Autism Specific Early Learning and Care Centres ASELCCs
Operational Guidelines
Effective from 1 May 2014
Autism Specific Early Learning and Care Centres - Operational Guidelines
Table of Contents
1
INTRODUCTION....................................................................................................3
2 INFORMATION ABOUT THE AUTISM SPECIFIC EARLY LEARNING AND
CARE CENTRES INITIATIVE .......................................................................................3
2.1
Initiative Overview .................................................................................................................................... 3
2.2
Initiative Objectives .................................................................................................................................. 4
3
RESPONSIBILITIES AND ACCOUNTABILITIES .................................................5
3.1
DSS responsibilities and accountabilities ................................................................................................ 5
3.2
Service provider responsibilities and accountabilities ........................................................................... 6
4
RISK MANAGEMENT STRATEGY .......................................................................6
5
PERFORMANCE MANAGEMENT AND EVALUATION .......................................6
5.1
Performance framework and reporting .................................................................................................. 6
5.2
Financial Reporting ................................................................................................................................... 7
5.3
Evaluation .................................................................................................................................................. 7
6
COMPLAINTS .......................................................................................................7
6.1
Client/Customer ........................................................................................................................................ 7
6.2
Service Provider ........................................................................................................................................ 8
7
ACTIVITY AND MANAGEMENT DETAILS ...........................................................8
7.1
Service Delivery ......................................................................................................................................... 8
7.2
Target Group and Priority of Access ..................................................................................................... 10
7.3
Staffing ..................................................................................................................................................... 13
7.4
Generic Requirements ............................................................................................................................ 14
7.5
Relationships with Other Government Funding .................................................................................. 14
7.6
Regional Service Delivery ....................................................................................................................... 16
7.7
Conflicts of Interest ................................................................................................................................. 18
8
FUNDING .............................................................................................................18
8.1
Operational Funding ............................................................................................................................... 18
8.2
Capital Works Funding .......................................................................................................................... 19
9
9.1
INFORMATION TECHNOLOGY..........................................................................19
The Child Care Management System (CCMS)..................................................................................... 19
10 CONTACT INFORMATION .................................................................................20
DSS National Office ............................................................................................................................................... 20
DSS State Offices ................................................................................................................................................... 20
ATTACHMENT A – CURRICULUM PLAN .................................................................22
ATTACHMENT B CONFLICT OF INTEREST POLICY ..............................................24
11 GLOSSARY .........................................................................................................25
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Autism Specific Early Learning and Care Centres - Operational Guidelines
1 Introduction
These Operational Guidelines provide the framework for the administration of the
Autism Specific Early Learning and Care Centres (ASELCCs). The Operational
Guidelines provide the basis for the business relationship between the Australian
Government Department of Social Services (DSS or the Department) and the
funding recipient. They should be read in conjunction with the Standard Terms and
Conditions and Grant Agreement Schedule.
The Operational Guidelines include:
 the purpose of the ASELCCs;
 DSS expectations of service providers including performance expectations;
 monitoring and funding management arrangements including accountabilities
and program governance arrangements for DSS and service providers; and
 other relevant information pertinent to the successful delivery of all ASELCCs.
DSS reserves the right to amend these guidelines from time to time by whatever
means it may determine in its absolute discretion and will provide reasonable notice
of these amendments.
It is the responsibility of the ASELCC service providers to ensure that they are
familiar with the content and requirements of the Operational Guidelines.
2 Information about the Autism Specific Early Learning
and Care Centres initiative
2.1 Initiative Overview
The Helping Children with Autism (HCWA) Package helps families and carers to
cope better with the pressures they face in raising their children with Autism
Spectrum Disorders (ASD).
The support provided through the HCWA Package is Australia wide and includes:
 An Autism Advisor Service to assist families and carers of children aged up
to six years diagnosed with an ASD;
 Funding to increase access to Early Intervention services for children aged
up to six years diagnosed with an ASD;
 PlayConnect Playgroups for children aged up to six years with an ASD or
ASD-like symptoms, and their siblings;
 Early Days Workshops that deliver flexible and targeted support for families
and carers of children with an ASD or ASD-like symptoms;
 The Raising Children Network’s dedicated component for autism specific
information, online resources and workshops, and other interactive functions
for parents, carers and professionals;
 Positive Partnerships (delivered by the Department of Education,
Employment and Workplace Relations (DEEWR)), which provides
professional development for teachers and other school staff to support
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Autism Specific Early Learning and Care Centres - Operational Guidelines

