. You can use the PETRA Frame Runner outdoors on a stable surface, on the track field, in the street or on a stable path in the forest. dejay.com.au

T R A N S I T I O N S & K E Y L I F E STAG E S | 3

The NDIS is changing: how does it impact you?

The federal government is rolling out NDIS reforms.

To help people understand the changes and how they might impact them, we’ve added an NDIS Changes section on our website.

There you’ll find detail about what is and is not an NDIS support, along with a breakdown of the other significant changes to the scheme.

We’ll keep this up-to-date as more information becomes available.

With us, it’s all about you.

We support you to navigate the NDIS with confidence, armed with the knowledge you need to get the most from your child’s plan.

And, we take care of NDIS admin and paying invoices to give you more time to focus on the things that matter to you and your family.

If you need a plan manager to help you navigate the changes, we’d love to speak with you.

We’re proud to partner with Source Kids.

Most Outstanding Plan Management.

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Call us on 1300 05 78 78 Visit leapin.com.au

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MODIBODI SWIMWEAR

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switches to new activities. projectgrowth.com.au

T R A N S I T I O N S & K E Y L I F E STAG E S | 5

School’s out,

NOW WHAT? T

As her son got older, reality set in for Fiona Lawton – it was time to make a “purposeful plan” for life after school.

here are a few questions that can strike fear into the heart of a parent of a child with a disability and one of the worst is, “So what are your plans for when they finish school?”

“No idea! I’ll cross that bridge when I get to it,” was my oft and flippant reply while my son was at school. That is, until he turned 15.

We were busy navigating puberty and growth spurts and the question started coming with an annoying frequency.

Friends, family, therapists and teachers were expecting a well-considered answer – and we had none.

You can be mistaken in thinking that

6 SO U R C E T E E N S & YO U N G A D U LTS

post-school transition starts when the young person finishes school, but reality is, all young people need to start to contemplate their post-school pathways in Year 10. This might include making subject selections for senior years to ensure they get into the university course of their choice, considering vocational training pathways, job options, or even toying with the idea of a gap year.

My son has a rare neurological condition called Angelman syndrome with severe intellectual disability and is a non-speaker. He had attended a special school for all his education, and we knew that there were limited options with mainstream services for post-school

employment or tertiary study.

That didn’t mean we didn’t have to plan for his future – in fact, it meant that we needed to get creative.

Finishing school was going to be a huge transition for him, given his sense of community and connection over 13 years of school, and the safe and controlled environment that he was familiar with.

Plus, he had attended the same afterschool care and vacation care programs for years – everyone understood him, could communicate with him, and loved him.

And that was all going to end abruptly when school finished.

Research shows that people with intellectual disabilities can experience severe anxiety and depression if a change is not managed well. Our son needed to belong to a community that was outside of his school connections. He needed to make friendships and have regular activities that would see him through into adulthood – just as his siblings had done by being members of the local sports and dance clubs.

Many of the questions we found ourselves asking where the same that we had asked his brother and sister – what were his interests, where was he going to live, how was he going to support himself, and who was going to help him?

And so began our 5-step “Post-School Project”.

SCHOOL'S OUT

STEP 1 START PLANNING

Plan to be available to help your loved one transition – whether it be through leave from work, going part-time for a period, change of career, or reallocation of time.

While a change of career or work schedule may not be possible for everyone, taking some leave or increasing family and/or funded support may help smooth the transition for you all.

We knew that our son was going to stay living at home with us, and that we needed to be available for him emotionally and physically through the post-school transition.

My husband had some long service leave owing, so he applied for it three years out to ensure it was locked in! The plan was that he would be there to support our son for the first few months after he left school.

I was going to keep working full-time, but in Year 11 when COVID-19 first hit, I was presented with the opportunity for redundancy. While it hadn’t been part of our original plan, I jumped at it and finished working in my government job early in our son’s final year. This was perfect timing as the post-school transition actually starts at the beginning of Year 12, and I was available to help chart the course.

STEP 2

ADJUST YOUR TRANSITION TIMETABLE TO WORK FOR YOU AND YOUR FAMILY

STEP 3 PREPARE A TAPESTRY OF OPTIONS

While school is a “one stop shop” of If your loved one is thriving at school and services, life in the post-school adult world well-connected with friends, then plan for does not necessarily need to look the same. them to all transition together.

It’s worthwhile to do some “Good Life If your loved one is not yet ready to leave Planning” to help identify the passions, school due to emotional preparedness, lack interests, likes/dislikes and meaningful of available post-school options, family relationships that are important for your needs, or skill development, work with loved one. the school principal to explore if they can In Year 12, we did a Good Life repeat a year.

Planning session for our son as a family.

However, if they are ready It highlighted his need to to leave school, then start feel a sense of belonging and Research shows a purposeful transition in community, his love of live that people collaboration with outside music and musical theatre, with intellectual services and school, with a desire to continue to learn, disabilities the aim to gradually reduce and the critical need for can experience school-based activities and ongoing age-appropriate severe anxiety attendance. connection with his peers. and depression In Year 10, we connected No one service could offer if a change is not with two disability services all that we were looking for, managed well. that supported teenagers and so we connected with young adults in the home a range of providers to create and with social and community access. We a rich and varied program – one where were looking for a “hub” – a place where his school cohort was going so he could our emerging young adult could hang out, maintain relationships and friendships; be with friends and do fun things while another where he had a dedicated developing skills and independence. support worker to help him with physical He started attending on weekends, and therapy and to continue to develop his this gradually increased in Year 12 to a few communication and daily life skills; and days per week. By the end of Year 12, he yet another provider who focussed on was attending school two days a week and social connection and community access was doing a range of activities including in key interest areas such as sailing, sailing and gym, and life skills training on musical theatre classes, and outings the other days. with friends.

T R A N S I T I O N S & K E Y L I F E STAG E S | 7

SCHOOL'S OUT

STEP 5

STEP 4

PARTICIPATE IN RITES OF PASSAGE

PLAN REASSESSMENT Not everyone receives NDIS support, but if your loved one does, then it is likely you will need to submit for a NDIS Plan Re-assessment due to Change of Situation with Post-School Transition. The timing of this will depend on the plan end date, how the funding is tracking and what your plans are. Consider submitting midway through Year 12.

You may need to consider housing – is your loved one staying home or moving out into Supported Independent Living? Will they need Special Disability Accommodation? Or are Independent Living Options something to consider?

If they are looking for a job, applying for School Leaver Employment Support (SLES) funding is imperative in the last year of school or first year out. It is typically funded for two years and for

NDIS participants up to the age of 22.

Will they be undertaking study?

Tertiary study providers have Disability Inclusion Officers who will do an AccessAbility assessment to see what study support they need – and what can and cannot be provided. Being aware of mainstream services and supports is really important. The NDIS cannot, and will not, provide for everything.

Finally, what are the self-care and daily needs of your loved ones, and what informal supports are going to be able to assist moving forward? What is age-appropriate to provide and how are “Choice” and “Control” and social inclusion embedded into the everyday?

