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This resource is part of:
Unit Teaching Holocaust and Human Behaviour (UK)
You're exploring:
Lesson 1 Introducing the Unit (UK)
Lesson 2 Exploring Identity (UK)
Lesson 3 Single Stories (UK)
Lesson 4 Universe of Obligation (UK)
Lesson 5 The Roots and Impact of Antisemitism (UK)
Lesson 6 The Weimar Republic (UK)
Lesson 7 The Rise of the Nazi Party (UK)
Lesson 8 Dismantling Democracy (UK)
Lesson 9 Youth in Nazi Germany (UK)
Lesson 10 Kristallnacht (UK)
Lesson 11 Race and Space (UK)
Lesson 12 The Holocaust - Bearing Witness (UK)
Lesson 13 The Holocaust - The Range of Responses (UK)
Lesson 14 Justice and Judgement after the Holocaust (UK)
Lesson 15 How Should We Remember? (UK)
Introducing the Unit (UK)
Students will come together as a community of learners to develop a contract that establishes a safe, but challenging environment in their classroom.
This resource is intended for educators in the United Kingdom.
English — UK
One 50-min class period
Human & Civil Rights
Preparing to Teach
Materials & Downloads
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About This Lesson
The purpose of this first lesson is to help the class develop an environment that is conducive to learning and sharing: a reflective classroom community.
Throughout this unit, students will be talking about sensitive topics, such as prejudice and discrimination, and how those concepts have impacted historical events and students' own lives. When students feel empowered to contribute honestly and wrestle with multiple perspectives besides their own, such discussions can be positive and even life-changing.
Prior to exploring the historical case study of this unit, the collapse of democracy in Germany and the steps leading up to the Holocaust, it is important that students and teachers spend some time establishing and nurturing classroom rules and expectations of respect and open-mindedness. These 'habits of behaviour' will equip students with the skills to engage with each other in important and sometimes uncomfortable conversations.
In this lesson, you will review the classroom rules you may have already established, as well as create new norms and expectations generated by the students themselves. While we urge you to consider the language and expectations that are most appropriate for your classroom context, the lesson and PowerPoint provide examples of the kinds of classroom norms Facing History and Ourselves teachers have used to support a reflective classroom community.
What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today?
How can we create a class that is both safe and challenging?
How can we create an environment in which everyone is willing to take risks, test ideas, and ask questions?
This lesson is designed to fit into one 50-min class period and includes:
4 teaching strategies
1 PowerPoint
1 handout, available in English and in Spanish
1 reading, available in English and in Spanish
1 suggested homework
Additional Context & Background
Facing History conceives of its programme as a journey, one that provides a unique and engaging way for students to study history and the world around them. As one student remarked,
Something about our Facing History class felt different. We were studying the very things I was afraid of: being singled out, teased, and bullied; stereotyping; neighbours against neighbours in Nazi Germany. Students couldn't react angrily to how people treated each other in history and then turn around and do these very things to me.
By helping students develop as moral philosophers, critical consumers of information, and active citizens, we hope to change the way they see themselves as individuals in a larger society.
It takes a particular kind of learning environment to help students achieve these objectives. A reflective classroom community is a place where students are encouraged to voice their own opinions – even when their ideas are unpopular – and to listen actively to others; to treat different perspectives with patience and respect; and to recognise that there are always more perspectives and there is always more to learn. Psychologist John Amaechi explains:
Teachers have to create this emotional space where it is safe but challenging, where people can be themselves, where people can take chances and fail, where people can tell stories about themselves and reveal things about themselves without risk of derision, without fear of being marginalised. Without safety, there is nothing, there is no learning. 1
Journal writing is also an integral part of the unit. See the teaching strategy Journals for important suggestions about how to incorporate journals.
The habits of behaviour found in a reflective classroom community – attentive listening to diverse viewpoints, voicing clear ideas, and raising relevant questions – not only help students deeply understand historical content but also require them to practise skills essential for their role as engaged citizens. Philosopher John Dewey believed that classrooms are not the training grounds for future democratic action, but rather places where democracy is already enacted. Professor Diane Moore has argued that 'encouraging students to take themselves seriously and inspiring in them the confidence to do so are two of the most important roles of an educator in a multicultural democracy'. 2
These characteristics may be helpful in teaching many different units of study, but they are essential to teaching in a Facing History classroom.
1Quoted from the Facing History video John Amaechi Discusses Identity.
2 Diane Moore, Overcoming Religious Illiteracy: A Cultural Approach to the Study of Religion in Secondary Education (New York: Palgrave, 2006), 11.
Teaching Strategy
Journals in a Facing History Classroom
A Note to Teachers
Before you teach this lesson, please review the following guidance to tailor this lesson to your students' contexts and needs.
Teaching Note 1
Facing History Journals
Journals are an integral means of participation in the unit for each student. See the teaching strategy Journals for important suggestions about how to incorporate them into the unit.
Typically, student journals are not considered public for the entire class to read. However, informally reviewing students' journal entries can help you know the questions that are on students' minds about this unit and can be a place for individual conversations between you and each student. Doing this can also help you correct any misconceptions about what students are learning. If you choose to review students' journals periodically, it is important to inform them (and remind them throughout the unit) that you plan to do so.
The Facing History Classroom Contract
Facing History teachers have found that useful class contracts typically include several clearly defined expectations as well as logical consequences for those who do not fulfil their obligations as members of the classroom community.
There are many ways to facilitate the development of a classroom contract, and we suggest one method in the Activities section of this lesson. You also might revisit your current classroom contract, if the class has already created one, to determine whether the group wants to make any changes to the existing contract after finishing the Letter to Students and participating in the journal activity.
The contract should be considered a living document that can be returned to or altered at any time. For this reason, you may want to structure time to return to the contract at strategic points throughout the unit – for instance, to preface a particularly emotionally charged reading or in-class activity.
Letter to Students (UK)
Previewing Vocabulary
The following are key vocabulary terms used in this lesson:
Add these words to your Word Wall, if you are using one for this unit, and provide the necessary support to help students learn these words as you teach the lesson.
Word Wall
Classroom-ready PowerPoint Slides
Each lesson in this unit includes a PowerPoint of student-facing slides.
The PowerPoints are intended to be used alongside, and not instead of, the lesson plans because the latter include important rationales, context, and detailed activity instructions that teachers should familiarise themselves with before teaching the lesson.
The PowerPoints include basic content and student-facing prompts from the lesson plans but are minimally designed because we expect teachers to adapt them to fit the needs of their students and class.
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Introduce the Unit
Start by explaining to students that they are about to begin a unit called Holocaust and Human Behaviour. Write this title on the board. Ask students what they may already know about the Holocaust. You can also challenge students to answer why they think it is important to study the Holocaust.
Pass out a Journal to each student. This is an appropriate time to establish the expectation that journal responses do not have to be shared publicly. Give students this definition of the Holocaust and ask them to write it in their journals:
The catastrophic period in the twentieth century when Nazi Germany murdered 6 million Jews and millions of other civilians (including Roma and Sinti, disabled people, homosexuals, Jehovah's Witnesses, Poles, and prisoners of war), in the midst of the Second World War.
Pass out the reading Letter to Students. You might choose to adapt this letter to become your own version instead of using the one we have provided. Either way, read aloud the letter as a group, as students highlight any words or phrases that stand out to them.
Ask students to react to the Letter to Students (or your own letter) in their journals. Specific questions you can use to prompt students' writing and prepare them for the contracting activity include:
What does it mean to have to use both your head and your heart while learning?
What does it mean for a classroom to be a 'community of learners'? In what ways does your classroom feel like a community of learners?
What might help it feel more like a community of learners?
Debrief the journal prompts. To help students understand the idea of using both head and heart while learning, draw a blank head and blank heart on the board. Ask students to brainstorm what words might fill the diagram for 'head learning' and the one for 'heart learning'. For example, students might suggest words like events, facts, or vocabulary for head learning and relationships, morals, or connections for heart learning.
Transition to the class contract by explaining that in this class, you will ask students to think about history both from an intellectual ('head') angle and from a more emotional or ethical ('heart') angle.
Create a Class Contract
Remind students that they will be learning about different stories in the classroom and engaging in challenging discussions that might spark debate and disagreement in the group. In preparation, they will need to establish norms and expectations for behaviour that will allow everyone to feel as if they can voice their ideas, pose questions without fear of ridicule, and be heard by others.
Explain that in order to create and maintain this kind of safe and brave space, they will be working together to develop a classroom contract.
Ask students to define contract, to share ideas about the purpose of contracts and the types of things they can protect, and to define a norm.