school students with an ASD to achieve better educational outcomes; and
workshops and information sessions including access to online workshops
and information for parents and carers of school aged children with an ASD;
and
Medicare rebates for diagnosis and 20 visits for Early Intervention treatment
for children with an ASD (delivered by the Department of Health and Ageing
(DoHA).
Six Autism Specific Early Learning Child Care Centres (ASELCCs) were established
jointly by DSS and DEEWR in addition to the HCWA Package.
The ASELCCs are located in:
 Sydney;
 Brisbane;
 Adelaide;
 North West Tasmania;
 Melbourne; and
 Perth.
The ASELCCs provide early learning programs and specific support to children aged
zero to six years with ASD in a long day care setting, and are intended to have a
positive impact on their long term life outcomes. ASELCCs are also intended to
provide parents with support in the care of their children and give them the
opportunity to participate more fully in the community.
2.2 Initiative Objectives
The funding provided by the Australian Government towards the operation of the
ASELCCs will meet the following objectives:

Ensure that all children attending the ASELCC:
 are provided with autism-specific individual and group support and
intervention strategies that develop their capacity to participate in child care,
early learning and education settings;
 have opportunities for integration and interaction with other children; and
 are supported with transitions, particularly in the year before formal
schooling , so that they can participate in:
 further educational and therapeutic settings; and
 everyday life.

