Kindergarten inclusion support PACKAGES – COMPLEX MEDICAL NEEDS

Guidelines, information and application kit


Melbourne September 18

©State of Victoria (Department of Education and Training) 2016

The 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, 30021

Table of Contents

Introduction

Kindergarten program

Focus

Support

Specific Training

Auspice Organisations

1.Eligibility criteria

Oxygen

Tracheostomycare

Suction

Tubefeeding(nasogastricorgastrostomyfeeding)

Managementoffaecaloutput

2.Program support group

Membership

Roles

Application process

3.Kindergarten Inclusion Support Plan

4.Submitting an application

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

6.Where to send the application form and timelines

Where to send

Timelines

7.Transfers and withdrawals

Transfer of application

Transfer of support

If a child withdraws from kindergarten

8.Regional Advisory Group role

9.Appeal process

Appendix A: Department of Education and Training contact details

Appendix B: Auspice organisation contact details

Appendix C: Regional Advisory Group Convenors

Appendix D: Glossary

Introduction

Kindergarten 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 program

Kindergartenisanearlychildhoodeducationprogramthataimstoadvanceeachchild’slearningandtooptimisethedevelopmentofkeyskills.

Kindergartenprogramsaredesignedtoengageeachchildineffectivelearning,therebypromotingcommunication,learningandthinking,positiverelationshipsandidentity.

Akindergartenprogramprovidesasupportiveenvironmentinwhichearlychildhoodeducatorsworktosupportchildren’slearninganddevelopment,andtoachievetheoutcomesidentifiedintheVictorianEarlyYearsLearningandDevelopmentFramework.

Eachprogramaimsto:

•Provideeachchildwithabroadandroundedexperienceinallareasoflearninganddevelopment

•Offerchildrenarangeofexperiencesinarichindoorandoutdoorenvironment,usingavarietyofmaterialsandequipment

•Supportlife-skillsdevelopmentinchildrenastheylearnto:

–getalongwithothersandbe amemberofa group

–showrespectandcaringforothers

–be comfortablewithpeoplewhoaredifferentandtosee beyonddifferencestosimilarities

–balancetheirownneeds,rightsandresponsibilitieswiththoseofothers

•Supportandnurtureresilience,flexibilityandotherskillsandqualitiesthathelpchildrentodealwithmajortransitions,newsituationsandchangesintheirlives

•Offersupporttoparentsthroughcontactwithexperienced,knowledgeableandsensitiveprofessionalswithwhomtheycantalkandshareconcerns,andfromwhomtheycanreceiveencouragement

•Deliverthebenefitsthatnetworkingwithotherfamiliescanaffordparentsintermsofsharingexperiencesandofferingsupport.

Kindergartenparticipationalsohelpstoidentifychildrenwhomayneedextrasupportfortheirdevelopmentandofferslinkstotargetedsupportservices.Thishelpstoensurethatchildrenreceivethisassistanceasearlyaspossible.Kindergartenalsoprovidesanopportunityforfamiliestodeveloplinkswiththeircommunitiesandothersupports.

Arangeofoptionsareavailableforfamiliesandserviceproviderstoenhancetheinclusionofchildrenwithadditionalneedsinfundedkindergartenprograms.Inclusionfostersasenseofbelongingandacceptsandrespectsindividualityanddiversity.Inclusiveprogramsencourageandallowallchildrengenuineopportunitiestoaccessandparticipateinkindergartenprograms.

Organisationsreceivingkindergartenfundingarerequiredtohaveinplacepoliciesandproceduresthatpromoteinclusivepracticeandequalityofopportunityforallchildren.Thisincludesensuringtheirenrolment,accessandinclusionpolicies:

•promotefairandequitableaccesstokindergartenprograms

•supportalleligiblechildrentoaccessakindergartenprogram,includingthosewhofacebarrierstoparticipation

•donotinadvertentlypresentbarrierstoparticipation.