Review the definition of contract. Make sure students understand that a contract implies that all parties have a responsibility to uphold an agreement. You might have students give examples of situations where people create and sign contracts.
Then define and discuss norm: 'a principle of right action binding upon the members of a group and serving to guide, control, or regulate proper and acceptable behaviour.' 3 Have students make connections between the two terms.
Next, to prepare students to develop a class contract, ask them to reflect on their experiences as students in a classroom community. Pass out the handout Classroom Experience Checklist, and ask students to complete it individually.
Then ask table groups of students to work together to write rules or expectations for the classroom community.
Project the following sample Facing History Classroom Expectations on the board to help them get started:
Listen with respect. Try to understand what someone is saying before rushing to judgement.
Make comments using 'I' statements.
This class needs to be a place where we can take risks in the questions we ask, perspectives we share, and connections we make. If you do not feel safe making a comment or asking a question, write the thought in your journal. You can share the idea with your teacher first and together come up with a safe way to share the idea with the class.
If someone says something that hurts or offends you, do not attack the person. Acknowledge that the comment – not the person – hurt your feelings and explain why.
Share the talking time – provide room for others to speak.
We all have a role in creating a space where people can share ideas, their questions, and their confusion honestly.
Invite students to discuss each of the sample items on the board and decide whether they should adopt it in their class contract, modify it, or omit it. Have each group select three items from the list (or create their own) to share with the class.
We suggest keeping the final list brief (e.g. three to five items) so that the norms can be easily published in a visible place in the classroom and remembered. As groups present, organise their ideas by theme. If there are any tensions or contradictions in the expectations that have been suggested, discuss them as a class. While the process is inclusive of students' ideas, ultimately it is the teacher's responsibility to ensure that the ideas that make it into the final contract are those that will best nurture a safe learning environment.
Finally, discuss with students what they think should happen when someone violates one of the norms in the contract. It may be useful to help students distinguish between school and classroom rules and the community norms outlined in the class contract. When rules are broken, adults will often need to respond. But the students themselves should outline potential responses for rebuilding the community after an individual breaks with the norms in the class contract.
After the class has completed its contract, reaching consensus about rules, norms, and expectations, it is important for each student to signal his or her agreement. Students can do so by copying the contract into their journals and signing the page. If there is no time, the teacher can create printed contracts or a poster to be signed in the next class period.
Finally, ask students to write one question that they would like to explore and find the answer to during their study of this unit on a sticky note and post to the wall.
3 'Norm' (dictionary entry), Merriam-Webster.com, accessed 23 June 2018.
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Materials and Downloads
These are the handouts, available in English and Spanish, that students use throughout Introducing the Unit (UK) lesson plan.
Download the Files
Classroom Experience Checklist
Ask students to reflect on their experiences as students in a classroom community as preparation for creating a classroom contract. View a Spanish language version of this handout.
Classroom Experience Checklist (En Español)
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Slides | Introducing the Unit
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Explore the Materials
These are the readings, videos, and images, available in English and Spanish, that students use throughout the Introducing the Unit (UK) lesson plan.
Read aloud this letter with your class before you embark on the unit Teaching Holocaust and Human Behavior.
Exploring Identity (UK)
Students identify the social and cultural factors that help shape our identities by analysing a story and creating personal identity charts.
Resources for Civic Education in Massachusetts
Explore resources that meet the Massachusetts History and Social Science Framework.
The Holocaust - Bearing Witness (UK)
Students are introduced to the enormity of the crimes committed during the Holocaust and look closely at stories of a few individuals who were targeted by Nazi brutality.
The Holocaust - The Range of Responses (UK)
Students deepen their examination of human behaviour during the Holocaust by analysing and discussing the range of choices available to individuals, groups, and nations.
How Should We Remember? (UK)
Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
Justice and Judgement after the Holocaust (UK)
Students grapple with the meaning of justice and the purpose of trials as they learn how the Allies responded to the atrocities of Nazi Germany.
The Roots and Impact of Antisemitism (UK)
Students explore the long history of discrimination against Jews and come to understand how anti-Judaism was transformed into antisemitism in the nineteenth century.
Single Stories (UK)
Students examine the human behaviour of applying categories to people and things, gaining an understanding of 'single stories' and stereotypes.
Universe of Obligation (UK)
Students learn a new concept, universe of obligation, and use it to analyse the ways that their society designates who is deserving of respect and protection.
Teaching Holocaust and Human Behaviour (UK)
Lead your students through a detailed and challenging study of the Holocaust that asks what this history can teach us about the power and impact of choices.
Resources for Civic Education in California
Explore resources that meet the California History–Social Science Framework standards.
Genocide under the Cover of War
Students learn about the events and choices of the Armenian Genocide and explore the consequences of the genocide from the perspective of survivors.
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Best Ji Chang-Wook K-dramas To Watch | TheReviewGeek Recommends
17/07/2022 30/05/2022 by Christine Kinori
Magical K-Dramas To Check Out
Ji Chang-Wook is one of the notable names in the Korean entertainment industry . He rose to fame after his 2010 appearance in the hit drama Smile Again . His star has continued to shine over the years with every drama he has done. His portfolio is a true showcase of his talent and versatility as an actor. Here are a list of his must-watch dramas:
The Sound of Magic (2022)
This is an amazing Netflix k-drama. It tells the story of Yoon Ah-Yi and Na II-deung who face great pressure in their life. They later take on a magical experience with the magician Rieul (Ji Chang) giving their life a new perspective that is full of new hopes and dreams through the magic words "Annarasumanara."
If you are looking for a touchy and sensational movie, the sound of magic is your best pick. Directed by Kim Sung-youn, written and illustrated by Ha II-Kwon. The series premiered on May 6.
Lovestruck in the City (2020)
As the name suggests, the series is a love story. A passionate architect meets a free-spirited young woman who steals his heart and later reconnects in the streets of Seoul. The love tale is of six people telling their dating life and how love tore their lives.
Finding love again from the heartbreak in the city. They discover love while navigating their life in the city. The moments with Ji Chang-Wook and Kim Ji-won are the description of love at first sight. A drama with unique storytelling and an interesting flashback. Directed by; Jung Hyun-Jung and Park Shin-woo.
Backstreet Rookie (2020)
From the director of "The Fiery priest", Lee Myeong-wu. The South Korean television series centers on a 29-year-old cute store manager (Choi Dae Hyun) and his employer, once a troublemaker (Saet Byeol).
He is a little weird and clumsy but still makes women turn at his sight. The 24-hour events stir up a romantic story between the two. The role reversal between Ji Chang-Wook and Kim Yoo-Jung is an interesting action role. Heartwarming moments with funny scenes in the movie are something to look forward to.
Melting Me Softly (2019)
A heart-melting romance. This is a story of two who embark on a legendary human project for a variety show that leaves them frozen for 20 years instead of 24 hours. To survive the effects of the experiment, they must follow specific restrictions and conditions to survive. The two still have ongoing chemistry even after their experience.
They live their life trying to recover the 20 years lost. The kind of love that melts the heart frozen for two decades. The story between Ji Chang-Wook and Won Jin Ah is an amazing drama. Their chemistry is love-approved.
Suspicious Partner (2017)
Many consider this drama one of Ji Chang-Wook's best works. In this legal thriller, Ji Chang-Wook plays a prosecutor who has to defend his intern who becomes a prime suspect in a murder case. He falls in love with his intern and they work together to find the real culprit and clear her name. The chemistry between the leads makes this a must-watch and entertaining.
The K2 (2016)
A mercenary soldier known as K2 turns into a fugitive when he is wrongfully accused of killing his girlfriend in Korea. He finds his way back to Korea, where he is employed as a bodyguard in exchange for the resources he needs to get his revenge. While planning his revenge, he gets involved with a woman who is the secret daughter of a presidential candidate, and starts developing feelings for each other. Apart from the amazing love scenes, the movie has exquisite action scenes.
Healer (2014-2015)
This is one of the best action K-dramas and Ji Chang-Wook doesn't fail to deliver in the intense fighting scenes. The drama also stars Park Min-young who plays the role of a failed internet reporter, she falls in love with Seo Jung-hu, a mysterious criminal healer. Together, they work to uncover a past secret and fall in love in the thrilling process.
Empress Ki (2013-2014)
This is a historical K-drama that tells the story of a woman born in Korea who navigates her way through love, war, politics, and national loyalties to become a powerful empress in China's Yuan dynasty. To achieve her political ambitions she gives up her first love and marries the emperor of the Yuan dynasty to become a Yuan empress.
And there we have it, our list of the best Ji Chang-Wook dramas and movies of all time!
What do you think of our list? Have we included your favourites? Or have we missed any must-watch dramas? We love to hear from you so do feel free to let us know in the comments below.
Check Out More Of Our K-Drama Content here!
Categories Articles, TV Shows Tags articles, Hyun Bin, kdrama, kdrama actor, tv shows
1 thought on "Best Ji Chang-Wook K-dramas To Watch | TheReviewGeek Recommends"
I cannot understand why a great actor like JCW agreed to the part in Bacstreet Rookie he deserves so much better. Why did he agree to it?