Provide families of young children with ASD increased access to high quality and
affordable early learning programs in a long day care setting to support their
capacity to:
 participate in the community (i.e. work/ study); and
 manage the needs of their child/children with ASD.
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
Support the ASD sector by:
 contributing to strategies that improve the access of children with ASD to
early childhood education programs;
 facilitating research and interventions for children with ASD and the
development of best practice; and
 contributing to the development of workforce capability.
Strategies to achieve the objectives outlined must target the unique requirements of
each ASELCC’s local community.
3 Responsibilities and accountabilities
3.1 DSS responsibilities and accountabilities
The Department is accountable for expenditure of Australian Government funds
under the Program.
3.1.1 National Office
In administering an ASELCC, DSS’s National Office has the following
responsibilities:
 developing the ASELCC initiative;
 promoting the ASELCC initiative at a national level;
 approval of funding and negotiation of grant agreements for ASELCC service
providers;
 providing clear Operational Guidelines and reporting templates;
 providing clarification of policy or operational requirements; and
 ongoing monitoring, review and evaluation of the ASELCC initiative.
3.1.2 State Office
In administering the ASELCC in their respective States, the Department’s State
Offices have the following responsibilities:
 grant agreement management including ensuring that services provided are
consistent with the Grant Agreement and Operational Guidelines by:
 liaising with the ASELCC as required on day-to-day issues;
 monitoring the ASELCC’s compliance with and performance under the
Grant Agreement including assessing reports provided by the ASELCC;
and
 periodically conducting compliance visits.
 execution of grant agreements with ASELCC;
 administering payments in a timely, accountable and efficient manner;
 processing of any required variations to the Grant Agreement; and
 communicating and reporting to National Office when required.
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3.2 Service provider responsibilities and accountabilities
The service provider must understand their rights and obligations under their Grant
Agreement, and comply with the Terms and Conditions that comprise part of the
agreement.
The service provider is responsible for:
 administering funding in accordance with their Grant Agreement;
 delivering services in accordance with their Grant Agreement and these
Operational Guidelines;
 providing quality services that are effective, efficient and appropriately targeted;
 ensuring Indigenous Australians and children and families from culturally and
linguistically diverse (CALD) and disadvantaged backgrounds have equitable
access to services;
 working collaboratively with their consortium partners, state and non
government services and other ASELCCs to contribute to the overall
development and improvement of the initiative and deliver a high quality service
that builds best practice in ASD, early childhood education and child care and
workforce capacity;
 complying with all relevant legislation as outlined in their Grant Agreement and
in these Operational Guidelines;
 ensuring that staff are well supported and have appropriate skills and
qualifications to deliver the services; and
 ensuring the ongoing viability of services through sound business practices and
prudent use of Government funding.
4 Risk management strategy
DSS has undertaken risk assessments of the ASELCC initiative and the capacity of
its service providers to deliver the required services and will continue to assess risks
in consultation with service providers and other relevant parties.
5 Performance management and evaluation
5.1 Performance framework and reporting
5.1.1 Performance
An overarching performance framework has been developed for the ASELCC
initiative.
ASELCCs are required to develop an Activity Work Plan, detailing how the activity
will achieve the objectives of the ASELCC initiative. The Activity Work Plans should
also include the Activity Performance Indicators from Item B of the Grant Agreement
and a short outline of the Curriculum Plan (see Attachment A). ASELCCs will report
against these activities via six monthly Performance reports as outlined in the Grant
Agreement.
5.1.2 Reporting
ASELCCs will be required to submit reports to DSS regarding their service in
accordance with the Grant Agreement as part of their accountability requirements.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
These enable DSS to meet its legislative responsibilities. The standard of