•complywithVictorianandfederallegislation,includingthe:

-DisabilityDiscriminationAct1992(Commonwealth)

-EqualOpportunityAct2010(Victoria)

-ChildWellbeingandSafetyAct2005(Victoria)

-VictorianCharterofHumanRightsandResponsibilities2006

Kindergarten programs areguided by State andNationalframeworkswhichpromotehigh quality,inclusiveeducationandcareforallchildren.Theseinclude:

  • TheVictorianEarlyYearsLearningandDevelopmentFramework
  • TheEarlyYearsLearningFramework
  • TheNationalQualityFramework
  • Disability Standards for Education

Thepracticeprinciples forlearninganddevelopment identified in the VictorianEarly Years LearningandDevelopmentFrameworkunderpinservice delivery provided by early childhood professionalsincludingkindergartenandECIS professionals.Theprinciples guideearly childhoodprofessionalstoworktogetherwithchildrenandfamiliestoachievebestoutcomes 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

TheVictorianEarlyYearsLearningandDevelopmentFrameworkgives thefollowing 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.

ForfurtherinformationontheVictorianEarlyYearsLearningandDevelopmentFramework and the National Quality Framework, refer to Appendix D

Focus

TheKindergartenInclusionSupportPackages–ComplexMedicalNeedsfocuson:

  • providingsupporttocomplementearlychildhoodeducatorknowledgeandskills,while acknowledgingtheirexpertiseinsupportingchildren’slearninganddevelopmentwith young children
  • supportingearlychildhoodeducatorstobuildtheircapacitytodevelopandimplement aninclusiveprogram
  • supportingearlychildhoodeducatorstocontributetopositiveoutcomesforchildren, asdefinedintheVictorianEarlyYearsLearningandDevelopmentFramework
  • respondingtothechild’s abilitiesandstrengths,as wellastheirneedsbysupporting thekindergartentoenhancetheirlearninganddevelopment
  • promotingcollaborationbetweenthefamilyandservices
  • recognisingthatearlychildhoodeducatorsrequirevaryinglevelsofadditionalsupport

Support

In line with the National Quality FrameworkandtheVictorianEarlyYearsLearningand DevelopmentFramework,theKindergartenInclusionSupportpackagesprogramisdesigned to contribute to the provision ofa quality kindergartenprogram.KindergartenInclusionSupport Packages–ComplexMedicalNeedsare specificallyfocusedonenhancingthekindergarten’s capacity to providea program that is responsiveto the individualabilities, interests and needs ofthechildwithcomplexmedicalneedsinaninclusivekindergartenenvironment.

KindergartenInclusionSupportpackageprogramsupportisavailablewhenakindergarten hasdemonstrated, throughthe completion ofaKindergarten Inclusion Supportplan, that the resources required to build the capacity of the early childhood educatorsare inaddition to the existingresourcesavailabletothekindergarten.

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 KindergartenInclusionSupportpackagesprograminclude:

  • Trainingandconsultancyforearlychildhoodeducatorstosupportadjustments, adaptationsandmodificationsofthekindergartenprogram
  • Specialist training and consultancy forearly childhood educators to meet the individual needsofthechildwithcomplexmedicalneeds
  • Minorbuildingmodificationssuchasrampsandgriprails,whichwouldsupportthe child’s attendanceinthekindergartenprogram andparticipation inthe activities
  • Additional staffing support. An additionalassistant funded froma Kindergarten InclusionSupportpackagebecomes amember of the team delivering thekindergartenprogramwhichisdevelopedbythe early childhood teacher that is inclusive of all childrenin the group.

It is not appropriate that anadditional assistant, fundedfroma Kindergarten Inclusion Support package:

  • works exclusively with the childwith complex medical needs
  • increasesstafflevelstomeetlicencingrequirements

TheresourcesallocatedtothekindergartenfromtheKindergartenInclusionSupport packagesprogramareintendedtosupporttheneedsofthewholegroupduringthe kindergarten year. Support is availableto assistearlychildhoodeducatorsandallchildrento:

  • engagewitheachotherandtheircommunity
  • enjoya quality program
  • ensurean inclusive program

Specific Training

ItistheresponsibilityoftheKindergartenInclusionSupportauspiceagency(seebelow) togetherwiththeearlychildhoodteachertoensurethattherequiredtrainingis organisedand delivered for the early childhoodeducators. It is recommended that training isprovided to more than one member of the early childhood team whohas ongoingcontactwith the child.

