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KINDERGARTEN INCLUSION SUPPORT PACKAGES – COMPLEX MEDICAL NEEDSGUIDELINES, INFORMATION AND APPLICATION KIT

Melbourne May 23

©State of Victoria (Department of Education and Training) 2016The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution.Authorised by the Department of Education and Training,

2 Treasury Place, East Melbourne, Victoria, 3002 2

Table of ContentsIntroduction.................................................................................................2

Kindergarten program..................................................................................................................Focus.............................................................................................................................................Support..........................................................................................................................................Specific Training...........................................................................................................................Auspice Organisations.................................................................................................................

1. Eligibility criteria.................................................................................6Oxygen.............................................................................................................................Tracheostomy care.........................................................................................................Suction.............................................................................................................................Tube feeding (nasogastric or gastrostomy feeding)...................................................Management of faecal output.........................................................................................

2. Program support group.....................................................................8Membership...................................................................................................................................Roles..............................................................................................................................................Application process......................................................................................................................

3. Kindergarten Inclusion Support Plan.............................................104. Submitting an application................................................................12

Privacy.........................................................................................................................................Kindergarten Inclusion Support Plan – SFo8 Section 1..........................................................Completing the application form – – SFMSo8 Section 2.........................................................Section A – Details of the Service and Child..............................................................Section B – General Medical Advice...........................................................................Section C – Child Health Support Plan.......................................................................

5. Checklist for the early childhood teacher......................................156. Where to send the application form and timelines........................16

Where to send.............................................................................................................................Timelines.....................................................................................................................................

7. Transfers and withdrawals.................................................................17Transfer of application...............................................................................................................Transfer of support.....................................................................................................................If a child withdraws from kindergarten.....................................................................................

8. Regional Advisory Group role.........................................................189. Appeal process.................................................................................19

Appendix A: Department of Education and Training contact details.....................................Appendix B: Auspice organisation contact details..................................................................Appendix C: Regional Advisory Group Convenors.................................................................Appendix D: Glossary.................................................................................................................

INTRODUCTIONKindergarten Inclusion Support Packages – Complex Medical Needs are funded by the Victorian Department of Education and Training (the Department).

The objective of the program is to build the capacity of funded kindergartens to support the access and participation of children with complex medical needs in inclusive kindergarten programs.

There are a number of packages to fund support to kindergartens for children with complex medical needs who do not have a disability. These children require a high level of individualised health care support without which they are unable to access a funded kindergarten program. Eligibility criteria for this support, included in this information kit, specify that funded health care support procedures will be those which can reasonably be expected to be undertaken by early childhood educators with specific training and ongoing monitoring.

Kindergarten Inclusion Support Packages – Complex Medical Needs are a contribution to the support and training required and may not provide full coverage of all costs.

Kindergarten programKindergarten is an early childhood education program that aims to advance each child’s learning and to optimise the development of key skills.

Kindergarten programs are designed to engage each child in effective learning, thereby promoting communication, learning and thinking, positive relationships and identity.

A kindergarten program provides a supportive environment in which early childhood educators work to support children’s learning and development, and to achieve the outcomes identified in the Victorian Early Years Learning and Development Framework.

Each program aims to:

• Provide each child with a broad and rounded experience in all areas of learning and development

• Offer children a range of experiences in a rich indoor and outdoor environment, using a variety of materials and equipment

• Support life-skills development in children as they learn to:– get along with others and be a member of a group– show respect and caring for others– be comfortable with people who are different and to see beyond

differences to similarities

– balance their own needs, rights and responsibilities with those of others

• Support and nurture resilience, flexibility and other skills and qualities that help children to deal with major transitions, new situations and changes in their lives

• Offer support to parents through contact with experienced, knowledgeable and sensitive professionals with whom they can talk and share concerns, and from whom they can receive encouragement

• Deliver the benefits that networking with other families can afford parents in terms of sharing experiences and offering support.

Kindergarten participation also helps to identify children who may need extra support for their development and offers links to targeted support services. This helps to ensure that children receive this assistance as early as possible. Kindergarten also provides an opportunity for families to develop links with their communities and other supports.

A range of options are available for families and service providers to enhance the inclusion of children with additional needs in funded kindergarten programs. Inclusion fosters a sense of belonging and accepts and respects individuality and diversity. Inclusive programs encourage and allow all children genuine opportunities to access and participate in kindergarten programs.

Organisations receiving kindergarten funding are required to have in place policies and procedures that promote inclusive practice and equality of opportunity for all children. This includes ensuring their enrolment, access and inclusion policies:

• promote fair and equitable access to kindergarten programs• support all eligible children to access a kindergarten program, including those

who face barriers to participation• do not inadvertently present barriers to participation.• comply with Victorian and federal legislation, including the:

- Disability Discrimination Act 1992 (Commonwealth)- Equal Opportunity Act 2010 (Victoria)- Child Wellbeing and Safety Act 2005 (Victoria)- Victorian Charter of Human Rights and Responsibilities 2006

Kindergarten programs are guided by State and National frameworks which promote high quality, inclusive education and care for all children. These include:

The Victorian Early Years Learning and Development Framework The Early Years Learning Framework The National Quality Framework Disability Standards for Education

The practice principles for learning and development identified in the Victorian Early Years Learning and Development Framework underpin service delivery provided by early childhood professionals including kindergarten and ECIS professionals. The principles guide early childhood professionals to work together with children and families to achieve best outcomes for every child. The practice principles are:

Reflective practice

Partnerships with families

High expectations for every child

Respectful relationships and responsive engagement

Equity and diversity

Assessment for learning and development

Integrated teaching and learning approaches

Partnerships with professionals

The Victorian Early Years Learning and Development Framework gives the following definition of inclusion:

Inclusion: involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes. The intent is to ensure that all children’s rights and experiences are recognised and valued, and that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value difference.