Answering these questions will help you identify what needs to be funded by the NDIS and other services.

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8 SO U R C E T E E N S & YO U N G A D U LTS

We all have rites of passage into adulthood, and it is just as important for our loved ones to celebrate their achievements and experience the pure joy of being in the limelight – special dresses and suits, attending formals, limousine rides, graduation ceremonies, photos and parties. And… Schoolies!

Oh the joy! By far the best part of our transition were all the celebrations, moments of pause and reflection, and the big graduation – I still smile thinking about it. Our son’s formal, with the photos by the bay, the convoy of limousines and fancy cars, and the awards ceremony is a night I will never forget.

He certainly knew there was something special happening, and he grew in stature, confidence and pride with every step. From the suit fitting and shoe shopping to the “Guard of Honour” at the final assembly, our son’s face conveyed the pure delight of this most important rite of passage.

His year level even spent a week celebrating Schoolies with day outings and fun activities – honouring their achievement, their friendships, and the start of a new era.

I know I secretly smiled at the end too – no more darn Book Week fancy dress, sports carnivals, juggling therapy and medical appointments with school commitments and trying to remember if it is an Individual “Learning/Education/ Curriculum” Plan!

We had done it!

Fiona Lawton is National President of the Angelman Syndrome Association Australia and owner and director of Neu Pathways Australia. neupathwaysaustralia.com

By Fiona Lawton

Plan for a bright future.

Uniting’s School Leaver Employment Supports helps Victorian school leavers on a pathway to employment.

We provide individualised support for young people, including creating action plans for training, work and life skills focused on getting work experience and reaching their employment goals.

Young people who are ready to move into ongoing employment can access support through our Disability Employment Service.

Learn more unitingvictas.org.au/sles

GOAL SETTING FOR TEENAGERS AND YOUNG ADULTS

The teenage years are a time of significant change.

With many transitions on the horizon, goal setting can be a valuable tool to help navigate this exciting, yet sometimes daunting period.

G

oals also give the NDIS information about what’s important to your teen or young adult, and what they want to

achieve.

Your child’s NDIS Plan will include at least one goal as well as the steps, supports and services that will help them along the way.

The friendly crew at Leap in! plan management, many with lived experience themselves, have provided this helpful guide on goal setting for teenagers and young adults.

TYPES OF GOALS The type of goal and the length of time needed to achieve it depends on a person’s age and many other factors.

While shorter-term goals are often the focus for young children as their objectives and support needs can change quickly, older children, teenagers and young adults may suit a combination of short-term and medium- or longer-term goals.

Short-term goals (under 12 months) • Short-term goals help your child make progress and build momentum. They may be achieved within the period of an 10 SO U R C E T E E N S & YO U N G A D U LTS

NDIS Plan such as six or 12 months.

An example: "I want to join a local sports team to make new friends and improve my social skills.”

Medium or longer-term goals (12 months to 3 years) • Medium to long-term goals provide a sense of direction and guide actions over a longer period. Breaking larger goals into short-term goals makes them feel more achievable.

An example: “I want to build confidence and independence so I can catch the bus to high school on my own.”

STEPS TO GOAL SETTING It’s good to know there’s a link between what’s important to you and your teen, their goals and the supports the NDIS may fund for achieving them. With these elements in mind, the easiest way to approach goals is to break them down into the following four steps.

STEP 1 Think about what’s important to your teen or young adult When considering what’s important, think about what skills they need to develop or what they would like to try. Reflect on their values, aspirations and how their life may look in the future.

For example, when thinking about setting goals for their NDIS Plan, some things that may be important might be: “I really enjoy doing craft activities at my local youth group.”

“I love sport and I want to improve how I communicate so I can chat about it with my friends.”

STEP 2 Work out their goals Once you decide what’s important, think about specific activities or skills your teen or young adult might like to improve on or achieve.

I N A S S O C I AT I O N W I T H

Goal-setting tips for teenagers and young adults It’s important for young people to have a voice in shaping their own path and to be actively involved in their educational and personal journeys. This involvement can boost self-esteem and confidence.

HERE ARE SOME TIPS TO HELP YOUR TEEN OR YOUNG ADULT SET EFFECTIVE GOALS: • Set realistic and meaningful goals that are challenging yet achievable, which can help with staying motivated.

• Include long-term goals to develop planning and decision-making skills.

• Align goals with major milestones and transitions, such as education, training, employment, independent living and community participation.

• Reflect on achievements to identify areas for improvement or new skills to

For example: If participating in local community activities is important to them, their plan might say, “To increase my ability to attend community activities to make friends with people my age.”

If improving their communication skills is an important step, you might say, “To improve my ability to speak clearly by working with a speech therapist once a week.”

STEP 3 Break each goal down into steps One step at a time! Breaking goals down into individual steps makes achieving them so much easier. The NDIS goal-setting process allows for four steps for each goal.

These steps become an action plan and a roadmap to guide progress.

For example: 1. Research and find some community activities where there are others the same age.

2. Do a trial of two or three activities to see what they enjoy and whether they feel welcome.

3. Book in for a term or program.

4. Organise a support worker to attend with your child if their disability means they need additional help with things like feeding and toileting.

STEP 4 Write down the supports needed Consider the challenges and the types of support your teen or young adult might need to help them to achieve their goals.

Supports might be a combination of things the NDIS funds and those provided by the community, your family or another organisation.

For example: • Occupational therapy to build muscle strength and coordination • A support worker to help manage feeding and toileting needs.

develop.

• Identify strengths and consider how they can be used to overcome barriers or challenges.

• Refine and adapt goals as circumstances, priorities or aspirations change.

• Learn from past experiences—reflect on what worked well and apply those lessons to set new goals. Similarly, view challenges or setbacks as opportunities to learn.

And, importantly, don’t forget to celebrate when goals have been achieved!

Would you like to know more about goals and the NDIS? Leap in! has created a free Goals ebook that includes everything you need to know.

If you have questions, we're here to help. Call 1300 05 78 78 or email crew@leapin.com.au.

T R A N S I T I O N S & K E Y L I F E STAG E S | 11

How to

PREPARE FOR LIFE AFTER SCHOOL

When your child starts prep, Year 12 feels like an eternity away. But as the years roll on, it’s important to choose a school that prepares your teen for what lies ahead.

O

ne minute they’re heading off in baggy uniforms three sizes too big. Seemingly the next minute, you’re plunged into subject choices, work experience, training programs and employment options.

School is a defining part of your child’s life and it’s vital that you work in partnership with your young adult and their school to create solid pathways for what comes next.

Sydney’s St Edmund’s College, Wahroonga is a Year 7 to 12 coeducational special high school for

12 SO U R C E T E E N S & YO U N G A D U LTS

neurodiverse teenagers and those with a wide range of disabilities including mild to moderate intellectual disability.

Senior program co-ordinator, Jacqui Anderson, says St Edmund’s approach to readying students for transition is multifaceted and includes curriculum, parent support and work experience programs.