Trainingwillbecustomisedtomeetthechild’sneedsidentifiedinthechild’s healthsupport plan.

Auspice Organisations

Acrossalldepartmentalregions,themanagementofKindergartenInclusionSupport packagesisundertheauspiceofnon-governmentorganisations.Theseorganisations administertheprogram.

Theauspiceorganisation’sprogramorpolicyhandbook details its roles and responsibilities andrelationshipwithfamiliesandchildren’sservices inprovidingsupport.Theauspice organisationis requiredtoundertakeanannualsurveyofparentstodetermineuser satisfactionwith theservice.

1.Eligibility criteria

KindergartenInclusionSupportPackages –ComplexMedicalNeedsofferassistanceto kindergartenswhich requireadditionalresourcesto supporttheaccessandparticipationofachild withcomplexmedicalsupportneedsinakindergartenprogramfundedbytheDepartment[1], where the child:

1.Iseligibletoattendastate fundedkindergartenprogram

2.Hascomplexmedicalneeds whichrequireahighlevelofsupervisionandindividualised healthcaresupportduringthekindergartenprogram

3.Isunabletoaccessafundedkindergartenprogram without provision ofa highlevel of additionalsupport

4.Hashealthsupportneedsthathavebeen individually assessed and documented bya medical orhealth practitioner

5.Requires healthsupportproceduresduringthekindergartenprogramthatcan reasonablybeexpectedtobeundertakenbyearlychildhoodeducatorswithspecific trainingandongoingmonitoring

The followinglist provides examples of proceduresforwhichComplexMedicalNeedspackage fundingmaybeprovided:

Oxygen

  • maintenance of oxygen supply and tubepatency
  • maintainingskinintegrity,inthecaseofnasalcannulasandfacemasks
  • ensuring appropriatehumidification
  • observationofchild’sgeneralhealthstatusand adjustment of oxygen level according to set criteria
  • awarenessofdangersofoxygentherapyandpreventionofcomplications
  • changeofoxygencylindersasrequired

Tracheostomycare

  • 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

Suction

  • infectioncontrol
  • knowledgeofwhentosuctionandwhy
  • useofcorrectsuctioningtechniqueforspecific child
  • awarenessofspecifictypesofmucustoobserveforandreportingofabnormalitiesto relevant people
  • prevention of complications of incorrect suctionprocedure– vomiting, aspirationand damagetomucousmembrane

Tubefeeding(nasogastricorgastrostomyfeeding)

  • infectioncontrol
  • use of correct methods tocheck positionof nasogastric tube
  • administeringcorrect volumes of feedat regular intervals, at correct rate and temperature,specific to individual child
  • useoffeedingpumpas required
  • ensuringstomachis emptyofexcessair
  • cleaning ofequipment

Managementoffaecaloutput

  • ileostomy and colostomy management
  • regularemptyingofpouch
  • changingofpouchasrequired
  • adequateprotectionofthestoma
  • appropriate surroundingskin care management
  • completeflangechanges,asrequired.

2.Program support group

A ProgramSupportGrouphasanimportantandongoingroleinsupportingtheinclusionof childrenwithcomplexmedicalneedsandmaybeestablishedforanychildwithanadditional needwhetherornotanapplicationfortheKindergartenInclusionSupportpackage- ComplexMedicalNeedsis required.

Membership

In consultation with the parent, guardian or carer,theearlychildhoodteacherisresponsiblefor:

  • establishingtheProgramSupportGroupbeforeenrolment or attendance at the service
  • convening the Program Support Group, to plan and review the child’s attendance and participationinthekindergartenprogram.

TheProgramSupportGroupconsistsof:

  • 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
  • othersprofessionals supporting the kindergarten e.g. cluster manager or a preschool field officer.

Role of the program support group

TheProgramSupportGroup:

  • develops,monitorsandreviewstheKindergartenInclusionSupportplan
  • meetsatleastonceperterm
  • assiststhefamilyinthetransitiontokindergarten
  • provides assistancetocompletetheKindergartenInclusionSupportPlan
  • decides whetheran applicationforKindergartenInclusionSupportpackage isrequired,based ontheinformationprovided 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
  • provides additional information to the Regional Advisory Group in an appeal (refer to Section 9).