For further information on the Victorian Early Years Learning and Development Framework and the National Quality Framework, refer to Appendix D

FocusThe Kindergarten Inclusion Support Packages – Complex Medical Needs focus on:

providing support to complement early childhood educator knowledge and skills, while acknowledging their expertise in supporting children’s learning and development with young children

supporting early childhood educators to build their capacity to develop and implement an inclusive program

supporting early childhood educators to contribute to positive outcomes for children, as defined in the Victorian Early Years Learning and Development Framework

responding to the child’s abilities and strengths, as well as their needs by supporting the kindergarten to enhance their learning and development

promoting collaboration between the family and services

recognising that early childhood educators require varying levels of additional support

SupportIn line with the National Quality Framework and the Victorian Early Years Learning and Development Framework, the Kindergarten Inclusion Support packages program is designed to contribute to the provision of a quality kindergarten program. Kindergarten Inclusion Support Packages – Complex Medical Needs are specifically focused on enhancing the kindergarten’s capacity to provide a program that is responsive to the individual abilities, interests and needs of the child with complex medical needs in an inclusive kindergarten environment.Kindergarten Inclusion Support package program support is available when a kindergarten has demonstrated, through the completion of a Kindergarten Inclusion Support plan, that the resources required to build the capacity of the early childhood educators are in addition to the existing resources available to the kindergarten.

Existing resources available to the kindergarten may include:

Early childhood educators, family and community

Kindergarten management; e.g. early years management, committee, local government

Professional development opportunities

Preschool Field Officer

Cultural Inclusion Support

Early Childhood Intervention professionals supporting the child and family

Types of additional support available from Kindergarten Inclusion Support packages program include:

Training and consultancy for early childhood educators to support adjustments, adaptations and modifications of the kindergarten program

Specialist training and consultancy for early childhood educators to meet the individual needs of the child with complex medical needs

Minor building modifications such as ramps and grip rails, which would support the child’s attendance in the kindergarten program and participation in the activities

Additional staffing support. An additional assistant funded from a Kindergarten Inclusion Support package becomes a member of the team delivering the kindergarten program which is developed by the early childhood teacher that is inclusive of all children in the group.

It is not appropriate that an additional assistant, funded from a Kindergarten Inclusion Support package:

works exclusively with the child with complex medical needs

increases staff levels to meet licencing requirements

The resources allocated to the kindergarten from the Kindergarten Inclusion Support packages program are intended to support the needs of the whole group during the kindergarten year. Support is available to assist early childhood educators and all children to:

engage with each other and their community

enjoy a quality program

ensure an inclusive program

Specific TrainingIt is the responsibility of the Kindergarten Inclusion Support auspice agency (see below) together with the early childhood teacher to ensure that the required training is organised and delivered for the early childhood educators. It is recommended that training is provided to more than one member of the early childhood team who has ongoing contact with the child.

Training will be customised to meet the child’s needs identified in the child’s health support plan.

Auspice OrganisationsAcross all departmental regions, the management of Kindergarten Inclusion Support packages is under the auspice of non-government organisations. These organisations administer the program.

The auspice organisation’s program or policy handbook details its roles and responsibilities and relationship with families and children’s services in providing support. The auspice organisation is required to undertake an annual survey of parents to determine user satisfaction with the service.

1. ELIGIBILITY CRITERIA

Kindergarten Inclusion Support Packages – Complex Medical Needs offer assistance to kindergartens which require additional resources to support the access and participation of a child with complex medical support needs in a kindergarten program funded by the Department1, where the child:

1. Is eligible to attend a state funded kindergarten program

2. Has complex medical needs which require a high level of supervision and individualised health care support during the kindergarten program

3. Is unable to access a funded kindergarten program without provision of a high level of additional support

4. Has health support needs that have been individually assessed and documented by a medical or health practitioner

5. Requires health support procedures during the kindergarten program that can reasonably be expected to be undertaken by early childhood educators with specific training and ongoing monitoring

The following list provides examples of procedures for which Complex Medical Needs package funding may be provided:

OXYGEN maintenance of oxygen supply and tube patency

maintaining skin integrity, in the case of nasal cannulas and face masks

ensuring appropriate humidification

observation of child’s general health status and adjustment of oxygen level according to set criteria

awareness of dangers of oxygen therapy and prevention of complications

change of oxygen cylinders as required

TRACHEOSTOMY CARE infection control

use of correct humidification

ensuring clear airway and using suction and saline as required

ability to effect efficient tube change if unable to be cleared of blockage

implementation of emergency procedures around respiratory needs as required

1 A Victorian Department of Education and Training funded kindergarten program refers to:

A kindergarten program funded by the Department for children aged at least four years on 30 April of the year in which they are enrolled to attend the funded kindergarten program; or