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Planning Operational Guideline - Deciding to include supports in a participant's plan
10. Deciding to include supports in a participant's plan
Before including any general support or reasonable and necessary support in a participant's plan, the NDIA must be satisfied that:
the support complies with the general criteria for supports, outlined in rule 5.1 of the Supports for Participants Rules;
the support does not fall within a category of supports that will not be funded or provided under rule 5.3 of the Supports for Participants Rules;
the support will assist the participant to pursue the goals, objectives and aspirations included in the participant's statement of goals and aspirations (section 34(1)(a));
the support will assist the participant to undertake activities, so as to facilitate the participant's social or economic participation (section 34(1)(b));
the support represents value for money in that the costs of the support are reasonable, relative to both the benefits achieved and the cost of alternative support (section 34(1)(c));
the support will be, or is likely to be, effective and beneficial for the participant, having regard to current good practice (section 34(1)(d));
the funding or provision of the support takes account of what it is reasonable to expect families, carers, informal networks and the community to provide (section 34(1)(e)); and
the support is most appropriately funded or provided through the NDIS, and is not more appropriately funded or provided through other service systems (section 34(1)(f)).
When deciding to include supports in a participant's plan, the NDIA will also have regard to:
the objects and general principles of the NDIS Act, including the need to ensure the financial sustainability of the NDIS;
the specific principles relating to plans;
the other considerations which may apply when including proposed supports in a participant's plan; and
depending on the type of support being considered, refer to the additional guidance on specific types of supports.
See also approving the statement of participant supports.
10.1 What are the general criteria for supports?
The general criteria for supports provide that a support will not be provided or funded under the NDIS if:
the support is likely to cause harm to the participant or pose a risk to others (rule 5.1(a) of the Supports for Participants Rules);
the support is not related to the participant's disability, for example it is expected that the NDIA will generally not fund household items that are not related to a participant's functional limitations and would normally be purchased by any person, i.e. general household furniture or appliances (rule 5.1(b) of the Supports for Participants Rules);
the support duplicates other supports delivered under alternative funding through the NDIS (rule 5.1(c) of the Supports for Participants Rules); or
the support relates to day-to-day living costs, for example rent, groceries or utility fees that are not attributable to a participant's disability support needs (rule 5.1(d) of the Supports for Participants Rules).
Note, day-to-day living costs do not include:
additional living costs that are incurred by a participant solely and directly as a result of their disability support needs, for example specialised food that relates specifically to a participant's disability (rule 5.2(a) of the Supports for Participants Rules); or
costs that are ancillary to another support that is funded or provided under the participant's plan, and which the participant would not otherwise incur, for example additional utility costs incurred by a participant due to operating an assistive technology device (rule 5.2(b) of the Supports for Participants Rules).
A further example of an additional living cost incurred by a participant solely and directly as a result of their disability could be the cost of transport to and from community access support (see JQJT and NDIA [2016] AATA 478 at [36] ).
10.2 Which supports will not be funded or provided under the NDIS?
The following supports will not be provided or funded under the NDIS:
a support which, if provided, would be contrary to:
a law of the Commonwealth (rule 5.3(a)(i) of the Becoming a Participant Rules); or
a law of the State or Territory in which the support would be provided (rule 5.3(a)(ii) of the Becoming a Participant Rules); and
a support that consists of income replacement (rule 5.3(b) of the Becoming a Participant Rules).
10.3 Will the support assist a participant to pursue their goals, objectives and aspirations?
Before any support is added to a participant's plan, the NDIA must be satisfied that the support will assist the participant to pursue the goals, objectives and aspirations included in the participant's statement of goals and aspirations (section 34(1)(a)).
This requirement will be satisfied where the NDIA is able to identify a clear and direct link between the support to be funded, or provided, and one or more of the goals outlined in the participant's statement of goals and aspirations.
For example, where the NDIA is considering funding individualised assistance to support a participant to transition to employment, it would be necessary for the participant to have expressed a goal relating to finding, securing or maintaining employment or improving their capacity to find work or employability.
It is important to note that the NDIA does not need to be satisfied that the funding, or provision of a support, will specifically result in the achievement of a participant's goals, objectives and aspirations. Rather, the support simply needs to assist (i.e. aid, support or contribute) the participant to achieve their goals.
10.4 Will the support assist the participant to undertake activities so as to facilitate their social and economic participation?
Before any support is added to a participant's plan, the NDIA must also be satisfied that the support will assist the participant to undertake activities so as to facilitate the participant's social and economic participation (section 34(1)(b)).
This requirement is consistent with the objects of the NDIS Act, and the functions of the NDIA that relate to supporting the independence, and social and economic participation of people with disability (sections 3(c) and 118(a)(i)).
Whether or not the funding, or provision of a support itself, will facilitate a participant's social and economic participation is not the test. Rather, the NDIA must be satisfied that the funding, or provision of a support, will assist the participant to undertake activities which will facilitate their social and economic participation.
For example, the funding of a guide dog for a visually impaired participant is likely to assist the participant to undertake activities associated with mobility (i.e. safely leaving the home and travelling to and from the workplace) which would, in turn, facilitate the participant's participation in the workforce.
10.5 Does the support represent value for money?
Before any support is added to a participant's plan, the NDIA must also be satisfied that the support represents value for money in that the costs of the support are reasonable as compared to the benefits achieved and the cost of alternative support (section 34(1)(c)).
When deciding whether a support represents value for money, the NDIA must consider the following matters:
whether there are comparable supports which would achieve the same outcome at a substantially lower cost (rule 3.1(a) of the Supports for Participants Rules);
whether there is evidence that the support will substantially improve the life stage outcomes for, and be of long‑term benefit to, the participant (rule 3.1(b) of the Supports for Participants Rules);
whether funding or provision of the support is likely to reduce the cost of the funding of supports for the participant in the long term. For example, some early intervention supports may be value for money given their potential to avoid or delay reliance on more costly supports (rule 3.1(c) of the Supports for Participants Rules);
for supports that involve the provision of equipment or modifications:
the comparative cost of purchasing or leasing the equipment or modifications (rule 3.1(d)(i) of the Supports for Participants Rules); and
whether there are any expected changes in technology or the participant's circumstances in the short-term that would make it inappropriate to fund the equipment or modifications (rule 3.1(d)(ii) of the Supports for Participants Rules);
whether the cost of the support is comparable to the cost of supports of the same kind that are provided in the area in which the participant resides (rule 3.1(e) of the Supports for Participants Rules); and
whether the support will increase the participant's independence and reduce the participant's need for other kinds of supports. For example, some home modifications may reduce a participant's need for home care (rule 3.1(f) of the Supports for Participants Rules).
The NDIA will consider value for money both in the context of the relative expense of different supports available to achieve the same goal, and in the context of whether investments in supports will represent value for money over time.
For example, where an investment in early intervention supports is likely to reduce a participant's overall support needs over time, the NDIA may consider that the support represents value for money as an early investment (even where that value may be realised over the period of several plans).
In applying the value for money criteria in the NDIS Act and Supports for Participants Rules, the NDIA will, to the extent is permissible under the NDIS Act and Rules, consider the cost of any available in-kind supports and the impact on the sustainability of the NDIS if supports which are already available in-kind are instead purchased by paying cash.
The NDIA is considerate of the fact that funding supports that do not represent value for money has the potential to undermine the financial sustainability of the NDIS (section 3(3)(b)).
For example, where assistive technologies and certain types of aids and equipment are being considered, it is expected the NDIA will generally only fund the minimum necessary or standard level of support required (i.e. a wheelchair with standard specifications and features, as opposed to funding additional items such as bespoke wheels or other luxury finishes).
Home modifications, as a further example, would generally only be considered where the home to be modified is the participant's principal place of residence and the participant intends to remain living at the premises. Other value for money considerations in this instance would relate to the length of a tenancy agreement for participant's who are renting, whether the outcomes expected to be achieved by home modifications could be achieved using less costly alternatives or whether supporting a participant with the cost of relocating to more accessible premises would be a more cost effective solution.
A support will not represent value for money if the NDIA cannot be confident of the associated benefit/s which are likely to be achieved for the participant, especially where a reliable means of measuring any benefits is lacking (see TKCW and NDIA [2014] AATA 501 at [78] ) (external).
10.6 Is the support effective and beneficial having regard to current good practice?
Before any support is added to a participant's plan, the NDIA must also be satisfied that the support will be, or is likely to be effective and beneficial to the participant, having regard to current good practice (section 34(1)(d)).
The NDIS Act does not define 'effective' or 'beneficial' but they are ordinary words that should be given their ordinary meaning (i.e. effective meaning having a definite or desired effect; efficient and beneficial meaning advantageous; having benefits; improving the health) (see McCutcheon and NDIA [2015] AATA 624 at [34] ) (external).
The term 'current good practice' means a practice which, even if not widely used, is recognised by sufficient numbers of practitioners as being based on sound evidence (see TKCW and NDIA [2014] AATA 501 at [70] ) (external).
When deciding whether a support will be, or is likely to be, effective and beneficial for the participant, having regard to current good practice, the NDIA must consider the available evidence of the effectiveness of the support for others in like circumstances.
This evidence may include:
published and refereed literature and any consensus of expert opinion (rule 3.2(a) of the Supports for Participants Rules);
the lived experience of the participant or their carers (rule 3.2(b) of the Supports for Participants Rules); or