Students take part in a mock café and hotel, a mock retail store (they were the very first school to get a mini-Woolworths store on-site, thanks to a parent lobbying the supermarket giant), horticultural activities on the school grounds, office

tasks and they run an enterprise to raise money for a charity at Christmas time.

Students also visit workplaces.

“We have some great organisations who support us and are very welcoming when our students visit,” Jacqui says.

In Years 11 and 12, students complete a Life Skills HSC, teaching functional skills and knowledge that will enable students to participate in work and the community.

“Our maths program takes place predominantly in the community and students work on their money skills whilst also developing important skills such

SCHOOL'S OUT

as appropriate social interactions and four with a supporting staff member. preparing their own belongings to go “External Work Placements mean shopping,” she says. students get to practise their skills in a real All students study a Vocational workplace. Students always finish these Education and Training (VET) course, in placements exhausted, but so proud.” either hospitality or retail services. These These programs translate into genuine mainstream courses have been adapted to life outcomes − they have former students students’ individual needs. who are living independently and “Students still need to demonstrate the employed in various industries including same level of competency as a mainstream hospitality, retail and even one who works student, so our talented staff design tasks in a law firm and sets up the boardroom that allow students to demonstrate their for meetings and events. learning when the use of Also leading the way is more traditional methods Melbourne’s Heatherwood If you can work of assessment − such as a School, which caters for closely with your written test − won’t work secondary students with a for our students,” Jacqui mild intellectual disability. school, build explains.

“The school’s focus relationships and is learning for life by Each course has a set some goals, requirement for students to providing an education complete practical hours, there’s no stopping that enables young people which is met through a to grow into independent, what your child combination of on-site confident, capable adults, can achieve experiences and work fully equipped to make placement. their own way in the “Our hospitality students sell coffee to world,” says Lesley Foster, who has the staff on a weekly basis, as well as making rather impressive job title of “director of and selling milkshakes to their fellow happiness” and teaching and learning students. The retail students sell snacks at coach. recess once a week,” Jacqui says.

“Developing confidence and resilience “Generally, in a mainstream school, features in every classroom, in every year when students do their VET work level, as the school builds self-esteem and placements, students are expected to travel an attitude of achievement and success.” to attend theses placements independently.

As a Registered Training Organisation, For many reasons, this is not possible for students have the opportunity to obtain our students. Instead, we have students do nationally-accredited certificates in their work placements in groups of three or hospitality, agrifoods, retail, active

volunteering and sport and recreation.

From Year 9, the students work in the Heatherwood fully-accredited trade kitchen, preparing lunches for staff and students.

Work experience is a feature from Years 10 to 12 for all students and can lead into an apprenticeship in a trade. One former student is currently studying social work at university.

“We know that finishing school can be a scary time for both students and their parents, but if you can work closely with your school, build relationships and set some goals, there’s no stopping what your child can achieve,” Lesley says.

“We want our students to dream big.

We instil in them the confidence that they can achieve their goals and then we put in place practical steps to get them there.”

By Rebekah Devlin

SCHOOL'S OUT

TOP TIPS Jacqui Anderson, Senior program co-ordinator at Sydney’s St Edmund’s College, Wahroonga, shares her tips to get the best out of your school.

EACH CHILD’S EDUCATION SHOULD BE TAILORED AND INDIVIDUAL “As a special school, we differentiate learning for students from the time they start with us in Year 7. The tasks in each subject and support given is adapted to each student’s needs and ability. By holding meetings with parents, we can discuss specific options to suit their child’s needs.”

WHEN SHOULD CONVERSATIONS START ABOUT LIFE POST-SCHOOL? “We start talking to students about their post-school options during Community and Family Studies in Years 11 and 12.

As part of our CAFS program, students visit venues in the community that will support their wellbeing post-school, such as the gym for physical wellbeing and a local club for their social wellbeing.

We also visit a number of service providers they might attend post-school, including those that will teach them work skills, social programs and further 14 SO U R C E T E E N S & YO U N G A D U LTS

education services. Most of our students will aim for open employment so we place a large emphasis on providers that offer SLES (School Leaver Employment Supports).

In Year 11, we start talking to parents about post-school options and continue this support in Year 12. All Year 12 parents meet with our transition planning team to discuss their child’s options and develop a transition plan. We hold a parents’ evening early in Year 12 about the types of supports and options available postschool. We have ex-parents speak about their experiences and we usually have a guest speaker to talk about navigating the NDIS.”

START EARLY “In Year 10, get familiar with the types of options available and put your name on the waiting list for any services that look like they might be a good fit for your child.

Some services have very long wait times.

In Year 11, continue to explore the different options, attend information sessions and trial days.

In Year 12, decide on which services you will use and then work on collecting evidence for your NDIS review.

THE IMPORTANCE OF WORK EXPERIENCE “In Year 12, all students go to work experience for half a day each week.

We place students according to their strengths, their interests and also their

support needs. Some students go to work experience independently, while others go with staff support.

Work experience is all about students getting a taste of what it’s like to go to work: From dressing appropriately and packing their bag with what they will need, to planning how to get to work, taking directions from a supervisor, interacting appropriately with others in the community, travelling on public transport, task completion and checking their work.

Students generally have two different work experience placements each year.”

WORK TOGETHER WITH OTHER PARENTS “Speak to parents who have already been through this as well as form a network with other parents going through the same thing. If you are lucky to have a large cohort like the St Edmund’s parents, start a chat group and share ideas. This will be one of your greatest sources of information.

Our families have the advantage of the ‘power of numbers’ with up to 22 graduates a year. We are well-known to many service providers and have a really proactive parent body who come together to organise trial days as a group and talk and share ideas with each other.

We have several examples of groups of parents approaching a service and managing to get a program started, simply due to having enough interested students.

A local community college ran a course on foundation vocational skills specifically catering for a group of St Edmund’s graduates, while another group was able to do similar with a hospitality course through a TAFE.”

By Rebekah Devlin

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COMING OF AGE:

Untangling the paperwork trail If there’s one thing kids come with, it’s paperwork!

And when they become young adults, there’s even more. But never fear, here is your cheat sheet.

S

weet 16: Ah, the joys of friends, first loves, parties, school, further study, career choices and living options!

Our kids deserve to have all the options and access to the above, even if it means thinking outside the box to make it work for them.

It’s fair to say that as a parent of a child with any disability, it can be daunting thinking about our kids getting older.

The trajectory is somewhat different and therefore unknown to many of us who are yet to walk this path.

However, there are a few things that can help you prepare for this time, so you can enjoy and celebrate this beautiful milestone together with your child, with as much preparedness as you can possibly have.

Our friends at Association for Children with a Disability (ACD) have put together the following tips to help you through this part of your teen’s development.

• T hey can also open their own bank account.

WHEN TEENS TURN 14

WHEN TEENS TURN 15

A few things to keep in mind is when your child turns 14, the services and supports you use can change.

• Medicare: Once a child turns 14, families are no longer able to access a child’s Medicare claims history. You will need to help your child set up a MyGov account so they can access their claims history and their immunisation record.