A kindergarten program funded by the Department and receiving Early Start funding for children aged at least three years on or before 30 April of the year they are enrolled to attend. Early Start Kindergarten funding is available to three-year-old Aboriginal or Torres Strait Islander children and three-year-old children known to Child Protection where abuse has been substantiated or those children are referred from Child Protection to Child FIRST

SUCTION infection control

knowledge of when to suction and why

use of correct suctioning technique for specific child

awareness of specific types of mucus to observe for and reporting of abnormalities to relevant people

prevention of complications of incorrect suction procedure – vomiting, aspiration and damage to mucous membrane

TUBE FEEDING (NASOGASTRIC OR GASTROSTOMY FEEDING) infection control

use of correct methods to check position of nasogastric tube

administering correct volumes of feed at regular intervals, at correct rate and temperature, specific to individual child

use of feeding pump as required

ensuring stomach is empty of excess air

cleaning of equipment

MANAGEMENT OF FAECAL OUTPUT ileostomy and colostomy management

regular emptying of pouch

changing of pouch as required

adequate protection of the stoma

appropriate surrounding skin care management

complete flange changes, as required.

2. PROGRAM SUPPORT GROUP

A Program Support Group has an important and ongoing role in supporting the inclusion of children with complex medical needs and may be established for any child with an additional need whether or not an application for the Kindergarten Inclusion Support package - Complex Medical Needs is required.

Membership

In consultation with the parent, guardian or carer, the early childhood teacher is responsible for:

establishing the Program Support Group before enrolment or attendance at the service

convening the Program Support Group, to plan and review the child’s attendance and participation in the kindergarten program.

The Program Support Group consists of:

parent, guardian or carer (if applicable)

early childhood teacher

other professionals supporting the child, for example therapists, family services coordinator, educators from other children’s services or medical professionals

others professionals supporting the kindergarten e.g. cluster manager or a preschool field officer.

Role of the program support group

The Program Support Group:

develops, monitors and reviews the Kindergarten Inclusion Support plan

meets at least once per term

assists the family in the transition to kindergarten

provides assistance to complete the Kindergarten Inclusion Support Plan

decides whether an application for Kindergarten Inclusion Support package is required, based on the information provided in the Kindergarten Inclusion Support Plan

if required, provides assistance to complete the application form (following receipt of the General Medical Advice Form) and the Child Health Support Plan

coordinates services and supports for the child at kindergarten

assists the family in the transition to school (for further information refer to Transition: A Positive Start to School resources www.education.vic.gov.au/childhood/professionals/learning/Pages/transkit.aspx)

provides additional information to the Regional Advisory Group in an appeal (refer to Section 9).

The information needed to complete the application form requires information about

http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transkit.aspx

the child from parents, guardians or carers and professionals working with the child, and the child’s early childhood teacher for the following year (and current year if applicable).

Application process The early childhood teacher in consultation with the family determines that the

child has complex medical needs and requires a Child Health Support Plan.

A Program Support Group is established to develop a Kindergarten Inclusion Support Plan and a Child Health Support Plan to plan, monitor and review the supports for the child.

Planning for the child is informed by:

o General Medical Advice Form (Application Form, Section B) developed by the child’s medical practitioner; and

o Child Health Support Plan (Application Form, Section C) which is the responsibility of early childhood educator as per the Education and Care Services National Regulations (effective 1 January 2012).

The early childhood teacher submits the Kindergarten Inclusion Support packages – Complex Medical Needs application form (Section A) with the Sections B and C to the Kindergarten Inclusion Support Regional Advisory Group convenor.

Applications will be considered by the Kindergarten Inclusion Support Regional Advisory Groups

Applications that are recommended for consideration for funding will be forwarded to the Early Years Inclusion and Intervention Unit; Inclusion, Access and Participation Branch; Wellbeing Health and Engagement Division by the Department’s regional office.

Applications will be considered, and if supported, endorsed by the Department’s Principal Medical Advisor and approved by the Director - Inclusion, Access and Participation Branch.

The Early Years Inclusion and Intervention Unit will inform the Department’s regional office of the outcome of the application, who, in turn, will notify the Regional Advisory Group convenor.

The kindergarten will then be notified of the outcome of the application by the convenor.

The kindergarten will be responsible for notifying the parent, guardian or carer of the outcome.

All requests for appeals for applications deemed ineligible are to be in writing to the convenor and must be accompanied by relevant new or additional information and signed by the parent, guardian or carer.

3. KINDERGARTEN INCLUSION SUPPORT PLAN

The Program Support Group should first complete a Kindergarten Inclusion support plan to determine whether or not an application for the Kindergarten Inclusion Support packages program is required.

The Kindergarten Inclusion Support Plan template is available on the website at - http://www.education.vic.gov.au/childhood/providers/needs/Pages/kindersupportpackages.aspx . It is designed to identify the current capacity of the kindergarten to provide an inclusive program for a child with a disability and ongoing high support needs or complex medical needs. Through continually reflecting on the context and educator’s strengths and abilities, this plan will assist kindergartens to plan an inclusive program for all children.