anything the NDIA has learnt through delivery of the NDIS (rule 3.2(c) of the Supports for Participants Rules).
In deciding whether the support will be, or is likely to be, effective and beneficial for a participant, having regard to current good practice, the NDIA must also take into account, and if necessary seek, expert opinion (rule 3.3 of the Supports for Participants Rules).
The Supports for Participants Rules do not limit the kind of evidence that may be relevant, and nor do they suggest that more weight should be given to any kind of evidence over another. However, the Rules do indicate that expert opinion may be particularly relevant.
Also, the participant's lived experience (i.e. their first-hand knowledge, experience and understanding of their conditions and various treatments) will inevitably be subjective, however, this does not mean that it is of limited probative value. How much weight 'lived experience' should be given will depend on all of the available evidence. Where lived experience is consistent with reliable, relevant, independent evidence, it will likely be given a good deal of weight. Where it is at odds with other evidence, it may be given less weight. Where reliable, relevant independent evidence is lacking, evidence of 'lived experience' may be particularly important (see McCutcheon and NDIA [2015] AATA 624 at [86] ) (external).
Whether or not there is unarguable evidence of the benefits of a proposed support is not the test of whether a support is likely to be effective and beneficial having regard to current good practice. Rather, the NDIA will need to be satisfied that there is evidence, even if anecdotal, from a sufficient number of qualified experts, of positive outcomes in a sufficient number of people. Emerging signs of positive outcomes in isolation will not be sufficient (see TKCW and NDIA [2014] AATA 501 at [74] and [75] ) (external).
A support may be effective and beneficial where the desired effect or benefit achieved is to maintain a participant's level of functioning (as opposed to effecting any long-term change in the disability itself) at a level which enables the person to engage in social and economic activities to the extent they are able to engage (see McCutcheon and NDIA [2015] AATA 624 ) (external).
Importantly, whilst one of the objects of the NDIS Act is to promote the provision of high quality and innovative supports (section 3(g)), innovation, of itself, does not displace the requirement that a support must be effective and beneficial, having regard to current good practice (see TKCW and NDIA [2014] AATA 501 at [71] ) (external)
This requirement also reflects the need to have regard to the financial sustainability of the NDIS which is likely to be undermined if funding for supports whose effectiveness and benefits are largely unknown, especially where a reliable means of measuring the benefits of a support in a single case is lacking (see TKCW and NDIA [2014] AATA 501 at [76] ) (external) and (section 3(3)(b)).
10.7 Does the funding of the support take into account what is reasonable to expect others to provide?
Before any support is added to a participant's plan, the NDIA must also be satisfied that the funding or provision of the support takes into account what is reasonable to expect families, carer's, informal networks or the community to provide (section 34(1)(e)).
For a participant who is a child, the NDIA must consider:
that it is normal for parents to provide substantial care and support for children (rule 3.4(a)(i) of the Supports for Participants Rules);
whether, because of the child's disability, the child's care needs are substantially greater than those of other children of a similar age (rule 3.4(a)(ii) of the Supports for Participants Rules);
Note, what is reasonable for others to provide in respect of a particular support should be considered in light of the support they have to provide the child generally because of his or her disability (see JQJT and NDIA [2016] AATA 478 at [39] ) (external).
the extent of any risks to the wellbeing of the participant's family members or carer or carers (rule 3.4(a)(iii) of the Supports for Participants Rules); and
whether the funding or provision of the support for a family would improve the child's capacity or future capacity, or would reduce any risk to the child's wellbeing (rule 3.4(a)(iv) of the Supports for Participants Rules).
For a participant who is an adult, the NDIA must consider:
the extent of any risks to the wellbeing of the participant arising from the participant's reliance on the support of family members, carers, informal networks and the community (rule 3.4(b)(i) of the Supports for Participants Rules);
the suitability of family members, carers, informal networks and the community to provide the supports that the participant requires, including such factors as:
the age and capacity of the participant's family members and carers, including the extent to which family and community supports are available to sustain them in their caring role (rule 3.4(b)(ii)(A) of the Supports for Participants Rules);
the intensity and type of support that is required and whether it is age and gender appropriate for a particular family member or carer to be providing that care (rule 3.4(b)(ii)(B) of Supports for Participants Rules); and
the extent of any risks to the long term wellbeing of any of the family members or carers. For example, a child should not be expected to provide care for their parents, siblings or other relatives or be required to limit their educational opportunities (rule 3.4(b)(ii)(C) of the Supports for Participants Rules); and
the extent to which informal supports contribute to or reduce a participant's level of independence and other outcomes (rule 3.4(b)(iii) of the Supports for Participants Rules).
For all participants, the NDIA must also consider:
the desirability of supporting and developing the potential contributions of informal networks within their communities (rule 3.4(c) of the Supports for Participants Rules).
The community has general expectations about the supports which could be reasonably provided by family or primary care givers. The NDIS may fund supports that are needed as a direct result of a participant's disability, but is not intended to displace the ordinary role of parents, families and carers.
The ongoing capacity of family and carers is critical to the wellbeing of some participants. The amount and intensity of support required, and other factors, such as illness and ageing, can place a carer's wellbeing at risk and compromise their capacity to continue in their caring role.
The NDIA understands that sustaining informal support (for example, by providing respite) can be an integral component of meeting a participant's needs and will aim to increase the participation of participant's within the context of their families and existing support networks.
See also sustaining informal supports.
10.8 Is the support most appropriately funded or provided through the NDIS?
Before any support is added to a participant's plan, the NDIA must also be satisfied that the support is most appropriately funded or provided through the NDIS, and is not more appropriately funded or provided through other general systems of service delivery or support services offered by a person, agency or body, or systems of service delivery or support services offered:
as part of a universal service obligation; or
in accordance with reasonable adjustments required under a law dealing with discrimination on the basis of disability (section 34(1)(f)).
Whether or not funding is available through other general systems is not the test of whether a support is most appropriately funded or provided under the NDIS.
For example, the fact that the health system does not fund entirely, or even at all, what is essentially clinical treatment, or some other form of support that is more appropriately funded through the health system, does not make it the responsibility of the NDIS (see Young and NDIA [2014] AATA 401 at [41] ) (external).
This principle reflects the statement of the Productivity Commission in its 2011 report (external), which states that:
"it will be important for the NDIS not to respond to problems or shortfalls in mainstream services by providing its own substitute services. To do so would weaken the incentives of government to properly fund mainstream services for people with a disability, shifting the cost to another part of government ... This 'pass the parcel' approach would undermine the sustainability of the NDIS and the capacity of people with a disability to access mainstream services".
The considerations that the NDIA must take into account when deciding whether a support is most appropriately funded through the NDIS, are outlined in Schedule 1 to the Supports for Participants Rules under the following headings:
Health (excluding mental health);
Mental health;
Early childhood development;
Child protection and family support;
School education;
Higher education and vocational education and training;
Employment;
Housing and community infrastructure;
Transport; and
Justice.
The considerations set out under these headings are derived from the Principles to determine the responsibilities of the NDIS and other service systems, agreed to by the Council of Australian Governments.
For the avoidance of doubt, while this information outlines the considerations relevant to whether a support should be considered to be more appropriately provided or funded through another service system, it does not purport to impose any obligations on another service system to fund or provide particular supports.
The information in this section should also be read together with the table located at Appendix 1, which provides further guidance on whether a support is most appropriately funded through the NDIS or by other parties.
In addition, please refer to the section, "what assistance is available where a support is not most appropriately funded by NDIS?"
10.8.1 Health (excluding mental health)
The NDIS will be responsible for supports related to a person's ongoing functional impairment and that enable the person to undertake activities of daily living, including maintenance supports delivered or supervised by clinically trained or qualified health practitioners where these are directly related to a functional impairment and integrally linked to the care and support a person requires to live in the community and participate in education and employment (rule 7.4 of the Supports for Participants Rules).
The NDIS will not be responsible for:
the diagnosis and clinical treatment of health conditions, including ongoing or chronic health conditions (rule 7.5(a) of the Supports for Participants Rules); or
other activities that aim to improve the health status of Australians, including general practitioner services, medical specialist services, dental care, nursing, allied health services (including acute and post-acute services), preventive health, care in public and private hospitals and pharmaceuticals or other universal entitlements (rule 7.5(b) of the Supports for Participants Rules); or
funding time-limited, goal-oriented services and therapies:
where the predominant purpose is treatment directly related to the person's health status (rule 7.5(c)(i) of the Supports for Participants Rules); or
provided after a recent medical or surgical event, with the aim of improving the person's functional status, including rehabilitation or post-acute care (rule 7.5(c)(ii) of the Supports for Participants Rules); or
palliative care (rule 7.5(d) of the Supports for Participants Rules)
supports that are more appropriately funded or provided by the health system
funding medical or clinical services, such as out of pocket expenses, gap payments and private health insurance fees.
NDIA plans are developed to cover the full cost of supports (e.g. physiotherapy or OT services to build function) where these are considered Reasonable and Necessary for the participant. As a result, there should not be a "gap" fee required to be paid.
Participants should not make claims under private health insurance policies for 'Reasonable and Necessary' supports in their plan that the participant will also claim from the NDIS. Participants may choose to use private health insurance to fund services and treatments that will not be funded under their NDIS plan. In the rare cases where a support being delivered may be claimable under either the participant's plan or private health insurance, the participant may choose whether to use NDIS funds or make a claim under their private health insurance, but they cannot make a claim under both in respect to the same support.
10.8.2 Mental Health