accounting, record-keeping and reporting by ASELCCs must be in accordance with
the terms of the Grant Agreement.
Reporting includes six monthly performance reports against the Annual Activity Plan
incorporating and reporting against objectives and the Activity Performance
Indicators. Changes or developments to the Curriculum Plans should be included in
these reports.
These requirements are outlined in detail at Item B and E of the Schedule to the
Agreement.
5.2 Financial Reporting
The ASELCCs must administer funding and report on expenditure in accordance
with their Grant Agreement. Funding must only be used for the purpose for which it
was provided.
5.3 Evaluation
5.3.1 Autism Specific Early Learning Care Centres (ASELCC) Evaluation
An evaluation of the ASELCC Initiative was completed in 2011. DSS will work with
the ASELCCs to develop a continuous improvement plan that will address the issues
and recommendations made in the Evaluation Report.
DSS may also ask the ASELCCs to participate in further evaluation measures.
5.3.2 The Child and Family Outcomes Strategy
ASELCCs are required to continue to participate in the development and
implementation of a data collection strategy known as ‘The Child and Family
Outcomes Strategy’ (CFOS or Strategy). The Strategy aims to help ASELCCs
collect a core set of consistent information on the outcomes for children and in the
longer term contribute to knowledge about how outcomes vary across different
service models.
A consultant has been engaged to facilitate partnerships between research bodies
and all ASELCCs and to implement a collaborative approach. The consultant’s report
is due in late 2012 and will guide future development of the CFOS and related policy.
6 Complaints
6.1 Client/Customer
It is expected that ASELCCs will have a complaints process for clients. ASELCCS
are required to produce this document if requested to by DSS. If an individual is not
satisfied with the results of this process, they may contact DSS’s Complaints
Service, as outlined below.
An individual can lodge a complaint through the following channels:
Telephone: 1800 634 035
Fax: (02) 6204 4587
Mail: DSS Complaints, PO Box 7576. Canberra Business Centre, 2610
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Autism Specific Early Learning and Care Centres - Operational Guidelines
If an individual is at any time dissatisfied with DSS’s handling of a complaint, they
can contact the Commonwealth Ombudsman online or via 1300 362 072.
6.2 Service Provider
ASELCCs can contact the Complaints Service with complaints about DSS’s
service(s) or the service of another DSS funded service provider. Details of what
constitutes an eligible complaint can be provided upon request by DSS.
You can contact DSS complaints service by:
Email: DSSfeedback@dss.gov.au
Post: DSS Feedback, PO Box 7576, Canberra Business Centre ACT 2610
Further information on DSS’s complaints service is available on-line.
7 Activity and management details
7.1 Service Delivery
To be enrolled at a centre a child must be diagnosed with an ASD or have ASD like
symptoms. Each ASELCC must be an approved long day care centre with the
capacity to deliver a minimum of 20 approved child care places.
All ASELCCs must ensure that children’s access to services is equitable and that
families’ choices are based on impartial information that does not favour particular
service providers or impose inappropriate requirements (e.g. compulsory
participation in research programs) on access to services.
All ASELCCs must comply with all DEEWR’s Long Day Care requirements and
Family Assistance law and related disallowable instruments, including:
 operating on all normal working days in at least 48 weeks of the year; and
 remaining available to provide care for at least eight continuous hours on each
normal working day on which it operates.
Long day care fees charged to children attending an ASELCC must not be greater
than fees charged to children attending long day care in either a co-located service
or other long day care centre.
7.1.1 Service Delivery Model
Each ASELCC is to provide a minimum of 20 long day care places to children with
ASD aged zero to six years. Children filling these places will be provided with autism
specific support in a long day care setting. Children must be provided with support to
transition to further educational or therapeutic settings, and those accessing the
service in the year before formal schooling must be provided access to an early
childhood education program with appropriate autism specific support.
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All ASELCCs must ensure that:
 their service delivery model addresses the Objectives of the ASELCC initiative