Theinformationneededtocompletetheapplicationformrequiresinformationaboutthechild fromparents,guardians or carers andprofessionalsworkingwiththechild,andthechild’searly childhoodteacherforthefollowingyear(andcurrentyearifapplicable).

Application process

  • Theearlychildhoodteacherinconsultationwith the familydetermines that the childhas complexmedicalneedsandrequiresaChildHealthSupportPlan.
  • AProgramSupportGroupisestablishedtodevelopaKindergartenInclusionSupport PlanandaChildHealthSupportPlantoplan,monitorandreviewthesupportsforthe child.
  • Planning for the child is informed by:
  • General Medical AdviceForm (Application Form, Section B) developed by the child’s medical practitioner; and
  • ChildHealthSupportPlan(ApplicationForm, SectionC) which is the responsibility ofearlychildhoodeducatoras perthe Education and Care Services National Regulations(effective1January2012).
  • TheearlychildhoodteachersubmitstheKindergartenInclusionSupportpackages– Complex MedicalNeedsapplication form (SectionA) with the SectionsB andC to the KindergartenInclusionSupportRegionalAdvisoryGroupconvenor.
  • ApplicationswillbeconsideredbytheKindergartenInclusionSupportRegionalAdvisory Groups
  • Applicationsthat are recommended for consideration for fundingwill be forwarded totheEarly Years Inclusion and Intervention Unit; Inclusion, Access and Participation Branch; Wellbeing Health and Engagement DivisionbytheDepartment’sregionaloffice.
  • 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 Groupconvenor.
  • Thekindergarten will then be notified of the outcome of the application bythe convenor.
  • The kindergarten will be responsible for notifying the parent, guardian or carer of the outcome.
  • Allrequestsforappealsforapplications deemedineligibleareto be in writing to the convenorandmustbeaccompaniedbyrelevantneworadditionalinformationand signed by theparent, guardianor 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.

TheKindergartenInclusionSupportPlantemplateis available on the website at - . It is designed toidentify the current capacity of the kindergarten to provideaninclusiveprogramforachildwithadisabilityandongoinghighsupportneeds or complex medical needs. Throughcontinually reflecting on the context and educator’s strengths and abilities, this planwill assistkindergartens toplananinclusiveprogramforallchildren.

TheKindergartenInclusionSupportPlanisdevelopedbytheearlychildhoodteacheraspartof theProgramSupportGroup.TheProgramSupportGroupmayseek informationfromother relevant sources toassist in the completion of the Kindergarten Inclusion Support Plan. This may include staff at other programs orservicesthatthechildmayhaveattendedsuchas child care, playgroups, etc.

The planmust identify the capacity of early childhoodeducatorsandanymodificationswhich willsupporttheprovisionofaqualityprogramthat isinclusive of the childwithacomplex medical needs.Itisunderpinnedbyreflectivepracticeandsupportslearning communities forkindergarteninlinewiththeVictorianEarlyYearsLearningandDevelopment FrameworkandtheNationalQualityFramework.

Theplanfocusesontheonthecapacityof thekindergartentoplananddeliver aninclusive program. It:

  • provides anoverview of the context of thekindergartenprogramandenvironment
  • provides an overview of the strengths, abilities and interests of thechild
  • identifiesthe needsoftheearlychildhoodeducators tosupportthe inclusionofthechild inthekindergartenenvironment
  • identifies the program adaptations and modifications that will be implemented to support inclusion in the kindergarten
  • identifiesthe supports whichcanbeprovidedwithintheexistingresourcesavailableto thekindergarten
  • identifiesthe supports whichcannotbeprovided within theexistingresourcesavailable tothekindergarten
  • detailshowtheresourcesandsupports identifiedbyearlychildhoodeducators willbe utilisedtobuildthecapacityofearlychildhoodeducatorsto support theinclusion ofthe child andprovideaninclusiveprogram
  • clarifiestheroleandresponsibilitiesofearlychildhoodeducatorsandother professionalssuchasearlychildhoodinterventionpractitioners insupportingthe kindergartenprogram
  • describes, where additional staffing is requested, howanadditionalassistantwill work asamember oftheteamdeliveringthe kindergartenprogram
  • mustbe submittedwithanapplication form foradditionalsupportfromtheKindergarten InclusionSupportpackagesprogram
  • must be submitted to the Regional AdvisoryGroup, if an adjustment to the level of supportis sought,viatheappealprocess (Section9)
  • is to be reviewedonce per term.