At 15, your child can apply for their own Medicare card. They can also apply for a Tax File Number.

16 SO U R C E T E E N S & YO U N G A D U LTS

WHEN TEENS TURN 16 Once your child turns 16, your Centrelink payments may change and there maybe new options for your child. You will need to look at the eligibility criteria to see what

suits your child and family circumstances.

The application process is quite involved, so allow plenty of time.

WHAT DO I NEED TO PREPARE? You will need to provide copies of supporting documents such as your child’s birth certificate, Medicare card, school reports, medical reports, bank statements, tax file numbers and set up a bank account in your child’s name. Keep a copy of all completed forms and documents.

You may need to become a nominee so

LIFE ADMIN

What payments might my child be eligible for?

Ex Carer Allowance (child) Health Care Card Disability Support Pension (DSP) A payment that assists people with a permanent physical, intellectual or psychiatric condition that stops them from working. servicesaustralia. gov.au/disabilitysupport-pension Resources to help you and your child understand and apply for the DSP: • DSP & Me: Your Guide to the Disability Support Pension. dsphelp.org.au/ applying-for-thedisability-supportpension

Pensioner Education Supplement

you can continue to assist your teen with dealing with Centrelink. servicesaustralia.gov.au/someone-todeal-with-us-your-behalf?

DO MY OWN PAYMENTS CHANGE ONCE MY CHILD TURNS 16?

Your payments, such as the Carer Payment and Carer Allowance, change when your child turns 16. Centrelink will contact you, and you need to apply for a transfer to keep receiving the payment.

TRANSFER CARER PAYMENT OR CARER ALLOWANCE FROM CHILD TO ADULT When a child in your care is turning 16, you can apply to transfer your Carer Payment or Carer Allowance from a child to an adult. Do this to keep getting paid. servicesaustralia.gov.au/transfercarer-payment-or-carer-allowancefrom-child-to-adult

By Rebekah Devlin

A payment that assists with the costs of full or part-time study. servicesaustralia. gov.au/pensionereducationsupplement

Education Entry Payment A payment that assists with the costs of returning to study. servicesaustralia. gov.au/who-canget-educationentry-payment?

Assists full-time students with a disability and severe medical condition to access cheaper medicines and some other concessions.

The card can be claimed by students in receipt of a Carer Allowance Health Care Card prior to their 16th birthday. servicesaustralia. gov.au/ex-carerallowance-childhealth-care-card

Mobility Allowance for people who are not eligible for the NDIS This is an income support payment for people with disability aged 16 or over who cannot use public transport without substantial assistance and are required to travel to and from their home for work, study, training or job search.

Your child cannot receive Mobility Allowance if they have an NDIS Plan. servicesaustralia. gov.au/who-canget-mobilityallowance?

NDIS TIPS:

TRANSITION PLANNING

AS YOUR CHILD AGES

As your child ages, their changing goals and needs will need to be reflected in their NDIS plan. This is especially true at times of transition such as moving into further education, leaving school, starting work etc. The NDIS experts at LeapIn have some invaluable advice about things to consider when your child experiences these milestone moments…

M

oving through the teen years into adulthood can be a challenging time for young people, as well as parents or carers. It can be hard to know when to offer support and when to step back.

You’re not alone if you’re concerned or anxious about: • Talking to children and teenagers about their bodies, boundaries and sexuality.

• R isky activities and behaviour.

• E xtreme emotions or emotional swings.

• S elf-esteem and social interactions.

• S ocial media, bullying and societal pressures.

• Future education or work.

The transition to adulthood can be particularly difficult for people with a disability and their families as they navigate a changing landscape of emotions, relationships, decisions and desire for independence.

18 SO U R C E T E E N S & YO U N G A D U LTS

Early transition planning and clear communication are valuable strategies for managing this rite of passage and supporting your teen to become more responsible and independent.

TYPES OF TRANSITIONS School to further education With many courses now available online, there are more options for further education than ever before. However, there are often additional barriers for people with a disability to overcome, which is why prior planning is important. Barriers may include the availability of suitable courses, accessible course structures and financial constraints.

The good news is that more people with a disability than ever are attending university. Most universities and TAFE colleges have Equity and Diversity offices that promote inclusion and accessibility as well as provide student support.

The 6 steps in transition planning A TRANSITION PLAN CAN BE A SIMPLE DOCUMENT THAT SETS OUT THE STEPS THAT SUPPORT A TRANSITION.

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Government funding is available to educational institutions for disabilityrelated supports such as sign language interpreters, notetakers and screen reading software.

• Phone calls, photocopying, stationery and meals.

TIPS FOR FURTHER EDUCATION PLANNING

Working can help build confidence, skills, independence and social networks. But finding a job if you have a disability can be tough and requires dedication and patience.

As a parent or carer, it can be challenging to watch a person you love go through setbacks but it’s important to encourage them to talk to someone they trust and ensure emotional support is in place throughout their journey to employment.

Adequate research and transition planning during high school years can help you both be more prepared for the next step into employment.

The article over the page goes into more detail and additionally, Leap in! has developed a range of handy resources to help on our website, leapin.com.au

•W hat steps can be taken to improve the chances of securing a place? For example, grades, prior study, recognition of prior learning, industry experience.

•R esearch courses available and how they are delivered.

•C heck out campus facilities and access – it helps to visit in person.

• I s online study a more flexible, accessible option?

•G et in touch with the Equity and Diversity Office and see what supports will be available.

•E xplore financial assistance options including equity scholarships, bursaries and HECS-HELP or FEE-HELP loans.

TRANSITIONING FROM SCHOOL OR FURTHER EDUCATION TO WORK

Capacity building and independence are closely linked. The Capacity Building budget category is all about developing and improving the skills needed for living more independently. This may include support to: • Find and maintain an appropriate place to live.

• I mprove skills to participate in social and recreational activities.

• Access training or therapy to increase skills such as learning how to cook or improving communication skills.

• Find employment-related support, training and assessments to find and keep a job.

• I mprove relationships through positive behaviours and interactions with others.

• Obtain training, advice and help for transitioning from school to further education.

SOCIAL OR COMMUNITY PARTICIPATION

While the NDIS generally doesn’t cover course fees, it can fund reasonable and necessary supports that help participants achieve their education-related goals. For example, the NDIS might: •F und a support person to help with transitions or personal care.

•S pecialised training of teachers and other staff about the specific personal support needs as a student with a disability.

• Specialist transport required.

•T ransportable equipment such as a wheelchair or communication devices.

It’s worth knowing that the NDIS can fund job-related support like:

THE NDIS GENERALLY DOESN’T COVER:

INDEPENDENT LIVING

Being involved in the community can be fulfilling, build confidence, develop skills and contribute to an overall sense of wellbeing.

The NDIS can assist in two ways: 1. Increased Social and Community Participation – Capacity Building budget category covers development and training to increase skills to participate in community, social and recreational activities.