The Kindergarten Inclusion Support Plan is developed by the early childhood teacher as part of the Program Support Group. The Program Support Group may seek information from other relevant sources to assist in the completion of the Kindergarten Inclusion Support Plan. This may include staff at other programs or services that the child may have attended such as child care, playgroups, etc.

The plan must identify the capacity of early childhood educators and any modifications which will support the provision of a quality program that is inclusive of the child with a complex medical needs. It is underpinned by reflective practice and supports learning communities for kindergarten in line with the Victorian Early Years Learning and Development Framework and the National Quality Framework.

The plan focuses on the on the capacity of the kindergarten to plan and deliver an inclusive program. It:

provides an overview of the context of the kindergarten program and environment

provides an overview of the strengths, abilities and interests of the child

identifies the needs of the early childhood educators to support the inclusion of the child in the kindergarten environment

identifies the program adaptations and modifications that will be implemented to support inclusion in the kindergarten

identifies the supports which can be provided within the existing resources available to the kindergarten

identifies the supports which cannot be provided within the existing resources available to the kindergarten

details how the resources and supports identified by early childhood educators will be utilised to build the capacity of early childhood educators to support the inclusion of the child and provide an inclusive program

clarifies the role and responsibilities of early childhood educators and other professionals such as early childhood intervention practitioners in supporting the kindergarten program

describes, where additional staffing is requested, how an additional assistant will work as a member of the team delivering the kindergarten program

must be submitted with an application form for additional support from the Kindergarten Inclusion Support packages program

must be submitted to the Regional Advisory Group, if an adjustment to the level of support is sought, via the appeal process (Section 9)

http://www.education.vic.gov.au/childhood/providers/needs/Pages/kindersupportpackages.aspx

http://www.education.vic.gov.au/childhood/providers/needs/Pages/kindersupportpackages.aspx

is to be reviewed once per term.

If all of the needs of the kindergarten can be provided within existing resources available to the kindergarten then an application for the Kindergarten Inclusion Support packages program will not be required.

If there are needs that cannot be provided within existing resources available to the kindergarten, then an application for the Kindergarten Inclusion Support packages may be completed.

Some examples of existing resources available to kindergartens include:

Cultural Inclusion Support

Preschool Field Officer

Early Years Management

Professional development opportunities

Capacity building from previous support.

The Reflective Process (Figure 1) has been adapted from the Victorian Early Years Learning and Development Framework. It is a useful tool to assist the completion of the Kindergarten Inclusion Support Plan.

Figure 1: Reflective process for completing the Kindergarten Inclusion Support Plan

4. SUBMITTING AN APPLICATION

PrivacyThe information provided is confidential (refer to the Privacy Notice in the application form).The Department is committed to protecting the privacy of personal information by complying with the Information Privacy Act 2000, the Health Records Act 2001 and other relevant legislation.

The completed application form will be placed on file by the Department and/or the auspice organisation responsible for administering program funding and by the early childhood teacher lodging the application form.

Kindergarten Inclusion Support Plan – SFo8 Section 1

Completion of the Kindergarten Inclusion Support Plan is the first part of the application process for the Kindergarten Inclusion Support packages program. The

plan must be submitted for an application to be considered.

Refer to Section 4 for details on completing the Kindergarten Inclusion Support Plan.

Completing the application form – – SFMSo8 Section 2

The application form is available on the websitewww.education.vic.gov.au/childhood/parents/needs/Pages/kinderinclusion.aspx

Applications will require completion of the following forms by the early childhood teacher in consultation with the parent, guardian or carer, and with the assistance of the Program Support Group members:

Section A, Kindergarten Inclusion Support Complex Medical Needs Package Application Form, including the Kindergarten Inclusion Support Plan

Section B, General Medical Advice Form, to be completed by the child’s medical practitioner. The form describes the child’s health condition, first aid and support requirements. It informs the development of a Child Health Support Plan

Section C, Child Health Support Plan, describes how the child’s health support is provided in the kindergarten program, minimising risks to the child, other children and early childhood educators.

If more than one child with complex medical needs will be attending a particular children’s service, a separate application form and Kindergarten Inclusion Support Plan should be submitted to support the inclusion of each child.

The original and signed sections of the application, the Kindergarten Inclusion Support Plan (Section 1) and Application Form (Section 2), are required for the Regional Advisory Group assessment.

Faxed a pplications a r e n o t ac c epted.

All sections of the application form must be completed.

SECTION A – DETAILS OF THE SERVICE AND CHILD

Part 1: Details of the children’s service and child

APPLICANT DETAILS

The registered name of the children’s service, current early childhood teacher, and the early childhood teacher (if known) is required.

CHILD DETAILS

This section seeks information about the child identified with complex medical needs that has resulted in this inclusion support application. Please indicate:

whether the child is of Aboriginal or Torres Strait Islander origin. Information on the Indigenous status of the child is a reporting requirement of the Department

if the child is receiving Early Start Kindergarten funding at this service

if the application is for support in a funded program for 4 year old children in the year prior to school.