The responsibility for which respective general system of service delivery is to take responsibility for different aspects of mental health support is subject to agreement between governments.
The NDIS will be responsible for supports that are not clinical in nature and that focus on a person's functional ability, including supports that enable a person with a mental illness or psychiatric condition to undertake activities of daily living and participate in the community and social and economic life (rule 7.6 of the Supports for Participants Rules).
NDIA plans are developed and approved to cover the full cost of supports (e.g. psychology services) where these are considered Reasonable and Necessary for the participant. The decision as to what capacity building supports or therapy would be deemed reasonable and necessary takes into account the responsibilities of the health system and services already available to the participant.
Once supports are approved in a plan the participant is able to use those supports as described in the plan. Therapy may be described generally (e.g. "Therapy up to the value of $X') in a budget so supports can be used flexibly within that budget or may be described specifically (for example, 1 session of psychology/therapy per week).
10.8.3 Early childhood development
The NDIS will be responsible for personalised supports, specific to a child's disability (or developmental delay), which are additional to the needs of children of a similar age and beyond the reasonable adjustment requirements of early childhood development service providers (rule 7.8 of the Supports for Participants Rules).
The NDIS will be responsible for early interventions for children with disability (or developmental delay) which are:
specifically targeted at enhancing a child's functioning to undertake activities of daily living, but not supports which are specifically for the purpose of accessing a universal service such as school readiness programs that prepare a child for education (rule 7.9(a) of the Supports for Participants Rules); and
likely to reduce the child's future support needs, which would otherwise require support from the NDIS in later years, including through a combination and sequence of supports (rule 7.9(b) of the Supports for Participants Rules).
meeting the early childhood education and care needs of a child with a developmental delay or disability required by children of a similar age, including through inclusion supports that enable children to participate in early childhood education and care settings (rule 7.10(a) of the Supports for Participants Rules); or
supports, which are clinical in nature provided in the health system, including acute, ambulatory or continuing care (rule 7.10(b) of the Supports for Participants Rules); or
new-born follow-up provided in the health system, including child and maternal health services (rule 7.10(c) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether early childhood development supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.4 Child protection and family support
The NDIS will be responsible for:
supports for children, families and carers, required as a direct result of a child's disability, that enable families and carers to sustainably maintain their caring role, including community participation, therapeutic and behavioural supports and additional respite and aids and equipment (rule 7.11(a) of the Supports for Participants Rules); and
where a child is in out-of-home care - supports specific to the child's disability (or developmental delay), which are additional to the needs of children of similar ages, in similar out-of-home care arrangements. The diversity of out-of-home care arrangements is recognised and the level of reasonable and necessary supports will reflect the circumstances of the individual child (rule 7.11(b) of the Supports for Participants Rules).
statutory child protection services required by families who have entered, or are at risk of entering, the statutory child protection system (rule 7.12(a) of the Supports for Participants Rules); or
general parenting programs, counselling or other supports for families, which are provided to families at risk of child protection intervention and to the broader community, including making them accessible and appropriate for families with disability (rule 7.12(b) of the Supports for Participants Rules); or
funding or providing out-of-home care or support to carers of children in out-of-home care where these supports are not additional to the needs of children of similar age in similar out-of-home care arrangements (rule 7.12(c) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether child protection and family supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.5 School education
The NDIS will be responsible for supports that a student requires that are associated with the functional impact of the student's disability on their activities of daily living (that is, those not primarily relating to education or training attainment), such as personal care and support, transport to and from school and specialist supports for transition from school education to further education, training or employment that are required because of the student's disability. Any supports funded by the NDIS will recognise the operational requirements and educational objectives of schools (rule 7.13 of the Supports for Participants Rules).
The NDIS will not be responsible for personalising either learning or supports for students that primarily relate to their educational attainment (including teaching, learning assistance and aids, school building modifications and transport between school activities) (rule 7.14 of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether school education supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.6 Higher education and vocational education and training
Supports for education and training are designed to assist the participant to develop new skills and qualifications and to find and retain employment. The NDIA encourages participants to participate in the Australian labour force to maximum extent they are able to in accordance with their goals, objectives and aspirations.
The NDIS will be responsible for supports that a student requires which are associated with the functional impact of the student's disability on their activities of daily living (that is, those not primarily relating to education or training attainment), such as personal care and support, transport to and from the education or training facility and specialist supports for transition from education or training to employment that are required because of the person's disability (rule 7.15 of the Supports for Participants Rules).
The NDIS will not be responsible for the learning and support needs of students that primarily relate to their education and training attainment (including teaching, learning assistance and aids, building modifications, transport between education or training activities and general education to employment transition supports) (rule 7.16 of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether higher education and vocational education and training supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.7 Employment
supports related to daily living that a person would require irrespective of whether they are working or looking for work (including personal care and support and transport to and from work) (rule 7.17(a) of the Supports for Participants Rules); and
frequent and ongoing supports that assist a person with disability to take part in work where the person has work capacity and is unlikely to be able to find or retain work in the open market, including with the assistance of employment services (rule 7.17(b) of the Supports for Participants Rules); and
individualised assistance to support a person with disability to transition into employment, where these support needs are additional to the needs of all Australians and specifically required as a result of a person's functional impairment, for example training on workplace relationships, communication skills, dress, punctuality and attendance, and travelling to and from work (rule 7.17(c) of the Supports for Participants Rules).
work-specific support related to recruitment processes, work arrangements or the working environment, including workplace modifications, work-specific aids and equipment, transport within work activities and work-specific support required in order to comply with laws dealing with discrimination on the basis of disability (rule 7.18(a) of the Supports for Participants Rules); or
the funding or provision of employment services and programs, including both disability-targeted and open employment services, to provide advice and support to:
people with disability to prepare for, find and maintain jobs (rule 7.18(b)(i) of the Supports for Participants Rules) ; or
employers to encourage and assist them to hire and be inclusive of people with disability in the workplace (for example support, training and resources, funding assistance to help employers make reasonable adjustments, and incentives for hiring people with disability, for example wage subsidies) (rule 7.18(b)(ii) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether employment supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.8 Housing and community infrastructure
supports to assist a person with disability to live independently in the community, including by building their capacity to maintain a tenancy, and support for appropriate behaviour management (rule 7.19(a) of the Supports for Participants Rules); and
home modifications for accessibility for a person in private dwellings (rule 7.19(b) of the Supports for Participants Rules); and
home modifications for accessibility for a person in legacy public and community housing dwellings on a case-by-case basis but not to the extent that it would compromise the responsibility of housing authorities to develop, maintain and refurbish stock that meets the needs of people with disability (rule 7.19(c) of the Supports for Participants Rules); and
user costs of capital in some situations where a person requires an integrated housing and support model and the cost of the accommodation component exceeds a reasonable contribution from individuals (rule 7.19(d) of the Supports for Participants Rules).
the provision of accommodation for people in need of housing assistance, including routine tenancy support and ensuring that appropriate and accessible housing is provided for people with disability (rule 7.20(a) of the Supports for Participants Rules); or
ensuring that new publicly-funded housing stock, where the site allows, incorporates Liveable Housing Design features (rule 7.20(b) of the Supports for Participants Rules); or
homelessness-specific services including homelessness prevention and outreach, or access to temporary or long term housing for participants who are homeless or at risk of homelessness (rule 7.20(c) of the Supports for Participants Rules); or
the improvement of community infrastructure, for example accessibility of the built and natural environment, where this is managed through other planning and regulatory systems and through building modifications and reasonable adjustment where required (rule 7.20(d) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether housing and community infrastructure supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.9 Transport
supports for a person that enable independent travel, including through personal transport-related aids and equipment, or training to use public transport (rule 7.21(a) of the Supports for Participants Rules); and
modifications to a private vehicle (for example not modifications to public transport or taxis) (rule 7.21(b) of the Supports for Participants Rules); and
the reasonable and necessary costs of taxis or other private transport options for those not able to travel independently (rule 7.21(c) of the Supports for Participants Rules).
ensuring that public transport options are accessible to a person with disability, including through the funding of concessions to people with disability to use public transport (rule 7.22(a) of the Supports for Participants Rules); or
compliance of transport providers and operators with laws dealing with discrimination on the basis of disability, including the Disability Standards for Accessible Public Transport 2002 (rule 7.22(b) of the Supports for Participants Rules); or
transport infrastructure, including road and footpath infrastructure, where this is part of a universal service obligation or reasonable adjustment (including managing disability parking and related initiatives) (rule 7.22(c) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether transport supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.8.10 Justice