2. Assistance with Social and Community Participation – Core supports budget category may fund a support worker to assist an NDIS participant to take part in social and community activities.

Transitioning your child or adult with a disability to independent living can be an emotional time. For parents, families and carers, there can often be mixed feelings about the shift to greater independence. It is natural to feel concern for the person’s welfare and whether they will be able to manage a new situation.

Leap In! can help you understand your NDIS Plan, effectively utilise your allocated funding and connect you with relevant providers. You can call us on 1 300 057878 to speak to a plan manager for advice or email us at crew@leapin.com.au.

HOW CAN THE NDIS SUPPORT FURTHER EDUCATION?

•C ompulsory textbooks. However, if there is an increased cost in accessing compulsory course materials due to your disability (for example, an audio book), the NDIS may fund the additional cost.

• Tuition fees or student membership fees.

• B uilding skills and capacity to find and maintain a job.

•P ersonal care or assistance with transport where you need it to work • A ssistive technology devices such as wheelchairs, personal communication devices or a hearing aid.

•S upported employment, such as services offered by a range of Australian Disability Enterprises .

2 0 SO U R C E T E E N S & YO U N G A D U LTS

TRANSITION TO WORK

Transitioning from school & finding work...

HOW THE NDIS CAN HELP

Whether the goal for your child is open or supported employment there is a framework of supports that you can access through their NDIS plan.

T

he following information is provided by provided by Everyone Can Work – a website for people NDIS can also provide School Leavers with intellectual disability, Employment Supports (SLES). SLES their families and supporters that brings funding helps young people develop skills together information about Australian and experiences and connects them with Government employment supports, the supports to help them get a job. SLES lived experience of families and people is a lump sum of funding. You can use it with intellectual disability, flexibly as and when you and current research about need it.

The good thing employment for people with intellectual disability HOW TO ASK FOR about using in Australia.

NDIS EMPLOYMENT

TRANSITION FROM SCHOOL

the NDIS for SUPPORT employment, is You ask for employment that the supports in support funding in your your young person’s NDIS plan the same way you ask for other kinds of plan are designed NDIS support. This means specifically for organising and preparing for an NDIS planning them.

NDIS participants who are 15 years and over can apply for employment support to be added to their plan. This means students with disability can get NDIS employment support when they are in Year 10. This doesn’t replace transition planning and the transition activities that schools provide, like work experience in Year 10 and support from a career’s counsellor, but by working together with your school, you can use NDIS supports to add to what they offer.

meeting so your young personcan add their employment goals.

Timing is important so that the funds are available when they are needed. If it is a long time until your next meeting, ask your Local Area Coordinator (LAC) or Planner to apply for an unscheduled plan review.

You may need to provide evidence that your circumstances have changed.

T R A N S I T I O N S & K E Y L I F E STAG E S | 21

Your young person will need goals that for employment, is that the supports in relate to employment so that the right your young person’s plan are designed supports can be included specifically for them. With in their NDIS plan. A your support, your young With your long-term goal could be person decides what their support, your to have a job in open employment goals are and young person employment. A short-term how they use the supports goal would be about the decides what their in their plan. This includes next steps they need to choosing who provides employment take towards getting a job. their supports and what goals are.

This will change over they help them with. time. Keep it fairly broad You can find out more so that it’s relevant until the next about getting ready for work in the ‘Let’s year’s plan. talk about work’ booklet on the NDIS It’s important to think about what your website. young person wants and write down goals to take to the planning meeting. If you WAYS TO USE NDIS use a planning workbook, take this to EMPLOYMENT SUPPORTS the meeting too. Also bring along other FUNDING information like school reports.

Two of the main ways funding is provided The good thing about using the NDIS for employment within the NDIS is 22 SO U R C E T E E N S & YO U N G A D U LTS

under the ‘Finding and Keeping a Job’ Capacity Building category and School Leaver Employment Supports. While the funding can be used for similar things, “Finding and Keeping a Job” is more broadly focused on helping individuals with disabilities secure and maintain employment once they have left school.

“School Leaver Employment Supports” (SLES) concentrates on supporting the transition from school to either employment or further education, recognising the unique challenges faced during this critical period of transition. The funding for School Leaver Employment Supports is generally provided for a duration of up to two years for senior school students and recent school leavers. This support is often available for individuals up to the age of 22, but the age limit can vary.

TRANSITION TO WORK

To help you think about some goals your young person may want to include in their plan to request these supports, here are some creative ways that funding could be used:

Work readiness programs

These programs and workshops aim to enhance the overall employability of individuals with disabilities, preparing them to navigate the job market successfully and contribute meaningfully to the workforce.

The content is often tailored to address the specific challenges and opportunities that individuals with disabilities may encounter in their pursuit of meaningful and sustainable employment.

The content of these sessions may include: job search skills, interview preparation, time management, understanding workplace culture, teamwork and collaboration, professional communication, self-advocacy and more.

You could also use the above skills as the basis of goals for one-on-one OT or psychology sessions if there is a specific area of development or support that your young person needs to focus on.

Job coaching and mentoring

Allocate funds for a dedicated job coach or mentor who can provide ongoing support, guidance, and advocacy for the individual in the workplace. This could include regular check-ins, assistance in navigating workplace dynamics, and helping to set and achieve career goals. You could strike gold and find a support worker who could help you in this area!

Adaptive tools & tech

Request adaptive technology and tools that cater to your person’s specific needs.

This may involve acquiring assistive devices, software, or ergonomic solutions to enhance accessibility and productivity in the workplace.

Skill enhancement

Think about skills that may need developing that align with the specific requirements of a chosen career path. This might include technical skills, soft skills, or industry-specific training to ensure a wellrounded skill set.

While the NDIS does not fund further education or vocational training courses such as TAFE, there may be skills and development areas that are appropriate to be addressed with allied health specialists such as speechies, OTs, and other disability specific service providers.

Entrepreneurial ventures

Support the exploration and development of entrepreneurial ventures by requesting funds to help you with aspects like understanding legal issues, developing a business plan, learning the steps to make your product or deliver a service, learning behaviours that are critical to your business, organising the systems you need (eg money management, stock management).

CV writing workshops

Think about accessing courses or programs designed to educate individuals on the art and science of creating effective resumes helping them to present their skills and experiences in a compelling manner.

For more information and resources on employment pathways people with intellectual disability visit: everyonecanwork.org.au

T R A N S I T I O N S & K E Y L I F E STAG E S | 23

What happens

WHEN YOUR CHILD ON THE NDIS TURNS 18?

Turning 18 is a significant milestone in the life of any young person and it can bring mixed emotions for both your child and your family. It’s an exciting time of change but it can also be challenging.

I

f your child is on the NDIS, you may be wondering what changes at 18, and how you can support your teen through this important transition and beyond.

The friendly crew at Leap in! plan management, many with lived experience themselves, explore the key changes, such as decision making, plan reassessments and how to ensure your child gets the right supports.

PREPARING FOR INDEPENDENCE Just like their peers without disability, young people with disability often seek independence, freedom and the ability to make their own decisions.