outlined in Section 2.2 and Item B of the Grant Agreement Schedule;
 specialists with expertise in the provision of specific support for children with
ASD work with specialists in child care and early childhood education for
children with special needs;
 programs emphasise a family-centred approach which ensures that individual
needs of children are viewed in the context of their family situation;
 programs provide initial and ongoing assessment of individual children and
prepare them for transition to further educational or other therapeutic settings;
 they draw effectively on existing resources and limit duplication; and
 they build the capability of the ASD sector and respond flexibly to demand for
ASELCC services.
7.1.2 Best Practice Integrated Service Delivery
Each ASELCC is expected to be flexible and to integrate the best practice domains
in the development of their model of ASD early intervention, their ongoing review of
their service delivery model and in research and evaluation.
The service delivery model of the ASELCC must be based on:
 the Early Intervention Best Practice Guidelines published by Prior and Roberts
(2006), which can be obtained by visiting the Department of Health website; and
 current evidence of best practice in child care and early childhood education for
children with special needs.
All ASELCCs are required to develop a Curriculum Plan outlining how the centre will
provide an early learning program, early education program, Autism specific support
and develop best practice.
Further information on the Curriculum Plan is at Attachment B.
7.1.3 Early learning program
All children attending an ASELCC must be provided with an early learning program.
The early learning program must integrate the current evidence base in the ASD,
child care and early childhood sectors and commit to further developing
understandings of best practice in the context of early learning and child care for
children with ASD.
7.1.4 Early childhood education program
For children attending in the year prior to formal schooling, all ASELCCs must
provide an early childhood education program that meets the requirements of these
Operational Guidelines and that may support access to kindergarten programs
registered with State Governments. This program must address state guidelines on
early childhood education programs and state curriculum frameworks and take into
account the special needs and individual capacity of children with ASD.
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7.1.5 Autism specific support
Children must be provided with flexible and appropriate access to the programs
outlined above according to their capacity and must receive specific support to assist
participation in the ASELCC and in the community. Early intervention provided
through an ASELCC to children with an ASD or ASD like symptoms must be
developed through an individual plan with the child and their family, and be tailored
to their needs.
7.1.6 Research Affiliations or Partnerships
ASELCCs must be affiliated or in partnership with a relevant university or hospital
specialising in paediatric, early childhood or ASD related research or services.
Through their affiliations with universities or hospitals, ASELCCs must have a
research and workforce training component which will contribute to achieving a
better understanding of ASD and build the capacity of the local health and education
sectors.
While distinct from other services, ASELCCs however may be co-located with other
relevant services. They must be integrated sufficiently with other on or off site
services to provide children with ASD opportunities to receive services alongside
other children for at least part of their program.
ASELCCs are required to work together with relevant state government services and
private and not for profit services to ensure seamless service provision to children
and families. These services may include kindergarten, education and early
intervention services. ASELCCs must not duplicate existing services and must be
complementary to those services. Integration of services has the potential to
produce a service system that has a wider impact, increases access to relevant
services for children, their families and carers and represents value for money for the
service provider and the Commonwealth.
7.2 Target Group and Priority of Access
To be enrolled at an ASELCC children must be aged between zero and six years
and have a diagnosis of ASD (see 7.2.1 below) or ASD like symptoms (see 7.2.2
below). Children are not eligible to access an ASELCC from the time they
commence formal schooling.
7.2.1 Diagnosis of ASD
The diagnosis must have been made by or through any one of the following:

•the Medicare items through the HCWA strategy; or

•a State/Territory Government or equivalent multidisciplinary assessment
service; or

•a private multidisciplinary team; or

•Paediatrician; or

•Psychiatrist.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
An acceptable diagnosis is one of the following conditions as diagnosed by one of
the professionals listed above:

Autism;

Autism Spectrum Disorder;

Autistic Disorder;

Asperger’s Disorder/Syndrome;

Childhood Disintegrative Disorder; or

Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS).
7.2.2 ASD like symptoms
ASD like symptoms must include at least five of the following:

delayed development, particularly of language skills;

solitary play and withdrawal from others;

lack of imaginative play;

apathy toward other people’s attempts at communication;

difficulty with changes in routine;

lack or absence of eye contact;

inappropriate body language;

repetitive and compulsive behaviour which, if interrupted, may provoke temper
tantrums;

repetitive movements;

preoccupation with parts of objects;

in some, extraordinary talent or brilliance in specific skills; and

inflexible adherence to particular routines or rituals.
7.2.3 Residential eligibility
The Residence requirement for access to services is the same as that for Carer
Allowance (Child). That is, both the carer and the child being cared for must be an
Australian resident - this means they are living in Australia on a permanent basis and
they are either:
 an Australian citizen, or
 the holder of a permanent resident visa, or
 a New Zealand citizen who was in Australia on 26 February 2001, or for 12
months in the 2 years immediately before that date, or was assessed as
‘protected’ before 26 February 2004.
More information on Carer Allowance residence requirements is available on the
Department of Human Services website.
7.2.4 Priority of Access Guidelines for ASELCCs
Priority of Access guidelines for child care services (under the Child Care Benefit
(Eligibility of Child Care Services for Approval and Continued Approval)
Determination 2000)) are administered by Department of Education. Due to the
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specialised nature of the ASELCCs, centres must apply for exemption from these
Priority of Access guidelines for their ASELCC places via the Department of
Education. This ensures that children with ASD can be given priority, and still
maintain access to Child Care Benefit. All ASELCCs must apply for this exemption
before care commences.
All ASELCCs must allocate places to those children and families with the greatest
need for support as outlined below.
There are four levels of priority that ASELCCs must follow when filling long day care
vacancies:
1.
2.
3.
4.
a child with ASD or ASD like symptoms who is a client of the National Disability
Insurance Scheme (NDIS)*
a child with ASD or ASD like symptoms at risk of serious abuse or neglect
a child who is assessed by the ASELCC as likely to gain the best outcomes
from their time at the centre
any other child with a diagnosis of ASD or ASD like symptoms
*NDIS phasing and roll out arrangements must be considered when applying this
priority.
Within these main categories, priority must also be given to children in:
 Aboriginal and Torres Strait Islander families
 families which include another person with disability
 families on low incomes
 families from culturally and linguistically diverse backgrounds
 socially isolated families
 single parent families
All ASELCCs must apply the ASELCC Priority of Access Guidelines when filling
vacant long day care places and must comply with all other relevant legislation,
standards, regulations and licensing requirements as they currently stand.
7.2.5 Referral and Intake
All ASELCCs must develop a standard intake and enrolment procedure based on the
ASELCC Priority of Access guidelines. The standard intake and enrolment
procedure for the ASELCC must be impartial and transparent. ASELCCs must
process all referrals through its standard intake and enrolment procedure.
7.2.6 Children and Families from Indigenous, CALD and Disadvantaged
Backgrounds
All ASELCCs must develop targeted strategies to support access to the service by
children from Indigenous, CALD and disadvantaged backgrounds. The ASELCC
may wish to consider strategies and commitments to engage with specialised
providers to deliver early learning programs and support to children and families from
such backgrounds.
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7.3 Staffing
Operational funding is provided as a contribution towards salary and on costs directly
attributable to employment of a minimum of eleven, full-time equivalent (FTE) staff.
This could include part-time or casual staff.
As a condition of this funding, ASELCCs must maintain a staff to child ratio of at
least 1 staff member to every 4 children for 20 places for children with ASD.
With this funding ASELCCs must employ a minimum of six FTE specialist staff and
five FTE trained child care workers across its sites (Note - this may mean that more
than 11 individuals are employed by the ASELCC and on any one day the minimum
of 5 workers - plus support or specialist staff - may be present to meet the 1:4 ratio of
staff to children).
The specialist staffing mix must include:
 allied health professionals from at least two of the following disciplines –
speech pathology, occupational therapy and child psychology; and