For the purposes of this section, a person not in custody means a person who is subject to the justice system (including relevant elements of the civil justice system), but is not in a custodial setting (for example, a person on bail, a person under a community based order that places controls on the person to manage risks to the individual or to the community, a former prisoner on parole, or a person in home detention).
A person in custody means a person in a custodial setting, whether on remand or as a result of a sentence or other court order (including in a youth detention and training facility), or in a secure mental health facility.
Transition supports, for a person in a custodial setting, means supports to facilitate the person's transition from the custodial setting to the community that:
are reasonable and necessary; and
are required specifically as a result of the person's functional impairment.
in relation to a person in custody - reasonable and necessary supports on the same basis as all other persons (rule 7.24(a) of the Supports for Participants Rules); and
in relation to a person in custody:
reasonable and necessary supports other than those mentioned above, to the extent appropriate in the circumstances of the person's custody (rule 7.24(b)(i) of the Supports for Participants Rules); and
transition supports (rule 7.24(b)(ii) of the Supports for Participants Rules).
the day-to-day care and support needs of a person in custody, including supervision, personal care and general supports (rule 7.25(a) of the Supports for Participants Rules); or
ensuring that criminal justice system services are accessible for people with disability including appropriate communication and engagement mechanisms, adjustments to the physical environment, accessible legal assistance services and appropriate fee waivers (rule 7.25(b) of the Supports for Participants Rules); or
general programs for the wider population, including programs to prevent offending and minimise risks of offending and re-offending and the diversion of young people and adults from the criminal justice system (rule 7.25(c) of the Supports for Participants Rules); or
the management of community corrections, including corrections-related supervision for offenders on community based orders (rule 7.25(d) of the Supports for Participants Rules); or
the operation of secure mental health facilities that are primarily clinical in nature (rule 7.25(e) of the Supports for Participants Rules).
Please refer to Appendix 1 for further guidance on whether justice supports are appropriately funded through the NDIS or more appropriately funded by other parties.
10.9 Other considerations applicable to including supports in a participant's plan
When deciding to include proposed supports in a participant's plan, the NDIA will also have regard to the following matters:
10.9.1 The principle of "no disadvantage"
Governments have made a commitment through the Intergovernmental Agreement for the NDIS that people receiving supports before becoming participants of the NDIS should:
not be disadvantaged by the transition to the NDIS; and
be able to achieve at least the same outcomes (i.e. achieve at least the same level of social or economic participation or maintain the ability to undertake the same range of activities) in the NDIS as compared to those expected to be achieved by their previously provided support.
This commitment made by Government is referred to as the principle of 'no disadvantage'.
The NDIA is not a party to the Intergovernmental Agreement and the principle of no disadvantage is not a specific obligation imposed on the NDIA under the NDIS Act.
Notwithstanding, when performing its functions the NDIA must use its best endeavors to act in accordance with any relevant intergovernmental agreements (section 118(2)(a)).
The principal of no disadvantage does not mean that a participant will always have the same level of funding, types of support or amount of support. For example, participants may have been previously receiving supports which continue to be most appropriately funded or provided by another service system.
Rather, the principal of no disadvantage refers to a participant's overall package of supports under the NDIS rather than a continuing entitlement to every form of support received before the NDIS commenced.
10.9.2 Participants transitioning with existing supports
The NDIA will need to consider the context for participants who have existing supports and how these participants will transition smoothly to any new supports funded by the NDIS.
Understandably, participants who were previously receiving supports under a Commonwealth, state or territory disability program may not wish to vary their existing supports. The NDIA will be considerate of the importance that supports can play in a participant's life and the challenges associated with varying existing support arrangements.
However, any support previously received can only be added to a statement of participant supports under the NDIS where the NDIA is satisfied that each specific criteria for including any general or reasonable and necessary support in a participant's plan is met.
If a participant's existing supports are included in their statement of participant supports, the NDIA will also need to consider whether the support needs of the participant are likely to change and whether a different constitution of supports may be more appropriate under the NDIS over time.
To minimise any disruption to the participant, the NDIA will transition a participant to new supports or to a different composition of supports over the course of several NDIS plans or at other appropriate transition points.
Where the NDIA does not fund a support that a participant previously received, the NDIA will seek to identify appropriate alternative supports or refer the participant to other service delivery systems to ensure the participant is able to achieve the same outcomes as before.
10.9.3 Compensation
A person may be injured in various ways which may result in the person receiving compensation. When a participant receives, or is entitled to receive, compensation which is intended to be used to pay for supports of a kind which the NDIA would ordinarily fund, the compensation is to be taken into account when determining which supports the NDIS will fund.
For further information please refer to the Operational Guideline on Compensation.
10.10 What assistance is available where a support is not most appropriately funded by NDIS?
Where appropriate, the NDIA will refer a participant to a Local Area Coordinator to support the participant in accessing mainstream and community supports.
Mainstream and community supports can be supports available to all members of the community (for example health, education, transport etc.) or services aimed specifically at people with disability, their carers and families (for example MS Society or Riding for the Disabled).
A Local Area Coordinator may be able to provide a range of supports such as:
providing local and relevant information to a participant and their support networks regarding mainstream services to facilitate independence, participation and inclusion;
support the participant and family's access and inclusion to service settings, and
facilitating coordination of specialised supports between the NDIA and other service providers.
A Local Area Coordinator can also work on a broader level with mainstream service systems to enhance access, participation and inclusion of people with disability. For example, by building the inclusion capacity of mainstream service providers in the local region.
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List A – Conditions which are likely to meet the disability requirements in section 24 of the NDIS Act
List B – Permanent conditions for which functional capacity are variable and further assessment of functional capacity is generally required
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Planning Operational Guideline - Overview
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Planning Operational Guideline - The participant's statement of goals and aspirations
Planning Operational Guideline - Performing a support needs assessment
Planning Operational Guideline - The statement of participant supports
Planning Operational Guideline - Describing supports in a participant's plan
Planning Operational Guideline - Setting the plan review date
Planning Operational Guideline - Managing the funding for supports under a participant's plan (the plan management decision)
Planning Operational Guideline - Approving the statement of participant supports
Planning Operational Guideline - Reviewing and changing a participant's plan
Planning Operational Guideline - Effect of temporary absence from Australia on plans
Planning Operational Guideline Appendix 1 - Table of guidance on whether a support is most appropriately funded by the NDIS
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Including Specific Types of Supports in Plans Operational Guideline - Overview
Including specific types of supports in plans Operational Guideline- Assistive Technology
Including Specific Types of Support in Plans Operational Guideline - Home modifications
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Specialist Disability Accommodation Operational Guideline - Overview
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Child Representatives Operational Guideline
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Child Representatives Operational Guideline - Overview
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Disability-related Health Supports Operational Guideline
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Nominees Operational Guideline
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Compensation Operational Guideline
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Compensation Operational Guideline - Overview
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Compensation Operational Guideline - Calculating the Compensation Reduction Amount (CRA) when compensation is fixed by a non-consent judgment, consent judgement, or settlement and the NDIS component is objectively identifiable
Compensation Operational Guideline - Calculating the compensation reduction amount (CRA) when compensation is fixed by a non-consent judgment, consent judgement, or settlement and the NDIS component is not objectively identifiable
Compensation Operational Guideline - Where participant is receiving compensation under a scheme of insurance or compensation under a Commonwealth, State or Territory law (rule 3.1(c) and rules 3.17-3.18)
Compensation Operational Guideline - Agreements to give up a right to compensation (rules 3.1(d) and 3.19 of the Compensation Rules)
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INT File Extension – What is sgi integer image file?
Having trouble opening .int extension? Don't panic! This page explains what int files are as well as suggests programs you may use to open int files. You can download these programs through this page.
What is a INT file?
Int file extension has SGI Integer Image file type, developed by Silicon Graphics, which is associated with the "raster image files" category.
Created by Silicon Graphics, the file uses integers, which are representing pixels' contents, for saving image data. Unlike INT files, which store black and white images, .SGI files are used for saving color SGI images.
How to open INT file?
Double click the int file to open it. The file will open automatically if file associations have been correctly installed and there is a proper program on your computer; if not, file associations may be corrupted and your OS either cannot find the proper program, or you might not have one for opening the file. First, we recommend downloading our utility to fix file association errors; then, you can download any program for opening the .int extension from the ones suggested below. If you are certain there is nothing wrong with the file associations, you may proceed to method 2 right away; besides, if you can't make up your mind when choosing the right program, use Universal File Viewer from the last method.
The given list provides programs which may be used for opening or converting the int file. Choose the proper program for your OS, and click it to start the download or proceed to the developer's website.
In addition to the list of programs above, we recommend using Universal File Viewer. This tool can open over 250 file extensions and, most likely, it will be able to open the int file as well. Download Universal File Viewer for your OS.
There are 3 other file types using the INT file extension!