For some young people with disability, the need for assistance with daily tasks, self-care or transport can feel frustrating, especially as they look to gain more independence.

Starting transition planning early and 2 4 SO U R C E T E E N S & YO U N G A D U LTS

having open communication can make all the difference in helping your child navigate this period and become more responsible and independent.

TURNING 18 AND INDEPENDENT DECISION MAKING At 18, your child’s legal rights change.

You no longer have parental responsibility and your child becomes responsible for their own decisions. This applies to young people with disability too.

Every adult in Australia is presumed to have the capacity to make decisions unless it’s been legally proven otherwise.

Once your child turns 18, they have the right to: Make their own decisions about every aspect of their lives • Receive help to make decisions • Express what they want to do • Take risks and make mistakes.

SUPPORTED DECISION MAKING Some young people with disability may need extra help making decisions. This is known as ‘supported decision making’.

Supported decision making gives your child the opportunity to learn and build decision making skills with your guidance or the support of others. The level of support required will depend on your child as well as how complex the decision is.

If your young person is turning 18 and wants to learn how to make decisions independently but needs extra support, the NDIS can include funding under Capacity Building in their NDIS Plan.

HOW NDIS NOMINEES CAN HELP A nominee is someone who is appointed to act or make decisions on behalf of an NDIS participant aged 18 or over. This could be you or someone else supporting your child.

I N A S S O C I AT I O N W I T H

This ensures their NDIS Plan reflects their current goals and allows time to put any new supports in place.

PLANNING FOR CHANGING NEEDS

Nominees can be appointed temporarily to help your child build the skills they need to make decisions on their own.

The timing for appointing a nominee can vary depending on how your child’s NDIS Plan is managed.

There are two types of nominees: 1. A correspondence nominee can manage the person’s business with the NDIS, such as receiving letters and getting information, but they can’t manage NDIS funds or make decisions about the NDIS Plan.

2. A plan nominee can do everything the participant can, including making decisions about funding, managing budgets and making changes to the plan.

TURNING 18 IS A GOOD TIME FOR A PLAN REASSESSMENT The transition at 18 can be life-changing, especially as your child might be finishing school, entering the workforce or starting

further study. Because of these changes, a new NDIS Plan may be required.

The NDIS can provide a variety of supports based on your teen’s goals, such as: • Employment preparation complementary to that delivered while at school and when leaving school • Supporting the move from school to further education • Helping develop a career pathway and receive on-the-job support through NDIS employment supports • Supporting the move to live more independently in a chosen location and with chosen housemates through Individualised Living Options • Helping your teen improve their skills to become more independent, build confidence and take part in the community.

It’s a good idea to request a plan reassessment before your child turns 18.

As your teen progresses through different stages of education and transitions into adulthood, their needs and goals will naturally evolve. It’s important to adapt supports accordingly to ensure they continue to receive the assistance they need to work towards their long-term aspirations.

Planning for transitions, such as changes in school settings, accessing further education or vocational training, and connecting with relevant services, can help ensure that your teen’s goals are supported during these critical periods of change.

Parents, family members, and support workers can help prepare teenagers and young adults for independent decision-making by encouraging them to participate in setting goals and making decisions about their lives before they turn 18. This process involves including young people in discussions, listening to their preferences and valuing their input.

Would you like to know more about planning for the future with a child with disability? Leap in! has created a free ebook that includes information about transitioning into adulthood, preparing for independence and so much more.

If you have questions, we're here to help. Call 1300 05 78 78 or email crew@leapin.com.au.

T R A N S I T I O N S & K E Y L I F E STAG E S | 2 5

Encouraging

2 6 SO U R C E T E E N S & YO U N G A D U LTS

INDEPENDENT LIFE

Independence IN YOUNG ADULTS WITH DISABILITY As children with disability develop into adulthood, we need to consider how to help them to become more independent and have an appropriate level of autonomy and control over their lives.

E

ndeavour Foundation has extensive experience in this area, with a long-standing commitment to supporting people with disability and their caregivers.

Here, Endeavour Foundation shares its top tips to help create a more independent lifestyle for your loved one.

Support SEEK TO SUPPORT, NOT CONTROL

As parents and caregivers, we all strive to do our best, often facing tough challenges along the way. Our instinct is to protect and nurture by trying to control situations, so ‘letting go’ can feel daunting. Ironically, the more we manage everything, the less responsibility others may feel, which can lead to greater reliance on us as their caregivers.

As your child transitions to post-school options, instead of seeking to manage

every interaction and decision, begin to find ways where you can gradually switch to a mode of offering support. Sometimes, the shift from ‘control’ to ‘support’ can be as simple as small tweaks to your language.

For example, rather than telling your loved one what to do, ask them what they would like to do.

ESTABLISH A TRUSTED SUPPORT NETWORK A big part of promoting independence is to increase the involvement of others in supporting and assisting your loved one.

Family carers are often deeply dedicated to their role, and it can be difficult to take a step back and involve other family members, friends or even paid support staff.

LEARN FROM EACH OTHER AND ADAPT It’s good to be open to learning and developing yourself. It’s not just a one-way street. The more you, your loved one and your support network can work together to adapt and understand each other, the quicker that progress will be toward independence.

T R A N S I T I O N S & K E Y L I F E STAG E S | 27

Confidence & Control START SLOWLY WITH DAILY LIFE DECISIONS

PROVIDE DECISION-MAKING POWER

Promoting independence requires patience. It’s about a series of small steps and changes that add up to a more empowered lifestyle and greater choice for the individual. The challenge is that many people with disability have experienced strongly nurturing and highly protective environments. Independence and decisionmaking power may be foreign concepts, which means that if things happen too quickly, fear and anxiety can take over.

The solution is to start slowly, by empowering the individual with daily life decisions. It can be simple things like how to wash the dishes, or what to cook for dinner. As they build up decision-making confidence with everyday activities, begin to transfer that confidence to new and more challenging situations.

People with disability in Australia have a choice about where and how to access their support network and care, using their NDIS support package. This is a significant step towards increased independence across the board, meaning that carers and support networks are in a position to increase people’s ability and opportunity to be involved in decisionmaking about their own life.

2 8 SO U R C E T E E N S & YO U N G A D U LTS

EMBRACE COMMUNITY ACTIVITIES Once this journey to independence begins to progress beyond decisions related to daily at-home rituals, you can integrate the process with community activities. For example, you may be able to encourage your loved one to catch a bus or train

ALLOW CHOICE ABOUT FRIENDS AND LIFESTYLE

Everyone deserves the opportunity to choose their friends and decide what hobbies they would like to do. Enabling this choice is an important way to support individual growth and development.

to the grocery store. Initially they may need support on these trips, but after a while they may be able to go independently.

JOIN MAINSTREAM COMMUNITY GROUPS Begin to facilitate and encourage interactions with local community groups such as a local church or sports club that runs regular events. Try to find community groups that closely relate to your loved one’s interests and hobbies. This will get them excited to attend, accelerating the building of selfconfidence.

