Ageing, Disability & Home Care

2017 Post School Supports assessment

In 2017 the Post School Supports Assessment will be used by FACS to find out if a young person is eligible for post school supports under the National Disability Insurance Scheme (NDIS).

The assessment determines each young person’s eligibility by looking at the type and level of support that they will need after leaving school.

Assessments are carried out by consultants or teachers who have been trained by FACS and the Australian Health Services Research Institute, University of Wollongong. Young people and their parents/guardians are encouraged to take part in the assessment.

Assessments can take place at a face-to-face meeting with the assessor, or in some circumstances, for example where distance is a barrier, an assessment may take place over the phone or be conducted based on pre-existing knowledge of the young person and their support needs.

The Post School Supports Assessment was developed by the Australian Health Services Research Institute at the University of Wollongong.

Information for young people and their families

Post School Supports Assessment - Information for school leavers and their families

This fact sheet is also available in the following languages:

Consent to be assessed

Before an assessment can begin the person or their parent/guardian must consent to the assessment.

Consent is given by filling out the Post School Supports Information Recording Consent Form 2017 (PDF). Once this form is completed it must be given to the assessor before the assessment can proceed.

The Post School Supports Information Recording Consent Form 2017 is also available in the following languages:

Frequently asked questions about the assessment

What does the assessment form include?

Background Information

Information is recorded including the person’s name, age, gender, country of birth, address, school and disability type.

Functional Assessment

This section looks at key areas in a person’s life where they require assistance and the level of the support which is needed. The Functional Assessment section is divided into four parts:

  • Functional Overview
  • Domestic Activities of Daily Living
  • Self Care Assessment
  • Behavioural Functioning Assessment

Additional Information

Other information may be included to assist in understanding the person’s support needs, including information from families and carers. If there is any information that the person or their parent/guardian feels has not been adequately addressed, it should be included in this section.

What is the process?

The assessment forms are completed and lodged electronically with FACS. The assessor will provide a copy of the assessment to the applicant and their parent/guardian if they request it.

When the completed assessments are received by FACS, personal details are removed and the information is sent to the Australian Health Services Research Institute, University of Wollongong for analysis and to identify eligibility for post school supports under the NDIS.

When will the assessment outcome be known?

In early September FACS will contact all school leavers who were assessed as part of the assessment process to inform them about their eligibility for post school supports and with information about the next steps.

Can the outcome of the assessment be reviewed?

No, however if a school leaver is assessed as not eligible for post school supports under the NDIS through this assessment process, they can make an application directly to the NDIA. More information is available on the NDIS website

How can I make a complaint about the assessment process?

If a person or their parent/guardian is dissatisfied with the way in which their application, assessment was administered, or with the conduct of an FACS employee during the process or any related service delivery or policy issue, they have the right to make a complaint. Information about this process is available from the Life Skills and Respite Information Line on 1800 761 030 or the FACS website www.adhc.nsw.gov.au.

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