Is there a way to make the process simple? Perhaps a clear roadmap which outlines the steps and provides direction on how to satisfactorily achieve them.
The plan we have in place for our son is very specific on the types of supports/materials we can access. We have found that there are often items/activities that he would benefit from however they are not funded. These include things such as group lessons/activities (swimming lessons in particular). We also find the prices charged supports that we do access (speech pathology, occupational therapy) are unreasonably high. We feel providers are taking advantage of NDIS and raising service costs.
A difficult question as no two participants are the same. We have found that the needs of our son continue to change as he gets older and what we would have thought we be 'reasonable and necessary' at the beginning of the journey is quite different now. Each item should be considered on merit and an understanding that the participants individual complexities may have evolved needs to also be a consideration.
Our son has support funding through his school however the level of commitment is very different from that which we manage personally through NDIS. There needs to be some way to integrate the two supports. Our son is funded for almost 6 hours a day one-on-one support at school however, he doesn't receive it as workers are sharing the time across multiple students. Students whose parents have neglected to chase appropriate support funding or students who missed out on funding applications. I want to know that my son is getting the full one-on-one support he needs at school and would like to see NDIS assist with this. Not sure how though - sorry.
That said, the process for early childhood support applications is notoriously difficult and I can see why some parents/carers are unable or unwilling to navigate the system. Again, it needs to be simplified. An easy step-by-step process with details of exactly how to satisfactorily achieve each step.
We have found the prices charged for support services that we do access (speech pathology, occupational therapy) are unreasonably high. We feel providers are taking advantage of NDIS and raising service costs.
If these costs were monitored/capped then participants would be able to access a higher volume of service.
Is there a comparison of what a service charges a private client versus a client who is NDIS funded?
We are in the dark here - we have no way of measuring our son's progression apart from our personal interactions with him. Although it isn't about him being 'normal', we would like to be able to assess where he is situated against what is considered average for a child of his age. Is this data available to us?
We are currently in discussions with our sons school about whether or not it is a good idea to keep him back a year. The feedback we have received is that his social ties are more important than academic! We are concerned that due to this position, our son is going to find himself isolated and/or unable to secure/retain employment. The attitude of the school appears to be widespread and has been (so we are told) exacerbated from the lock-downs during COVID and this disruption to all students.
Is there are way NDIS can assist with ensuring students who are struggling and having difficultly academically to improve. Perhaps in school assistance?
A clear step-by-step guide of the entire process. Troubleshooting guides. Assistance on how to complete each step.
We find the prices charged for support services that we do access (speech pathology, occupational therapy) are unreasonably high. We feel providers are taking advantage of NDIS and raising service costs.