INDEPENDENT LIFE

ENCOURAGE YOUR COMMUNITY TO EMBRACE DIVERSITY

Education plays an important role in increasing independence for adults with disability. But this education is not always targeted at the individual. Many people are misinformed, or uneducated, about the abilities that people with disability have.

Help them to understand, so they can act accordingly.

It all helps to create an inclusive community.

Education LIVING A HEALTHY LIFESTYLE It’s common for adults with disability, especially intellectual disability, to have an inactive lifestyle and unhealthy diet. When aiming to promote independence, be aware of the education required to make healthy lifestyle choices.

Education alone won’t cut it, though.

You may need to help your loved one to create daily habits that will contribute to a healthy and happy life while they are not with you. A great place to start is with a daily dose of light exercise and a healthy, balanced diet.

Training Training & & Skills Skills START WITH DAILY LIVING SKILLS

PROVIDE ACCESS AND SUPPORT Increased independence often comes with the need for a new skill set. The key components required to help people improve their skills are access and support.

People with disability must have access to the right learning opportunities – tailored to their interests and abilities – and support from a network of friends, family and mentors.

Encourage your loved one to build a learning and career plan. This plan should map out a pathway for them to achieve their goals and acquire the knowledge or qualifications they need to sustain meaningful employment.

The secret to developing life skills for people with disability and promoting sustainable independence isn’t about making one ’big’ change. It’s a series of smaller changes that combine to look like a bigger change from the outside.

So, start developing skills with low-risk daily activities – like cooking, washing and ironing. Then, when you’re both ready, move onto social and life skills – communication, relationships, shopping and participation in local community groups.

These daily life skills should build confidence and prepare your loved one for the next step, which is developing employment skills – money handling, using technology and taking part in interviews.

CONSIDER OPTIONS FOR LEARNING, EMPLOYMENT OR VOLUNTEERING Working – whether to learn, make money, or volunteer time – can provide people with a sense of purpose. It’s an opportunity to contribute to society and develop improved self-confidence and interpersonal skills.

Endeavour Foundation supports people with disability to live, learn, work and thrive through an exciting range of disability services, including its fun and welcoming day programs at its Learning and Lifestyle hubs as well as via Individualised Support and Supported Employment.

USE REPETITION BY CREATING DAILY RITUALS We are creatures of habit. Most of the thoughts we have and the activities we do every day are the same. Breaking these habits, or creating new ones, can be hard because often we resist change. But you can use this to your advantage to help others develop skills and learn new things.

Repetition is the key. If you do something enough, it will soon become second nature.

Promoting independence for people with disability can be a hard and confronting journey because your instincts encourage you to protect and nurture. But if you can embrace the uncertainty and commit to supporting your loved one on this adventure, the result is far more likely to be positive and life-changing for all involved.

Endeavour Foundation is dedicated to supporting, empowering and advocating for people with disability, delivering high quality supports and services that make possibilities a reality.

To find out how they can help you and your loved one, visit endeavour.com.au or call 1800 112 112.

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Apps to help independence and living skills There’s a greater range of technology out there than ever before to help people with disability lead independent lives and that includes apps to help our kids and young adults learn the skills they need to live as independently as possible and venture out in the world. Download buttons at the ready!

MONEY UP Money Up was designed by teachers and therapists as a way for people to practice working out how much money they have, if they have enough to purchase the items they need and how much money to give a cashier, all without requiring them to count change. The app’s goal is to help children, teens and adults to acquire or maintain a life skill they need in order to foster independence. apps.apple.com/au/app/moneyup-build-life-skills

I GET COOKING This app provides photo books for individuals who need support in understanding things relative to the kitchen, including cooking and making recipes. The vocabulary photo books included are; “Cooking Supplies”, “Cooking Actions” and “Kitchen Appliances” which offer endless teaching opportunities. In addition, a sample recipe book portrays the steps of making a peanut butter and jam sandwich and a blank recipe book is included to create your own recipes. igetitapps.com/app/i-get-cooking 3 0 SO U R C E T E E N S & YO U N G A D U LTS

SEQUENCING TASKS - LIFE SKILLS This app focuses on the cognitive skill of arranging photos of a task in a chronological sequence. All the pre-made tasks start off with a video demonstrating a life skills task including Throwing out the garbage, laundry, making a cheese sandwich and more. After the video is shown, a review of the task is provided using 3 still photos taken from the video depicting each step in the task. apps.apple.com/au/app/sequencingtasks-life-skills

APPS

SEEING AI

SPEECHIFY TEXT TO SPEECH READER True independence can be challenging if someone struggles to read but there are many apps to help fill this skills gap. Speechify Text To Speech is a mobile and desktop app that allows people with dyslexia, ADHD, low vision, concussions, and other reading difficulties to have any text read out to them using 200+ AI voices plus celebrity voices including Snoop Dog & Gwyneth Paltrow! apps.apple.com/au/app/speechifytext-to-speech-audio

Seeing AI is a free app from Microsoft, designed for people who are blind or have low vision, though it can be useful in other situations. The app uses AI to narrate the world by describing people, text, and objects. It offers a variety of tools to assist with daily tasks, such as instantly reading text as it appears, guiding users to capture and read printed documents, and scanning barcodes to provide product information. Among other things, Seeing AI can also recognise faces, estimate age, gender, and expressions, and identify currency notes. The app will continue to evolve as Microsoft hears from the community and AI research advances. apps.apple.com/au/app/seeing-ai

SUNNY

BE MY EYES Worldwide more than half a million people who are blind use the innovative Be My Eyes app through their smartphone to get a visual description when they need it. Connect with more than 7 million volunteers. Or use the latest AI image describer. Or connect with dedicated company representatives to help with their products. All in one app. apps.apple.com/au/app/be-my-eyes

MEDISAFE PILL REMINDER The MediSafe Pill Reminder app is designed to support individuals with cognitive or memory difficulties in managing their medication schedules. It ensures medications are taken on time by offering dosage information, timely reminders, and even tracking medication inventory.

Additionally, it allows family members to stay involved, providing peace of mind and reducing the likelihood of missed doses. apps.apple.com/au/app/medisafe-pillreminder

Sunny helps people with and without disability to recognise, respond and get help if they are experiencing violence and abuse.

Sunny helps people to: • Learn about violence and abuse • Learn about rights • Learn through interactive stories • Begin to tell their story using an interactive keyboard • Call 1800RESPECT 24/7 for free and confidential help • Call emergency services if in immediate danger Sunny includes accessible, easy to read information about: • Sorts of violence people may experience • Where violence can happen • Who can do violence • Key rights that all people have Sunny was made by an expert group of women with disability,1800RESPECT and Women with Disabilities Australia (WWDA) apps.apple.com/au/app/sunny

ACCESSNOW AccessNow shares accessibility information about locations worldwide.