This half-day symposium, was held in conjunction with The Living Book exhibition, and brought together three experts to share their unique perspectives on the book. Mark Dimunation, Chief of the Rare Book and Special Collections Division of the Library of Congress presented Ten Moments in the Stacks: A Curator's View. Alice Austin, book conservator at the Library Company of Philadelphia will presented Book Theater: The History of the Tunnel Book, and Russell Maret, a type designer and private press printer working in New York City will presented Hungry Bibliophiles: An Experiment in Utilitarian Bookmaking.


text:
Disaster Scenarios
10 People Who Survived the Impossible
42 Days Without Food
Looking surprisingly glamorous, Helen Klaben, one of the two who survived 49 days lost in the Canadian Yukon wilderness, is shown aboard the Pan Am jet that took her to Seattle after her rescue. © Bettmann/CORBIS
Helen Klaben, 21, wanted to travel from Fairbanks to Seattle, and decided to save some money by flying with an amateur pilot, 42-year-old Ralph Flores. It turned out to be a fateful choice, when Flores' plane crashed on Feb. 4, 1963, in a snowstorm in a remote part of the Canadian wilderness. The passenger and pilot suffered broken bones and other injuries, but they were alive.
Unfortunately, they had no survival equipment except for matches, and their food supply consisted of four cans of sardines, two cans of tuna, two cans of fruit cocktail and a bottle of vitamin pills. To deal with nighttime temperatures that dropped as low as 42 below zero (-41 Celsius), they fashioned a blanket from the plane's carpet, and stuffed clothes and spruce boughs into the cracks in the plane's cabin to insulate it. They used gasoline from the fuel tank to light a camp fire.
After a week, their food ran out, forcing them to survive on melted snow —"water for breakfast, water for lunch, and water for supper," as Klaben later explained to Life magazine. Fortunately, both passenger and pilot were overweight, and could survive off their body fat for another 42 days, until an aircraft finally spotted them [source: Hamblin and Jarvis].
10 Possible Future Disasters
The Heart-breaking End of Legendary Adventurer Sir Ernest Shackleton
Can drones be used for search and rescue?


