Comprehensive Study Guide for NDIS Assessment Guidelines and Multimodal Communication Strategies

Overview of NDIS Plan Review and Outcome Reports

• Addressing NDIS Reports:

  • When preparing an outcome report or plan review report for a client under the National Disability Insurance Scheme (NDIS), the document is directed to the funding provider in general rather than to a specific individual, unless a current, specific plan manager is explicitly known to still be attached to the participant's service.

  • Reports generally detail current operational outcomes, including interventions completed, ongoing interventions, and updates across various service elements.

• NDIS Regulatory vs. Assignment Frameworks:

  • In professional practice with early intervention age groups, the NDIS theoretically requires the use of their standardized official report template.

  • For academic assessment purposes, strict usage of the official NDIS template is optional. Students may elect to use the official template, an adapted template, or a custom-designed layout, provided all requirements in the subject outline task description and rubric are fulfilled.

Assignment Template Guidelines and Word Count Rules

• Available Assignment Templates:

  • Templates and previous sample submissions are accessible within the Assessment folder and module pages on Brightspace.

  • A modified version of the official NDIS template is available where redundant text and expansive multi-page formatting have been trimmed.

• Word Count Exclusions:

  • Structural formatting text, instructional headers, and template guidance prompts (e.g., text stating "In this section please outline the following key points") are excluded from the final word count.

  • Standard administrative headers and NDIS routing text present in the template do not count toward the assignment limit.

Submission Feedback and Progression Timelines

• Feedback Schedules:

  • Submissions for Part 1 made up to and including the scheduled deadline (including standard extensions) receive marker feedback on the following day.

  • Submissions made under extended deadlines are evaluated and returned within several days.

• Progression to Part 2:

  • Receiving feedback on Part 1 is not a prerequisite or barrier to starting Part 2 of the assessment.

Video Presentation and Multimodal Communication Requirements

• Purpose and Format of Video Communication:

  • The video component evaluates the clarity and effectiveness of information delivery targeted toward key stakeholders, such as a classroom teacher or teacher's aide.

  • Content execution focuses on clear delivery of supportive strategies rather than visual graphic design or high production creativity.

  • Presentation formats may consist of purely spoken verbal instruction or spoken audio combined with supplementary written materials, slides, or screen-shared visual aids.

• Strategic Screen Sharing and Presenter Visibility:

  • Screen sharing should be used selectively to highlight visual or written aids that enhance message comprehension.

  • Presenters should turn off screen sharing to display a full-body view when direct physical demonstration, non-verbal cues, or face-to-face interaction provide optimal communicative clarity.

Designing and Adapting Communication Strategies for Case Study Contexts

• Selection and Sourcing of Visual Communication Aids:

  • When instructing on visual strategies (such as visual schedules or communication boards), demonstrating the actual visual tool on screen is significantly more effective than providing a purely verbal explanation.

  • Students are not required to create visual communication boards from scratch (unlike in subject 531).

  • Pre-existing communication boards sourced online may be used, provided the original sources are properly cited and the boards are appropriate for the case study client, Emily.

  • In the video presentation, clinicians should explicitly note that any sourced board represents an initial trial tool that will undergo further individual personalization following direct collaboration with Emily and her school staff.

• Individualized Support vs. Universal Benefits:

  • Strategies must specifically address Emily's individual functional abilities and facilitate her active, inclusive participation in classroom activities.

  • Multimodal communication supports (including visual boards, key word sign, environmental modifications, and communication partner training) inherently benefit all students within the classroom environment.

  • Interventions must address environmental supports and communication partner skill development rather than focusing solely on demanding behavioral changes from the individual client.

• Contextual Framing and Strategy Contexts:

  • Assessments require three specific strategies, supports, or tools applied across three distinct school contexts: two predetermined contexts and one context created by the student.

  • Students have the flexibility to introduce realistic, complementary background details not explicitly detailed in the initial case study to establish context:

  • Literacy Context Example: Establishing that the class will spend the next month reading The Hungry Caterpillar to target specific book-reading strategies.

  • Playground Context Example: Incorporating specific physical environment details based on school infrastructure, such as a basketball court, a community garden, or playground equipment (e.g., slide, spider web climbing frame, bridge walking frame).

Video Technical Setup, Audio Quality, and Platform Uploads

• Video Platform Upload Guidelines:

  • Video files must be uploaded directly to the Brightspace platform.

  • Sharing external video links via third-party cloud storage (e.g., Google Drive or OneDrive) should be avoided due to potential permission/privacy restriction barriers that prevent access by assessors.

• Audio Quality and Background Music Rules:

  • Clear speech audio without background noise is required for grading.

  • Background music should generally be omitted; if included, the volume must remain strictly subordinate to the voice track to prevent speech intelligibility issues.

Consultation Procedures and Academic Support

• Academic Support Channels:

  • General assessment questions should be submitted to the online discussion board on Brightspace.

  • Individual academic consultations can be scheduled with subject instructors (Caitlin or Heather Ross).

  • To ensure the fastest response, students requesting a consultation should send a single joint email to both instructors detailing the specific topics to be discussed.