Ifallof theneedsofthekindergartencanbeprovidedwithin existing resourcesavailable to the kindergartenthenanapplicationfortheKindergartenInclusionSupportpackagesprogramwill not be required.

Ifthereareneedsthatcannotbeprovidedwithin existing resources available to the kindergarten,thenanapplicationfortheKindergartenInclusionSupportpackagesmay becompleted.

Someexamplesofexistingresourcesavailabletokindergartens include:

  • Cultural Inclusion Support
  • Preschool Field Officer
  • Early Years Management
  • Professionaldevelopment opportunities
  • Capacitybuildingfromprevioussupport.

TheReflectiveProcess(Figure1) hasbeenadaptedfromtheVictorianEarlyYearsLearning andDevelopmentFramework. It isa useful tool to assist the completion of the KindergartenInclusionSupportPlan.

Figure1:ReflectiveprocessforcompletingtheKindergartenInclusionSupportPlan

4.Submitting an application

Privacy

Theinformationprovidedis confidential(referto the Privacy Noticein theapplication form).The Department is committed to protecting the privacy of personal information by complying with the InformationPrivacyAct2000, theHealthRecordsAct2001 andotherrelevantlegislation.

ThecompletedapplicationformwillbeplacedonfilebytheDepartmentand/or theauspice organisationresponsibleforadministeringprogramfundingandbytheearlychildhoodteacher lodging theapplication 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 Section4 for details on completing the Kindergarten Inclusion Support Plan.

Completing the application form – – SFMSo8 Section 2

The application form is available on thewebsite

Applicationswillrequirecompletionofthefollowingformsbytheearlychildhoodteacherin consultation with the parent, guardian or carer, and with the assistance of the Program SupportGroup members:

  • Section A, Kindergarten Inclusion Support Complex Medical Needs Package ApplicationForm,includingthe Kindergarten Inclusion Support Plan
  • Section B, General Medical Advice Form, to be completed by the child’s medical practitioner. The form describes the child’shealthcondition, firstaid andsupport requirements.It informs the development ofa Child Health Support Plan
  • Section C, Child Health Support Plan, describes howthechild’shealthsupportis providedinthekindergartenprogram,minimisingriskstothechild,otherchildrenand earlychildhoodeducators.

Ifmorethanonechildwithcomplexmedicalneedswillbeattendingaparticularchildren’s service,aseparateapplicationformand Kindergarten InclusionSupport Plan shouldbe submittedto 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.

Faxedapplicationsarenotaccepted.

All sections of theapplication formmust be completed.

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Section A – DEtails of the Service and Child

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

Applicant details

Theregisterednameofthechildren’sservice, currentearly childhood teacher,and the early childhoodteacher(ifknown)isrequired.

Child details

Thissectionseeksinformationaboutthechildidentified with complex medical needs that has resulted in this inclusionsupportapplication.Please indicate:

  • whether the child is of Aboriginal orTorres Strait Islanderorigin. Information on the Indigenousstatusofthechildisareporting requirement of the Department
  • if the child is receiving Early StartKindergartenfundingatthisservice
  • iftheapplicationisforsupportinafundedprogramfor4yearoldchildrenintheyear priortoschool.

Program service details

Fortheyear priortothechildattendingthefundedprogram,listtheearlychildhoodprograms that the childattends.

Fortheyear thechildwillbeattendingthefundedkindergartenprogram,listtheearlychildhood programs thechild is expected to attend.

Forakindergartenprogram,list:

  • the total hours of the program availableper week
  • thetotalhoursthechildwillattendperweek.

Forotherearlychildhoodprograms,list:

  • the name of the programe.g. Early Childhood Intervention Service, child carecentre
  • thecontactpersonandphonenumber
  • thetotalhoursthechildwillattendperweek.

Part 2: Details of persons completing the application

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

Donotsendoriginaldocuments.Theparent,guardian or carer must initial copies of the application. Pleasenoteadditional attachments onthe front pageof the application form.

