ideas. As the NDIS rolls out across all of Victoria (and Australia), it will be important to maintain and build on these structures to formalise collaborative arrangements. However, agencies and stakeholders need more than a shared understanding of the formalised processes. Innovations are also needed in internal administrative structures, leadership approaches and cultural practices to foster opportunities for collaboration. In 2015, the Mitchell Institute published a research report, shared ‘The work of learning: Lifting educational achievement through The project collaboration’. undertook detailed case studies in schools that are successfully using collaboration within and between their schools to lift student outcomes in the face of socio- economic disadvantage. The project found that by facilitating networks across a wide range of schools and communities to increase their access to information, opportunities and expertise that would otherwise be unavailable within the limits of an individual school, education can become more than the sum of its parts. When the complexities of regular school obligations are over-laid with the additional organisations, professionals and relationships required to deliver the best learning opportunities for students with disability, the need for collaborative approaches becomes even more apparent. shared work of report outlined some ‘The learning’ key features of collaboration that could be applied to improve the NDIS-education interface, including a shared purpose focussed on student achievement and trust; administrative structures that allow for sharing time, funds, physical resources and knowledge; and equally prioritising student well-being and attainment. Opportunities for synergies This analysis has uncovered several opportunities to improve the connections between the NDIS and school support programs. Information sharing Ensure the Department of Education and disability support program Training’s areas work with local NDIA managers and planners to facilitate understanding about how the existing programs work and how they could integrate better with the NDIS. Consider the role of schools in providing information to families about the NDIS and NDIA to ensure students are accessing all the support they are entitled to and understand how their education goals can support their developmental goals and vice versa. Work with the NDIA on protocols for data exchange with the aim of preventing duplication of processes across systems and reducing the paperwork burden for families. Clarifying areas of responsibility Work with the NDIA on clarifying responsibility for the in a way ‘grey areas’ that makes practical and financial sense and maximises benefits for students.
ideas. As the NDIS rolls out across all of Victoria (and Australia), it will be important to maintain and build on these structures to formalise collaborative arrangements. However, agencies and stakeholders need more than a shared understanding of the formalised processes. Innovations are also needed in internal administrative structures, leadership approaches and cultural practices to foster opportunities for collaboration. In 2015, the Mitchell Institute published a research report, ‘The shared work of learning: Lifting educational achievement through collaboration’. The project undertook detailed case studies in schools that are successfully using collaboration within and between their schools to lift student outcomes in the face of socio- economic disadvantage. The project found that by facilitating networks across a wide range of schools and communities to increase their access to information, opportunities and expertise that would otherwise be unavailable within the limits of an individual school, education can become more than the sum of its parts. When the complexities of regular school obligations are over-laid with the additional organisations, professionals and relationships required to deliver the best learning opportunities for students with disability, the need for collaborative approaches becomes even more apparent. ‘The shared work of learning’ report outlined some key features of collaboration that could be applied to improve the NDIS-education interface, including a shared purpose focussed on student achievement and trust; administrative structures that allow for sharing time, funds, physical resources and knowledge; and equally prioritising student well-being and attainment. Opportunities for synergies This analysis has uncovered several opportunities to improve the connections between the NDIS and school support programs. Information sharing Ensure the Department of Education and Training’s disability support program areas work with local NDIA managers and planners to facilitate understanding about how the existing programs work and how they could integrate better with the NDIS. Consider the role of schools in providing information to families about the NDIS and NDIA to ensure students are accessing all the support they are entitled to and understand how their education goals can support their developmental goals and vice versa. Work with the NDIA on protocols for data exchange with the aim of preventing duplication of processes across systems and reducing the paperwork burden for families. Clarifying areas of responsibility Work with the NDIA on clarifying responsibility for the ‘grey areas’ in a way that makes practical and financial sense and maximises benefits for students.
psdlitreview_SynergiesbetweenNDISandVIC.docx