PROGRAM SERVICE DETAILS

For the year prior to the child attending the funded program, list the early childhood programs that the child attends.

For the year the child will be attending the funded kindergarten program, list the early childhood programs the child is expected to attend.

For a kindergarten program, list:

the total hours of the program available per week

the total hours the child will attend per week.

For other early childhood programs, list:

the name of the program e.g. Early Childhood Intervention Service, child care centre

the contact person and phone number

the total hours the child will attend per week.

PART 2: DETAILS OF PERSONS COMPLETING THE APPLICATION

List the members of the Program Support Group, their role, the organisation they represent (if applicable) and their contact details.

Do not send original documents. The parent, guardian or carer must initial copies of the application. Please note additional attachments on the front page of the application form.

PART 3: ELIGIBILITY CRITERIA

3.1 Child’s diagnosis and a description of their medical condition (refer Section 2).

3.2 – 3.4 Specific information is required including health support procedures and their frequency required during kindergarten. Describe preparation, equipment, environmental changes, transfers, care procedures and other supports. The Regional Advisory Group checklist provides indicators that the Program Support Group is encouraged to consider.

SECTION B – GENERAL MEDICAL ADVICE

This form is to be completed by the child’s medical practitioner and gives a description of the health condition, health support and first aid requirements for a child with complex medical needs. It will assist the kindergarten in developing a Child Health Support Plan.

SECTION C – CHILD HEALTH SUPPORT PLAN

The Child Health Support Plan outlines how the kindergarten will support the child’s health care needs. In addition to the questions in the Child Health Support Plan, early childhood educators may consider the following:

Who should provide the support? e.g. the kindergarten should conduct a risk assessment and consider :

o Does the support align with assigned staff duties and basic first aid training as per the Education and Care Services National Regulations 2011

http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/NQFRegs2011.pdf

o If so, can it be accommodated within current resources?

o If not, are there additional training modules available?

If the child requires medication to be administered and/or stored at the kindergarten, ensure that the parent, guardian or carer is aware of the kindergarten’s policy on medication management, in accordance with the relevant Children’s Services Regulation requirements

Written advice is required from the child’s medical/health practitioner for appropriate storage and administration of the medication (via the General Medical advice form. Section B). A medication record is to be completed by the person administering the taking of the medication as per the Education and Care Services National Regulations 2011:

http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/NQFRegs2011.pdf

Whether existing facilities provide an appropriate space to meet the child’s health care support needs.

Ensure that information privacy principles and compliance with the Education and Care Services National Regulations 2011 are applied when collecting, using, retaining or disposing of personal or health information.

Are there other considerations relevant for this health support plan? For example: minimising risks such as allergens or other risk factors; formal communication channels between the kindergarten, family and health/medical practitioner

Any training provided will be individualised to address the child’s health care support needs as identified in the Child Health Support Plan.

The Kindergarten Inclusion Support packages auspice agency together with the early childhood teacher are responsible for ensuring that the required training is delivered to enable the child’s attendance at kindergarten.

5. CHECKLIST FOR THE EARLY CHILDHOOD TEACHER

Before submitting the application form, please ensure the following:

The Kindergarten Inclusion Support plan has been completed and identifies the need for additional resources

All sections of the application form have been completed

The application form has been signed by the parent, guardian or carer and all Program Support Group members and, where relevant, Kindergarten Cluster Manager

The parent, guardian or carer has signed the privacy declaration

A copy of the application form has been kept for the kindergarten’s records

A copy of the application form has been provided to the parent, guardian or carer

If additional attachments are provided, all copies are initialed by the parent, guardian or carer and noted on the application form.

When all of the above have been completed, mail the original application form plus six copies to the Regional Advisory Group convenor (refer to Section 7).

Every effort has been made to make the application form clear and easy to use. We welcome your comments and suggestions – please forward to the Regional Advisory Group convenor in your region.

6. WHERE TO SEND THE APPLICATION FORM AND TIMELINES

Where to sendPlease send the completed and signed original application form, including the Kindergarten Inclusion support Plan to the Regional Advisory Group convenor address (see Appendix C for contact address details for Regional Advisory Group Convenors).

For further information please contact either the Department's regional office or the auspice organisation for Kindergarten Inclusion Support packages program for your area, as listed in the Appendix B of this document.

TimelinesApplications for Kindergarten Inclusion Support packages for children with complex medical needs can be submitted at any time and will be considered on a case by case basis. Recommendations of the Regional Advisory Group will be considered by the Early Years Inclusion and Intervention Unit - Wellbeing, Health and Engagement Division within four (4) weeks of submission.

25 | P a g e KIS Packages – Complex Medical Needs Guidelines, Information and Application Kit

7. TRANSFERS AND WITHDRAWALSTransfer of application

A transfer of application applies to:

A child identified with complex medical needs in an approved KIS package application enrols in and attends a different kindergarten from the kindergarten nominated on the original application formOr

A child identified with complex medical needs in an application that was not approved enrols and attends a different kindergarten from the kindergarten nominated on the original application form.

Transfer of supportWhen a child identified in a Kindergarten Inclusion Support (KIS) application transfers to another kindergarten program the kindergarten is required to advise the Kindergarten Inclusion Support auspice organisation.