Part 3: Eligibility criteria

3.1 / Child’s diagnosisandadescriptionoftheirmedicalcondition(refer Section2).
3.2–3.4 / Specific information is requiredincludinghealthsupportprocedures and theirfrequencyrequiredduringkindergarten.Describepreparation,equipment, environmentalchanges,transfers,careproceduresandothersupports.The Regional AdvisoryGroup checklist provides indicators that the Program SupportGroupisencouragedtoconsider.

Section B – General Medical Advice

Thisformistobecompletedbythechild’smedicalpractitionerandgives adescriptionofthe healthcondition,healthsupportandfirstaidrequirementsforachildwithcomplexmedical needs. It will assist the kindergarten in developingaChildHealthSupportPlan.

Section C – Child Health Support Plan

TheChildHealthSupportPlanoutlines howthekindergartenwillsupportthechild’shealthcare needs.InadditiontothequestionsintheChildHealthSupport Plan, early childhood educators may considerthe following:

  • Whoshouldprovidethesupport?e.g.thekindergartenshouldconductarisk assessmentandconsider :
  • Does thesupportalignwithassignedstaffdutiesandbasic firstaidtrainingas per theEducationandCareServices NationalRegulations2011
  • Ifso,canitbeaccommodatedwithincurrentresources?
  • If not, are there additional training modules available?
  • Ifthechildrequiresmedicationtobeadministeredand/orstoredatthekindergarten, ensure that the parent, guardian or carer is aware of thekindergarten’spolicyonmedication management,inaccordancewiththerelevantChildren’sServices Regulation requirements
  • Writtenadvice is required from the child’s medical/health practitioner for appropriate storageandadministrationofthemedication (via the General Medical advice form. Section B).A medication record is to becompleted bythe personadministering the taking of themedicationas per the Educationand Care Services National Regulations 2011:
  • Whetherexistingfacilitiesprovide an appropriate space to meet the child’s health care supportneeds.
  • Ensurethatinformationprivacyprinciples andcompliancewiththeEducationandCare Services National Regulations2011areappliedwhencollecting,using,retainingor disposingofpersonalorhealthinformation.
  • Arethereotherconsiderationsrelevantforthishealthsupportplan?Forexample: minimisingriskssuchas allergensor other riskfactors;formalcommunicationchannels between thekindergarten, family and health/medical practitioner
  • Any trainingprovidedwillbe individualised to address the child’s health care support needsas identifiedintheChildHealthSupportPlan.
  • The Kindergarten InclusionSupportpackagesauspiceagency togetherwiththeearlychildhoodteacherareresponsibleforensuringthattherequired trainingis deliveredtoenablethechild’sattendanceatkindergarten.

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5.Checklist for the early childhood teacher

Beforesubmittingtheapplicationform,pleaseensurethefollowing:

  • TheKindergartenInclusionSupportplanhasbeencompletedandidentifiestheneedfor additionalresources
  • Allsections oftheapplicationformhavebeencompleted
  • Theapplicationformhasbeensignedbytheparent, guardian or carerandallProgram SupportGroupmembersand,whererelevant,KindergartenClusterManager
  • Theparent,guardianor carer hassignedtheprivacydeclaration
  • A copy of the application form has beenkeptforthekindergarten’srecords
  • A copy of the application form has been provided to the parent,guardian or carer
  • Ifadditionalattachmentsareprovided,allcopies areinitialed by the parent, guardian or carer and noted onthe application form.

When all of the above havebeen completed, mail the original application form plus six copies to theRegionalAdvisoryGroupconvenor(refertoSection7).

Every effort has been made to make theapplication form clearandeasy to use.We welcome yourcommentsandsuggestions–pleaseforward totheRegionalAdvisoryGroupconvenorin yourregion.

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6.Where to send the application form and timelines

Where to send

Pleasesendthecompletedand signed original applicationform, including the Kindergarten Inclusion support Plan totheRegionalAdvisoryGroup convenoraddress(see Appendix C for contact address details for Regional Advisory Group Convenors).

For further informationpleasecontact either the Department's regional office or the auspice organisation for Kindergarten Inclusion Supportpackages programforyour area, as listed in the Appendix B of this document.

Timelines

Applications 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.