Is the NDIS Changing Goals and Aspirations – Evidence from In-depth Qualitative Interviews
7.6.1 Goals and aspirations of NDIS participants and their family members or carer
Goals and aspirations varied between each individual participant and were influenced by the age and disability of the person. For younger NDIS participants, goals and aspirations were mainly related to maximising age appropriate developmental capabilities and the transition into to childcare, kindergarten or school (including moving from a home-school situation to a mainstream primary school). The goals and aspirations of adult participants centred on enrolling in further study, gaining employment or volunteer work, developing more independence (with budgeting, transport, and cooking), increasing social skills and living independently (or continuing to do so).
The development of goals was initially difficult for NDIS participants as many had not previously had the opportunity to construct personal and life-long goals. However, by wave 2 many respondents felt that the process had become easier as they had adjusted to the NDIS ethos and processes.
A few of the respondents noted that over time their mindset had changed to embrace the opportunity to create goals for themselves. This was contrasted to the ‘institutionalised’ way of thinking that respondents and their families had been accustomed to, prior to the arrival of the NDIS.
And what is starting to happen I'd say with most people that I know on their first plan they accepted the status quo and were, ‘yes let’s just carry on with what we’re doing’. And as that year progressed and they started to see, ‘hang on a minute we can change this’, their second plans tended to reflect that we want change, we can start to make choices and we can start to do things differently. And the third plans are even more, ‘hang on’, and we’re starting to see as individuals not that institutionalised thinking that’s been put into all of us. We’re all institutionalised to a certain extent. (B03 PWD&C W2)
Changes to participants’ goals between wave 1 and 2 appeared to be minor. Through their experience of the review process some respondents were able to finely tune their goals to be more specific to themselves. Other respondents, however, felt that the planners had not been sufficiently flexible in the plan review to fully meet their needs or aspirations.
I was told ‘It’s too hard, we don’t know how to do that, maybe down the track we can try and look at it but for now it’s way too hard to do that’. I’m like ‘Okay so are you meeting my needs? No’. (B08 PWD W2)
Since joining the NDIS many achievements were reported related to NDIS participants’ educational goals. Many young children had transitioned into school with the assistance of therapy and early intervention. Other NDIS participants had enrolled in vocational education or university, with some evidence of course completion.
Living independently was a major aspiration for many participants, however, this appeared to be seen as a goal to be addressed in the future and not an urgent need. Hence, developing living and independence skills had the greater focus in participant’s plans.
Employment-specific goals were included in many of the participants’ plans, which aimed to assist with integration into the workplace. Some goals focused on obtaining work experience so that the NDIS participant could develop their skills and increase employability. For others, who had already had work experience opportunities, the goal was to evolve temporary or voluntary positions into more permanent, full-time roles.
As noted above, however, the achievement of employment related goals had been limited. There was a need for enhanced support for participants to achieve these goals. For example, for many of those who ultimately desired to be able to find paid work, initially gaining work experience and work placements was paramount. Respondents wanted to be in a workplace environment, learning new skills, interacting with others and perhaps earning an income. However, according to some there was limited support in this area; providers were struggling to find employment opportunities for NDIS participants, and were not actively supporting them in taking the next steps once a work activity/experience had ended.
Life Transitions and the NDIS – Evidence from In-depth Qualitative Interviews
7.7.1 Transitions for NDIS participants and their family members or carer
In general, almost all NDIS participants and their families and carers had experienced some type of life change or transition between the wave 1 and 2 interviews.
Some NDIS participants had transitioned into their first year of school, from school to further studies, or from further studies to employment related activities. Others had experienced a deterioration of health or behavioural issues throughout the year. A further group of participants had moved accommodation (or were preparing to move) either to an area outside of their current NDIS trial site or from the family home into supported accommodation.
In almost all instances, the NDIS was reported to have assisted participants with these major life transitions. Generally, the NDIA was approached and discussions were arranged to determine whether plans were flexible enough to adapt to new circumstances.
It was very good, the transition was very good. And the NDIS they did a lot of work to help. (A17C W2)
However, there also appeared to be complexities in moving from different support services coupled with transitioning to NDIS. An example here was given by a parent of a young child who was transitioning from existing funding to NDIS funding for speech therapy. Because there was an apparent disagreement as to whether the support should be school-based or not, the funding had ceased for almost a year, which meant that the child had had no support during that time.
7.7.2 Transitions through the eyes of NDIA staff
There were mixed reports from NDIA staff as to how well the NDIS manages key life transitions. Some NDIA staff believed that transitions were handled well with plans including appropriate supports and services. The inclusion of case coordination was viewed to assist with life transitions. However, some NDIA staff reported that the agency did not always plan for key life transitions nor were they able to respond quickly to crisis events.
Challenges included time constraints and a lack of planner experience which often led to NDIA staff taking a ‘hands off’ approach to supporting participants through key life transitions.
NDIA staff noted that the primary mechanism by which the NDIA could provide support at key transitions occurred both during the development of the plan, where funded items such as coordination of supports, transdisciplinary packages, and transitional supports could be included, and through plan reviews and amendments.