If the child is transferring to a kindergarten in another region the original Kindergarten Inclusion Support auspice organisation, with consent from the parent/s, guardian/s or carer/s, is then responsible for transferring the original application to the KIS auspice organisation in the new region

The KIS auspice organisation responsible for provision of the support to the new kindergarten is then required to contact the new kindergarten to advise:

the level of Kindergarten Inclusion Support package funding to support inclusion in the new kindergarten will be the same level as allocated to the original kindergarten

to maintain this level of allocation the early childhood teacher is required to:

o establish Program Support Group to support the child’s inclusion

o develop, in consultation with the parents/or carers, a Kindergarten Inclusion Support Plan

o submit the Kindergarten Inclusion Support Plan to their Regional Advisory Group convenor for assessment.

If a child withdraws from kindergarten If a kindergarten is advised that a child identified in an approved KIS application for their service will no longer be attending a state funded kindergarten program the kindergarten teacher is required to inform the KIS auspice agency as soon as practicable . In these cases the KIS support allocation approved to support the inclusion of this child will cease.

8. REGIONAL ADVISORY GROUP ROLEApplications will be considered by the Regional Advisory Groups, which will make a recommendation regarding each application.

The Regional Advisory Group comprises a minimum of three (3) and a maximum of seven (7) regional representatives from the Department and non-government organisations that deliver early childhood services in the region. The Regional Advisory Group convenor is a nominee of the Department’s Regional Director or the approved auspice organisation.

The Regional Advisory Group will include: a regional Departmental representativeauspice organisation representative

and up to five (5) additional members with a range of expertise from the following areas:


preschool field officerearly childhood teacher kindergarten cluster manager representativeearly childhood intervention professionallocal government early years representativematernal and child health nursemedical practitioner

Regional Advisory Group members are required to declare any direct involvement with any applicant. In the event that a Regional Advisory Group member has worked with the child or knows the child and a conflict of interest is identified, they are required to discuss the issue with the convenor who will determine how the conflict of interest will be addressed to ensure that the application is considered objectively.

The role of the Regional Advisory Group is to make a recommendation to the Early Years Inclusion and Intervention Unit, Wellbeing Health and Engagement Division, regarding the eligibility of referred children and to recommend the level of additional resources for each child named on the application.

All applications and Regional Advisory Group recommendations will be forwarded to the Department’s Early Years Inclusion and Intervention Unit by the Department’s regional office. Applications will be considered and approved as appropriate by the Director, Inclusion, Access and Participation Branch and the Department’s Principal Medical Advisor.

The Early Years Inclusion and Intervention Unit will inform the Department’s regional representative of the approval status of the application and will transfer allocated funds where appropriate. If the application is deemed ineligible, the kindergarten can request an appeal (refer to Section 8).


9. APPEAL PROCESSApplicants may request an appeal of decisions regarding eligibility or the level of support funded.All appeals are to be in writing to the convenor and must be accompanied by relevant new or additional information identifying reasons why the kindergarten cannot include the child with complex medical needs without the level of support requested. Appeals must be signed by the parent/ guardian/ carer, the early childhood teacher and Kindergarten Cluster Management, where applicable.

The convenor will then liaise with the same members of the Regional Advisory Group (where possible) that made the initial assessment to progress the appeal.All documentation relating to any appeal, including the recommendation of the Regional Advisory Group, should then be submitted to the Early Years Inclusion and Intervention Unit for consideration and, if supported, for endorsement by the Department’s Principal Medical Advisor and approval by the Director, Inclusion, Access and Participation Branch. This includes those appeals that relate to applications considered ineligible by the Regional Advisory Group. Notification of the appeal decision to the applicant will occur within a four-week period of an appeal being lodged.The relevant departmental region or where appropriate, the auspice body, is to inform the kindergarten of the appeal outcome. The kindergarten will be advised to inform the parent, guardian or carer of the outcome of the appeal.

Appendix A: Department of Education and Training contact details

HEAD OFFICE Department of Education and Training (Early Childhood)

GPO Box 4367 MELBOURNE 3001(03) 9637 2000 orFreecall: 1800 809 834Fax: (03) 9637 2626

REGIONAL OFFICES


APPENDICES


SOUTH WESTERN VICTORIA

(includes the former Western Metropolitan, Barwon South West and Grampians regions)

[email protected]

SOUTH EASTERN VICTORIA

(includes the former Southern Metropolitan and Gippsland regions)

[email protected]

NORTH WESTERN VICTORIA

(includes the former Northern Metropolitan and Loddon Mallee regions)

[email protected]

NORTH EASTERN VICTORIA

(includes the former Eastern Metropolitan and Hume regions)

[email protected]

