Disability Employment Services (DES) supports people with disability to get ready to look for a job and to keep it. For a job seeker to access a DES, they must be assessed as having a future work capacity of at least eight hours per week . The Department of Social Services administers DES.
SLES is an early intervention approach for school leavers with a significant disability. It supports their transition from school to employment. SLES is part of the NDIS. The aim of SLES is to build a participant's capacity to meet the access criteria and transition to a DES.
A SLES participant may need up to two years to develop the aspiration, confidence and sufficient skills to meet DES criteria.
SLES is a transition support designed for school leavers and it's targeted at Year 12 students.
The NDIS supports the right of every young person to reach their full potential and to attain the highest education level possible. It is therefore important SLES and other funded supports do not inadvertently incentivise early school leaving.
If the student has reached the minimum school leaving age and the family and school support the decision to leave, then it is important to discuss this change of circumstances and transition support needs.
It can be a conversation with the participant's Local Area Coordinator or planner. It is important to note participants may also be eligible to access the DES Eligible School Leaver program, a mainstream disability program designed to support transition from school to work.
Yes. SLES funding can be self-managed but the NDIA highly recommends you choose a registered provider for your SLES funding. If you do choose to self-manage SLES, you should be familiar with NDIS self-managing responsibilities.
SLES is a reasonable and necessary support so it is no different to the way other planning decisions are made.
Planners consider the aims of SLES along with the participant's goals and circumstances to determine whether SLES would be beneficial for the individual. Particular consideration is given to whether the student is connected with, or would likely be eligible for, a DES.
It's a good idea for the participant to bring along all relevant school information to their planning meeting. It might include their transition or career plan as well as their school assessments.
Participants may also have had a Centrelink work capacity assessment, or an Employment Service Assessment (ESA) or Job Capacity Assessment (JCA) conducted by a health and allied health professional, which can help inform planning staff about the participant's eligibility to access a DES.
If you are in your final school year, and you are not due for a plan review prior to leaving school, you may need to fill out a Section 48 Change of Circumstances form to have your plan reviewed. This is particularly important if employment supports are likely to be included in your plan.
Some participants may be able to immediately access DES so their current plan may not need a change.
Where possible, SLES should be discussed during the planning conversation, during your final year of school in order to avoid an unnecessary plan review.
Funding can be included in plans pro rata or alternatively, shorter plan (six month or nine month) would be more appropriate according to the participant’s school timeline. You can discuss these options with your Local Area Coordinator or planner.