a four-year degree-qualified early childhood teacher who will work in
partnership with specialists experienced in early intervention with children
with ASD to develop and deliver the ASELCC’s early learning and early
childhood education programs.
ASELCCs must ensure that staff are appropriately trained and experienced child
care personnel or appropriately qualified and experienced teachers or therapists
who:
 have been specifically trained in working with children with ASD, or have the
knowledge and skills required for their special needs;
 have appropriate licensure, certification, or registration in the area in which
they are providing services; and
 can provide, if required, training, support and professional supervision.
ASELCCs must operate in line with and comply with the requirements as set out within all
relevant State and Commonwealth legislation and regulations when determining the
training or qualifications an individual must possess to be employed in a particular role.
Consideration can be given to the recognition of specialist staff with relevant skills and
experience who do not meet some elements of the criteria above, subject to approval by
DSS.
The staffing plan can be supplemented with funding from alternative sources but the
operational funding provided by DSS must be accounted for independently. ASELCC
specialist staff must work in partnership with the specialist child care and early
childhood education staff to develop an innovative service model and early learning
program. This program must integrate the current evidence base in the ASD, child
care and early childhood sectors and commit to further developing understandings of
best practice in the context of early learning and child care for children with ASD.
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7.3.1 Workforce Capacity Building
All ASELCCs must contribute to building the density and capacity of professional
ASD, early childhood and child care staffing in their respective locations through:
 attraction and retention of appropriate staff;
 development/establishment of staff networks;
 provision of respite to staff where required;
 training of the local workforce, including families and carers;
 provision of ASD, early childhood and child care specific training to build the
capacity of existing staff; and
 support for professional development and training.
All ASELCCs must work together with state and other services to ensure services for
children with ASD and their families are complementary, and to build the capacity of
all services within the region to attract and retain an appropriately skilled workforce.
The autism specific centres must be clearly branded as Autism Specific Early
Learning and Care Centres and must be designed to be clearly distinguishable and
distinct from other similar or surrounding services.
7.4 Generic Requirements
7.4.1 Land and Building
The funding provided by the Australian Government towards the establishment and
operation of the ASELCCs includes the construction, modification or refurbishment of
existing buildings from which to provide the early learning programs and specific
support to children aged zero to six years with ASD or ASD like symptoms.
All buildings used for the ASELCCs must be purpose-designed or be capable of
being modified to suit that purpose. All buildings must comply with any local, state
and Commonwealth requirements for long day child care centres.
7.5 Relationships with Other Government Funding
7.5.1 Helping Children with Autism (HCWA) Package
Under the Australian Government’s HCWA Package, families of children aged 0 to 6
years diagnosed with ASD have access to a funding package of up to $12,000 per
child (up to $6,000 per child per financial year) to enable them to access
interventions delivered by providers on a Panel established by DSS.
As each ASELCC is provided with an operational subsidy to employ specialist staff,
families cannot claim Early Intervention funding under the HCWA package to cover
the costs incurred as part of the delivery of services in the ASELCC. However,
families may still be able to utilise Early Intervention funding by accessing providers
on the DSS Early Intervention Service Provider Panel.
ASELCCs must be aware of other services available to children with ASD and ASD
like symptoms under the HCWA Package. In addition to the Early Intervention
funding, above, DSS funds Early Days Workshops, PlayConnect Playgroups, The
Raising Children Network’s ASD website and the Autism Advisor program. In
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Autism Specific Early Learning and Care Centres - Operational Guidelines
addition DEEWR funds workshops for parents of children with ASD under the
Positive Partnerships program and Medicare provides items to assist in ASD
diagnosis. All these elements are available to parents and carers of children with
ASD and should be considered as additional resources by ASELCCs.
Autism Advisors provide a central point of contact for impartial advice, information
and linkages to service options for families and carers with children newly diagnosed
with ASD. This includes the ASELCCs. Effective coordination between ASELCCs
and their state’s Autism Advisors will facilitate referral of children to the ASELCC and
other resources. It should be noted that families do not need to be referred to the
ASELCC by an Autism Advisor in order to access its services.
7.5.2 Inclusion Support Subsidy (ISS) and Inclusion and Professional Support
Program (IPSP)
The ISS provides support to child care services to include children with ongoing high
support needs. Children participating in the autism specific places are not eligible
for the ISS as each Autism Specific Early Learning and Care Centre is provided with
an operational subsidy for the employment of multidisciplinary staff members with
autism expertise.
Centres providing long day care services to children, in addition to the 20 places for
children with ASD, may be eligible to receive support through the Inclusion and
Professional Support Program for children not enrolled in the ASELCC.
7.5.3 Legislation, Guidelines and Regulations
As an approved long day care provider, centres are eligible for Australian
Government financial support for the delivery of approved child care places,
including Child Care Benefit.
The long day care services of the ASELCC must be delivered in accordance with all
relevant health and safety requirements and all licensing, certification, or registration
requirements in the area in which they are operating.
ASELCCs are required to meet (and continue to meet) the quality assurance
standards to be approved by the Australian Government, as well as any other
relevant local, state and Commonwealth standards, regulations and licensing
requirements for disability services and long day care.
The long day care services of the ASELCC must also be delivered in accordance
with the following:
 Family Assistance law and related disallowable instruments, and the CCMS
Child Care Service Handbook as amended from time to time, as relevant to the
Funding Recipient;
 state and local government laws, and
 meet regulations and licensing requirements relating to the provision of Long
Day Care.
These requirements include:
 being approved and continue to be approved to administer Chid Care Benefit
(CCB) for the purposes of the Family Assistance law;
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Autism Specific Early Learning and Care Centres - Operational Guidelines