Ballarat office

109 Armstrong Street North

Ballarat 3350

Phone: (03) 5337 8444

Dandenong office

PO Box 5

Dandenong 3175

Phone: (03) 8765 5600

Bendigo office

PO Box 442

Bendigo 3552

Phone: (03) 5440 3111

Benalla office

PO Box 403

Benalla 3672

Phone: (03) 8392 9500

Footscray office

PO Box 2141

Footscray 3011

Phone (03) 8397 0300

Moe office

PO Box 381

Moe 3825

Phone (03) 5127 0400

Coburg office

Locked Bag 2001

Coburg 3058

Phone (03) 9488 9488

Glen Waverley office

Level 3,

295 Springvale Rd

Glen Waverley 3150

Phone: (03) 8392 9300

Geelong Office

PO Box 2086

Geelong 3220

Phone: (03) 5225 1000

Horsham Office

26 Darlot Street,

Horsham, Victoria 3400

Phone: (03) 5310 5300

Warrnambool Office

PO Box 1127, Warrnambool 3280

Phone: 1300 333 232

mailto:[email protected]

Appendix B: Auspice organisation contact details

SOUTH WESTERN VICTORIA

SOUTH EASTERN VICTORIA

NORTH WESTERN VICTORIA

NORTH EASTERN VICTORIA

Gateways Support Services Inc10–12 Albert StGeelong West 3218(03) 5221 2984

Covers the local government areas:

Greater Geelong, Colac-Otway, Corangamite, Glenelg, Moyne, Southern Grampians, Surf Coast, Queenscliffe and Rural City of Warrnambool

Yooralla PO Box 5435Cranbourne 3977(03) 5990 9640

Covers the following local government areas:

Bayside, Cardinia, Casey, Frankston, Glen Eira, Greater Dandenong, Kingston, Mornington, Port Phillip, Stonnington

Uniting - LentaraPO Box 3217Broadmeadows 3047(03) 9351 3600


Banyule, Darebin, Hume, Moreland, Nillumbik, Whittlesea, Yarra.

Uniting -ConnectionsPO Box 354Ringwood 3134 (03) 9871 0215


Boroondara, Whitehorse, Knox, Manningham, Maroondah, Monash, Yarra Ranges

Uniting - Lentara PO Box 3217Broadmeadows 3047(03) 9351 3600


Brimbank, Hobsons Bay, Maribyrnong, Melbourne, Melton, Moonee Valley and Wyndham

Uniting - Gippsland 49 McCulloch StreetBairnsdale 3875(03) 5152 9600


Bass Coast, Baw Baw, East Gippsland, South Gippsland, Wellington

Mallee Family CarePO Box 1870Mildura 3502(03) 5023 9038

Covers the local government area:

Mildura plus the Robinvale district

Scope (Vic) Hume RegionPO Box 128Benalla 3672(03) 5762 7121


Alpine, Benalla, Shepparton, Indigo, Mansfield, Mitchell, Moira, Murrindindi, Strathbogie, Towong, Wangaratta, Wodonga

PINARC Disability Support PO Box 1841Bakery Hill 3354(03) 5329 1300

Covers the local government areas of: City of Ballarat, Rural City of Ararat and Golden Plains, Hepburn, Moorabool , Pyrenees

Latrobe City Council141 Commercial RoadMorwell 38401300 367 700

Covers the local government area:

Latrobe

Noah’s Ark10 Merino CourtEast Bendigo 3550 (03) 5407 1520


Buloke, Campaspe, Central Goldfields, Gannawarra, Greater Bendigo, Loddon, Macedon Ranges,, Mount Alexander, Swan Hill (excluding Robinvale district)

Uniting - Wimmera

PO Box 442Horsham 3402 (03) 5382 6789

Covers the local government areas: Horsham Rural City, Hindmarsh, Northern Grampians, West Wimmera and Yarriambiak


Appendix C: Regional Advisory Group ConvenorsSouth Western Victoria Region

South Eastern Victoria Region

North Western Victoria Region

North Eastern Victoria Region

KIS ProgramGateways Support Services10-12 Albert StreetGeelong West 3218Tel (03) 5221 2984Covers the following local government areas:

Greater Geelong, Colac-Otway, Corangamite, Glenelg, Moyne, Southern Grampians, Surf Coast, Queenscliffe and Rural City of Warrnambool

KIS ProgramDepartment of Education and TrainingPO Box 381Moe 3825Tel (03) 5127 0400Covers the following local government areas:

Bass Coast, Baw Baw, East Gippsland, Latrobe, South Gippsland, Wellington.

KIS ProgramDepartment of Education and TrainingPO Box 442Bendigo 3552Tel (03) 5440 3111Covers the following local government areas:

Buloke, Campaspe, Central Goldfields, Gannawarra, Greater Bendigo, Loddon, Macedon Ranges, Mildura, Mount Alexander, Swan Hill

KIS ProgramSCOPE (Vic) Hume RegionPO Box 128Benalla 3672Tel (03) 5762 7121


Alpine, Benalla, Shepparton, Indigo, Mansfield, Mitchell, Moira, Murrindindi, Strathbogie, Towong, Wangaratta, Wodonga

KIS ProgramUniting - Lentara CarePO Box 3217Broadmeadows 3047

Tel (03) 9351 3600


Brimbank, Hobsons Bay, Maribyrnong, Melbourne, Melton, Moonee Valley and Wyndham

KIS ProgramYooralla Society of VictoriaPO Box 5435Cranbourne 3977

Tel (03) 5990 9640


Bayside, Cardinia, Casey, Frankston, Glen Eira, Greater Dandenong, Kingston, Mornington, Port Phillip, Stonnington

KIS ProgramUniting LentaraPO Box 3217Broadmeadows 3047

Tel (03) 9351 3600


Banyule, Darebin, Hume, Moreland, Nillumbik, Whittlesea, Yarra.