OverlayTriggers are highly configurable. Their associated overlays do not show up in the DOM until triggered. This makes them ideal for highly repeated layouts such as lists.
To create a tooltip where the contents are not inlined with the triggering element itself, use the OverlayTrigger component. If the overlay property passed into the OverlayTrigger will be displayed on hover, this is where the Tooltip can be used. This can be useful in situations where you want to have many different elements trigger the same tooltip. Tooltips are placed using the placement property on OverlayTrigger.
If trigger is set to manual, display of the tooltip is entirely determined by the display prop, which is controlled by the end user and not by OverlayTrigger.


text:
Q: Terraform getting error when configuring S3 Backend trying to store my state file in an s3 bucket , but getting this error when trying 'Terraform init' :

*

*made sure my aws credentials doesnt have " / # $ .. "

error configuring S3 Backend: error validating provider credentials:
error calling sts:GetCallerIdentity:
InvalidClientTokenId: The security token included in the request is invalid.

main.tf :
provider "aws" {
  region     = var.region
  access_key = var.acc_key
  secret_key = var.sec_key
}

terraform {
  backend "s3" {
    bucket         = "mybucket-terra-prac"
    key            = "terraform.tfstate"
    region         = "eu-central-1"
  }
}
resource "aws_instance" "web" {
  ami           = var.ami
  instance_type = "t2.large"
  associate_public_ip_address=true
  key_name = var.public_key
  tags = {
    Name = var.ec2_name
  }
}

variables i have in variables.tf file ( with type and default ) :
variable "acc_key" {}
variable "sec_key" {}
variable "public_key" {}
variable "ami" {}

A: I am not entirely sure but I think you can't use variables when specifying region in aws provider section. I think you need to hardcode that to your region. Also again not entirely sure but using variables in the secret and access key should be hardcoded instead of pointing it to a variable ( these parameters are meant to be used when specifying values inside terraform file directly ).
And the terraform section should be placed in the beginning of the file before aws provider section.

A: Try execute aws sts get-caller-identity command and see you are using correct credentials.

A: I encountered a similar error:
Error: error configuring Terraform AWS Provider: error validating provider credentials: error calling sts:GetCallerIdentity: InvalidClientTokenId: The security token included in the request is invalid.
      status code: 403, request id: f07a9a38-ef21-44ee-a122-71800b865fea

  with provider["registry.terraform.io/hashicorp/aws"],
  on main.tf line 1, in provider "aws":
   1: provider "aws" {

It turned out the region I was working in was not enabled. FYI, it takes a few minutes to enable a region.

A: In my case, first I needed to configure MFA on my AWS CLI (company policy), then I edited the
~/.aws/credentials (vim ~/.aws/credentials) to add a correct profile.
In my case it was showing [default]. After editing I was still getting error on vs code. I tried on local terminal and it worked.

A: In my case, I was able to resolve the issue by deleting the .terraform/ folder then running the terraform init again.

A: For me the problem was. I have an existing aws token defined in ~/.aws/config
Try to check it out especially if you are using multiple profiles.

A: The default constructor client searches for credentials by using the default credentials in system environment variables: AWS_ACCESS_KEY_ID and AWS_SECRET_ACCESS_KEY.
So UnSet them.
Then execute aws sts get-caller-identity command and see if you are using correct credentials.

A: terraform init
-backend-config="access_key=${{ secrets.AWS_ACCESS_KEY }}"
-backend-config="secret_key=${{ secrets.AWS_SECRET_ACCESS_KEY}}"

Copied from Reddit

A: It seems that your AWS provider missing "token" field.
Try adding this field to you AWS provider section.
Your AWS provider block should look like this:
provider "aws" {
  region     = var.region
  access_key = var.acc_key
  secret_key = var.sec_key
  token      = var.token
}

Also don't forget to add to your file variables.tf this line:
variable "token" {}

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