Early Intervention Services for Children, and Adults with Disability.

We ARE playing! Playing is a child’s occupation, and the mechanism through which they learn all life skills. Our work is to support a child’s development through play. We use a child’s interest to engage them and build relationship. We then integrate the goals of therapy into our play together. We use standardised assessments to establish baseline developmental levels and review progress.

There are several reasons for this... The 15-year-old may have interests that are younger than their chronological age. We can engage children more quickly and effectively if we use their interests in our sessions. We have a short period of time to work with the child towards their therapeutic goals, so engagement is key! 😁 As a trauma informed practice, we consider the stage of a child’s development in our intervention which informs our therapy practices for that individual.

Yes. Play Partners child safe environments policy was written to demonstrate our strong commitment to the safety of children and young people and to establish and maintain child safe, and child friendly environments.

Quite possibly. It depends on whether they're in an individual’s NDIS plan. We are engaged by the parent/carer/participant to support the NDIS participant goals that have been identified by the parent/carer/participant in collaboration with an NDIS planner. Sometimes these goals align with school/education goals, and sometimes they don’t. We believe best outcomes for everyone occur when we all work together. Case conferencing is a great way to support working together, and we're happy to facilitate case conferences where all providers work collaboratively.

The NDIS take their definition of 'Assistive Technology' from the World Health Organisation, which deems “any device or system that allows individuals to perform tasks they would otherwise be unable to do, or increases the ease and safety with which tasks can be performed."

The NDIS categorise Assistive Technology into four levels: Level 1 (basic): Low-cost, low-risk, and participants will mostly identify and source this themselves. Examples include: nonslip bathmats, large print labels, doorbells, etc. Level 2 (standard): Typically ‘off the shelf’ Assistive Technology that many participants can test and trial before making a final choice. Examples include: bath seat, handrails, ramps, etc. Level 3 (specialised): Similar to Level 2, however it often requires modification to suit the needs of the participant. Examples include: desktop electronic magnification, home modifications such as bathroom adaptions and pressure mattresses, etc. Level 4 (complex): Custom made or ‘off the shelf’ but configured uniquely for the individual. Examples include: cochlear implant speech processors, complex home modifications that require major structural change, etc

The NDIS states: “Low cost and low risk items (Level 1) do not need a form to be sent into the NDIS. Participants with Assistive Technology funded supports in their plan can seek advice and buy it themselves." "Supply of Levels 2 – 4, require an appropriate assessment form which needs to be completed by or with the oversight of an Assistive Technology Assessor with suitable experience in that Assistive Technology." "Some Assistive Technology will need greater consideration due to particular participant, or environmental issues.”

Absolutely! Play Partners receives many requests for support letters for low-risk items to be purchased with funds allocated to the assistive technology part of an NDIS plan. As allied health providers, we are required to assess whether the item requested fits within the NDIS funding framework and provide clinical justification for purchase of the item.