Users can search for specific places such as restaurants, hotels, or stores, or browse the map to discover nearby locations with the required accessibility features. If information is missing from the map, users can contribute by adding it themselves, helping to grow the global community. The map can be filtered by category and tags, allowing users to easily find the accessibility options they need. apps.apple.com/au/app/accessnow T R A N S I T I O N S & K E Y L I F E STAG E S | 31

ADVERTORIAL

Transitioning to adult life For nearly 75 years, Endeavour Foundation has been a leading advocate for people with disability and their families, offering a diverse array of services to support adults throughout their life journey. Whether it is living independently, getting a job they love, or engaging with the community, we are right there every step of the way.

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ecognising the unique paths each student takes when transitioning from high school to adulthood, our programs in Queensland, New South Wales and Victoria are tailored to the individual.

students to ease into the transition to work.

In partnership with your school, we will customise a program where students gain job-ready skills through various tasks, supported by mentors and supervisors in a secure, safe and supportive work setting.

OUR TRIAL SERVICES

LEAVING SCHOOL

Learning and Life Skills School Experience (16+ year olds): Designed for students in grades 11 and 12, this program allows them to explore adult disability programs before graduating.

Through our Learning and Lifestyle hubs, students engage in activities such as Technology, Fitness, and Healthy Choices, tailored to their interests for meaningful outcomes in a safe environment. School Holiday programs are available.

Supported Employment Work Experience (17 year olds): Our work experience program is a great way for 32 SO U R C E T E E N S & YO U N G A D U LTS

We are here to help school leavers maximise their potential, explore new opportunities and live their best life.

Whatever the school leaver’s goals may be – whether they’re focused on life, career, or personal growth – we’ll work together with them to identify the skills and knowledge they need to achieve them. Through exploring individual strengths and interests, we will co-design a tailored learning program so they can continue building the skills they gained at school and get them to where they want to be.

COMMUNITY SERVICES We offer a safe and supportive environment for people with disability to participate in a range of flexible learning programs, recreation and social activities that are aligned with their interests and goals. We can support school leavers to learn more, do more and know more.

WORK SERVICES Transitioning from school to work is a big step for everyone. At Endeavour Foundation, we’re passionate about finding opportunities for young people in a safe, engaging and supported environment that enable them to transition from school or their chosen employment pathways. As one of Australia’s largest employers of people with disability, we offer supported employment opportunities through our social enterprises.

To learn more about Endeavour Foundation: Visit endeavour.com.au Phone 1800 112 112 Email hello@endeavour.com.au

Leaving school is a time for new opportunities and experiences.

We’re here to help you maximise your potential and live your best life.

Your team possible At Endeavour Foundation, we’re passionate about finding opportunities for young people to build on their strengths and gain the skills, confidence and experience to find jobs they love. We have a range of employment pathways to both supported and open employment.

Our Work Experience Program is a great way to develop skills, make new friends and get job ready. You’ll be supported and guided by mentors and supervisors in a fun, inclusive and safe environment.

Learning doesn’t have to stop after school Endeavour Foundation operates Learning and Lifestyle hubs for people with intellectual disability. More than just a place to spend the day, the hubs offer programs in independent living skills, cooking, fitness, bowling, and more.

Come and see for yourself!

To visit your local site, call 1800 112 112.

Scan the QR code to find out more.

endeavour.com.au | 1800 112 112

Spreading your wings and

MOVING OUT OF HOME Moving out of home is a huge milestone in any young person’s life. Here are some practical steps to prepare the whole family for this important rite of passage.

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very teenager is different − some can’t wait to fly the coop, and others want to stay at home for as long as possible.

Moving out of home is a huge moment for not just your child, but the entire family unit.

While it might feel like a daunting prospect, especially when considering additional challenges such as sourcing appropriate housing and concerns about finding attuned and professional support workers, with the right support and preparation, it can happen.

Moving out is not the first, and it won’t be the last, challenge your child encounters… but think about all your child has achieved so far!

PLANNING IS KEY Supporting your young adult to move into their own home begins with careful planning. As with all major life events, we tend to think that preparation is largely practical but rather, it’s multi-dimensional: practical, emotional and mental.

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Practical planning considerations include: • Location • Accessibility • Affordability • Type of accommodation • L iving arrangements – alone or with others?

Mental and emotional preparations include: • Are they ready?

• Do they have the skills to care for themselves?

• How much support do they really need to live safe and well?

• How can they gain independence and feel safe when away from the family?

• How dependent are they on emotional support from others?

Before taking the plunge, you can support your child to get ready by creating a living environment outside of the family home:

• G oing on holiday or trips – this can be done with support from NDIS core supports, if you have a goal in your plan to develop capacity for independence.

• E ngage with a mentor to undertake activities out of the home or focus on self-care and household management.

• Trial Short Term Accommodation (STA). See how much support your child needs to manage outside your home environment.

• Consider transport that will work best for your child when engaging with the community. Do they need to use public transport? And if so, do they need support to do this?

EXPLORE YOUR NETWORKS Speak to others who have supported a loved one to undergo this transition.

• Where did they begin?

• W ho do they recommend as a provider of choice and why?

INDEPENDENT LIVING

TIPS

A Support Coordinator is a great resource. They can arrange for you to meet and connect with providers and other people on this journey. They can ask the difficult questions and may have more knowledge to find out what you need to know. If you don’t already have Support Coordination funding in your plan, you will need to request this at your plan review.

• How did they prepare?

• What have they learnt along the way?

DON’T FORGET TO PLAN FOR AFTER THE BIG MOVE After all, the transition into independence is dynamic and doesn’t stop once the moving boxes have been unpacked.

It’s important to make plans to look forward to, such as when you will meet next, frequency and where you will meet.

This will change over time as you all get used to your “new normal”.

By meeting regularly, you can celebrate successes together and support each other with this time of change.

Remember, it’s a big adjustment for everyone.

TIMING Start early. In their early teenage years, aim to build connections with people

outside of the family. Foster participation in groups, outings and trips. This will build on their independence, while also giving you oversight and the ability to coach them along the way. Learning to interact with people from all walks of life is essential for a successful transition towards independent living. Paid staff and support workers can provide practical support during the big move, but support in relation to attitudes, sharing and respect take time to develop and learn.

For the appropriate level of accommodation and staff funding, goals should be in the NDIS plan at least one year prior to moving out of home.

During this year of preparation, NDIS funding for assessments regarding your adult child’s capacity and support needs may be an option. Don’t be afraid to meet with different providers to explore what accommodation and support can be provided for your unique requirements.

In addition to preparing your young adult to move out, don’t forget to prepare yourself. Often our sense of identity is tied up in caring for our loved ones. When this changes, people can feel a sense of loss.

If living independently is your adult child’s goal, then it’s a good idea to have this recorded in your NDIS plan as you may be able to access NDIS funding to assist with your search for accommodation.

If you don’t know anyone that has gone through this process, there are associations you can connect with.

Baptist Care SA is a registered NDIS provider supporting South Australians to get the most out of their NDIS plan. baptistcaresa.org.au/ service/disability-ndis T R A N S I T I O N S & K E Y L I F E STAG E S | 35