KIS ProgramUniting - ConnectionsPO Box 354Ringwood 3134

Tel (03) 9871 0215


Boroondara, Whitehorse, Knox, Manningham, Maroondah, Monash, Yarra Ranges

KIS ProgramPinarc Disability Support PO Box 1841Bakery Hill 3354

Tel (03) 5329 1300


Covers the local government areas of: City of Ballarat, Rural City of Ararat and Golden Plains, Hepburn, Moorabool, Pyrenees

Uniting - Wimmera PO Box 442Horsham 3402 (03) 5382 6789Covers the local government areas: Horsham Rural City, Hindmarsh, Northern Grampians, West Wimmera and Yarriambiak

Please submit completed application forms to the Convenor in your area:


Appendix D: Glossary

Additional assistant An additional assistant funded from a Kindergarten Inclusion Support package works as a member of the team delivering the kindergarten program that is developed by the early childhood teacher that is inclusive of all children in the group. It is not appropriate that an additional assistant, funded from a Kindergarten Inclusion Support package:

works exclusively with the child with complex medical needs increase staff levels to meet licencing requirements

Additional support Is in addition to the existing resources available to the early childhood educators. It aims to build the capacity of early childhood educators to provide a program inclusive of all children. This support may include:

specialist training and consultancy minor building modifications such as ramps and grip rails additional staffing support.

Auspice organisation A non-government organisation that administers the Kindergarten Inclusion Support packages.

Complex Medical Needs

Medical needs requiring a high level of supervision and individualised health support during the kindergarten session. Health support procedures require training for early childhood educators.

Early Childhood Intervention

Early Childhood Intervention Services provide a range of services for children from birth to school entry with a disability or developmental delay, and their families who require specialist services not available through universal services.

Early Start Kindergarten

The Early Start Kindergarten initiative provides targeted funding for vulnerable 3-year-old children to access a funded kindergarten program free of charge. From 2013 the grant will be available for up to 15 hours per week. Early Start Kindergarten is available for 3-year old Aboriginal and/or Torres Strait Islander children and 3-year-old children known to Child Protection (including 3-year-old children referred from Child Protection to Child FIRST) This funding is available in all licensed children’s services where the funded kindergarten program is being taught by a degree qualified early childhood teacher (including child care services and stand-alone kindergartens).

Funded Kindergarten Program

The Victorian Government provides funding for all eligible children to access a kindergarten program in the year before school entry (two years before Grade One).

Funded kindergarten programs are provided by a range of organisations, including local government, community based


organisations, independent and government schools, and private child care providers, with programs offered in a variety of settings, such as long day care centres, stand-alonecommunity-based settings and schools. Children attending a kindergarten program receive a developmentally appropriate program, planned and delivered by a qualified early childhoodteacher. A funded kindergarten program complies with therequirements of the Victorian kindergarten policy, procedures and funding criteria.

Early Years Management

Early Years Management (EYM) is the new name for Kindergarten Cluster Management. (KCM). The introduction of Early Years Management will continue to strengthen the management and delivery of community-based kindergarten programs, and provide expertise in employing and supporting the development of professional staff.The change from KCM to EYM will reflect the broader role of KCM organisations to deliver integrated early years services such as occasional care, long day care and maternal and child health services. Organisations need to have three community based kindergarten services to become an EYM organisation. These services may be in a local area, or may represent a particular community, such as Aboriginal and Torres Strait Islander families. For more information visit : http://www.education.vic.gov.au/childhood/providers/edcare/Pages/eym.aspx.

Kindergarten Inclusion Support packages – complex medical needs

These packages offer assistance to kindergartens for children with complex medical needs who require additional support to access and participate in a kindergarten program funded by the Department.

National Quality Framework

The National Quality Framework aims to raise quality and drive continuous improvement and consistency in education and care services. The Framework helps providers improve their services in areas that impact on a child's development and empower families to make informed choices about which service is best for their child.

ACECQA is the new national body responsible for providing oversight of the new system and ensuring consistency of approach (http://acecqa.gov.au).

Universal Access Victoria is moving to provide access for all children to 15 hours of a quality early childhood education program in the year before school. Under this program, a 15-hour kindergarten program delivered by a qualified early childhood teacher will be available in long day care centres, community kindergartens, schools, children’s hubs and other early childhood settings.

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Victorian Early Years Learning and Development Framework

The Victorian Early Years Learning and Development Framework is designed to advance all children's learning and development from birth to eight years of age It provides early childhood professionals with a common language for describing outcomes for children, and describes practice principles to guide early childhood professionals to work together, with children and with families to achieve the best outcomes for every child (http://www.education.vic.gov.au/earlylearning/eyldf/default.htm).

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Documents

Kindergarten inclusion support PACKAGES - Web viewKIS packages – complex medical needs: Guidelines, information and application kit. ... Kindergarten inclusion support PACKAGES –