Research

Research into the implementation of the NDIS in early childhood intervention sector in NSW

With the transition of the Early Childhood Intervention (ECI) sector to the full National Disability Insurance Scheme (NDIS), ECIA NSW/ACT instigated an essential research project with the University of New South Wales (UNSW) to gather evidence of family and service provider experiences of the NDIS.

 

ECIA NSW/ACT, with the Social Policy Research Centre (SPRC) at UNSW, undertook a longitudinal research project in 2017, which involved families and early childhood intervention practitioners and service providers. Little research has been undertaken in this area to explore what happens as more children, families and ECI service providers move to the NDIS.

 

The findings of the research show a wide range of experiences among both families and service providers regarding preparations for the NDIS and their early experiences while in the Scheme.

 

Many families continue to experience delays and communication issues in transitioning to the NDIS, especially disadvantaged families.

 

Service providers have advanced in their adaptation to NDIS processes, while systemic issues remain. The findings suggest implications for further transition to the NDIS and sustainability of good practice and ECI service types.

 

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Implementation of the NDIS in early childhood intervention sector in NSW
Research eBulletin (May 2017)

In this Issue:

  • Feasibility and Effectiveness of Very Early Intervention for Infants At-Risk for Autism Spectrum Disorder: A Systematic Review.
  • Parents' and professionals' perceptions of family-centered care for children with autism spectrum disorder across service sectors
  • Clinicians’ attitudes to clinical practice guidelines: a systematic review
  • Father Involvement and Early Intervention: Effects of Empowerment and Father Role Identity
  • Long-Term Outcomes of Early Intervention in 6-Year-Old Children With Autism Spectrum Disorder
  • Family involvement in early intervention service planning: Links to parental satisfaction and self-efficacy
  • A randomised controlled trial of routines-based early intervention for children with or at risk for developmental delay
  • Parent-Reported Quality of Preventive Care for Children At-Risk for Developmental Delay
  • Future of Early Intervention With Infants and Toddlers for Whom Typical Experiences Are Not Effective
  • Inclusion for Young Children With Disabilities: A Quarter Century of Research Perspectives

View eBulletin


Final Report on Development of Joint Inclusion Statement (2012)

This report documents a study of stakeholder views undertaken by Early Childhood Intervention Australia (ECIA) as part of a collaborative project between ECIA and Early Childhood Australia (ECA) regarding the inclusion of children with a disability in early childhood education and care settings.

The two organisations worked in partnership to develop a joint statement to describe, inform and promote the inclusion of children with a disability in early childhood education and care services. It is part of broader policy work by both organisations. For ECA this work will focus on inclusion for all children in ECEC settings and for ECIA the work will focus on ensuring the inclusion of children with a disability in all aspects of community life.

The purpose of the study was to investigate the views and experiences of stakeholders in the field. It was carried out in two phases: an initial round of seven listening sessions (focus groups) around Australia followed by a national on-line survey of a range of stakeholders involved in inclusive education. The design of the survey was based on the findings from the listening sessions and was able to test these findings with a much larger number (and wider range) of participants. The survey was distributed via a number of professional networks and resulted in input on key inclusion issues from a wide range of stakeholders including early childhood educators, early childhood intervention practitioners, inclusion support facilitators and family members.

View final report

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Starting school is an important milestone in any child and family’s life. For families of children with developmental delay or disability, transition to school requires additional thought, time, planning and support to make the process as smooth and positive as possible.

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