complying with their obligations under the Family Assistance law and related
disallowable instruments;
ensuring that CCB fee reductions are passed onto the individuals whose
children are being provided with care;
participating in the Quality Improvement and Accreditation System for Long Day
Care;
providing quality care for children aged zero to six years with ASD;
maintaining sound business and financial management practices, including
income and expenditure planning and management of CCB and fees;
continuously improving the services provided in line with the Long Day Care
Quality Assurance System;
providing access to quality early childhood developmental child care;
providing access to flexible care to meet the needs of families and communities;
and
participating in and cooperating with compliance activities carried out by
Government.
ASELCCs must also ensure that services operate in line with and comply with the
requirements as set out within all State and Commonwealth legislation and
regulations. These include but are not limited to:
 The Privacy Act 1988;
 The Racial Discrimination Act 1975;
 The Sex Discrimination Act 1984;
 The Disability Discrimination Act 1992;
 any applicable Occupational Health and Safety (OH&S) and Equal Employment
Opportunity (EEO) laws;
 the Building and Construction Industry Improvement Act;
 any applicable state laws relating to discrimination; and
 any state laws regarding young people who are under 18 years of age such as
mandatory reporting requirements, working with children registration and police
checks.
ASELCCs must also be aware of any case based law that may apply or affect their
service delivery.
7.6 Regional Service Delivery
An ASELCC may be approved to deliver services on a regional basis. This can
address concerns where demand for an ASELCC is geographically dispersed and no
one population centre exists that will sustain 20 long day care places in a single
location. The ASELCC must still maintain the capability to provide 20 approved long
day care places to children with ASD in the region. This will be achieved through
applying a hub and satellite delivery approach to the dedicated region.
As part of regional service delivery a ‘main campus’, must be established. This main
campus must be located in an area that will service a high number of children with
ASD and their families. The main campus must be recognised and branded as the
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Autism Specific Early Learning and Care Centres - Operational Guidelines
main campus ASELCC and have the capacity to provide approved long day child
care places to children with ASD.
The main campus will also provide headquarters for ASELCC staff (though some
staff may be located off-site) and space to support capacity building activities for the
ASD sector such as workforce development and research.
The ASELCC must also provide ‘satellites’, through one or more approved long day
care centres in other locations across the regions. These satellites do not need to be
in centres operated by the service provider, however, where satellites are in centres
operated by a third party, the service provider is responsible for ensuring formal
agreements are in place with the agencies licensed to provide these child care
places. These agreements must collectively guarantee the ongoing availability of a
total of 20 approved long day care places across the main campus and the satellites.
Service delivery across the sites must adhere to these Operational Guidelines.
The service provider must promote the ASELCC’s main campus and satellite sites
collectively, and ensure the operation of consistent and compliant service delivery
across the ASELCC’s sites.
It is a condition of operational funding that all ASELCCs maintain a high staff to child
ratio of up to 1 to 4, however, in the satellites, the Department may consider allowing
the regional ASELCC to operate with a lower ratio, providing that the minimum ratios
for long day care centres in the region are met. The service provider must justify in
writing to the Department any proposal to operate with minimum child care ratios and
demonstrate how the needs of children receiving services delivered by way of these
lower ratios will be supported.
The service provider of the regional ASELCC must justify the location of the satellites
and the number of approved long day care places to be provided across all sites
(main campus and satellites) in reference to demand.
To meet the ASELCC initiative’s requirement for additional places, the ASD specific
long day care places provided by the ASELCC’s main campus and satellites must be
provided from within each centre’s existing unused capacity, that is, places that the
centre is licensed for but are not being used by other children. For instance, a centre
licensed for 60 long day care places and operating at 55 may commit to maintaining
up to 5 long day care places for children supported by the ASELCC.
In response to changes in population demographics and emerging demand for
services, the ASELCC may revise the number of children supported at specific sites,
or negotiate placement of children with different child care providers. At all times the
ASELCC service provider will be responsible for guaranteeing the maintenance of
the required 20 long day care places.
In addition to the above, any approved regional service delivery will take into account
the complexities of delivering the ASELCC initiative across large geographical
locations.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
While the provision of long day care places is the priority of this initiative and the
availability of 20 long day places must be maintained as a condition of funding, a
broader range of services for a child enrolled at the ASELCC (such as home based
interventions or other centre based support) are encouraged where resources allow.
That is, resources can be allocated flexibly and in response to local need but must
maintain the priority of the initiative of building the capacity of the sector to deliver
early intervention in a long day care setting.
The service delivery approach will expand the support available to children with ASD
and their families and provide the ASELCC with the flexibility to adapt to distributed
and changing demand. Through ongoing reporting the service provider of the centre
must demonstrate how they will balance this flexibility with the priority to support
children in a long day care setting.
7.7 Conflicts of Interest
Each ASELCC must have a Conflict of Interest Policy (refer to Attachment B for
information about the Conflict of Interest Policy). ASELCCs will be required to
produce this document if requested to by DSS.
Any potential conflict of interest between parties must be identified and managed
appropriately. If a conflict of interest arises, ASELCCs must notify DSS.
8 Funding
The Grant Agreement (July 2012 to June 2015) for ASELCCs consists of an
Operational Grant Agreement, with a Capital component where applicable.
8.1 Operational Funding
Operational funding provided by DSS includes funding for salaries and on-costs
directly attributable to the employment of a minimum of eleven FTE staff (six
specialist staff and five trained child care workers) to 30 June 2015 as per section
7.3.
On costs include, but are not limited to, the following expenses related to the period
of the Operational funding: employer superannuation contributions; annual and long
service leave; payroll tax; workers compensation premiums; fringe-benefits tax;
training expenses; and recruitment expenses.
Operational funding will be for the employment of these multidisciplinary staff only.
The operational funding may not be used for:
 resources required by the ASELCC such as toys and learning aids; and
 ongoing maintenance and operational costs such as office materials, utilities,
telephones, travel, book keeping, auditing, etc.
8.1.1 Funding for Capacity Building
DSS recognises that there are additional costs involved in providing services through
a regional model and may provide additional funding under the Regional Delivery
Method to support non-staffing related expenditure. Releases of Capacity Building
Funding will be dependent on the ASELCC reporting their capacity building activities
in Performance Reports.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
8.2 Capital Works Funding
Capital Funding, when provided, is on the basis that the facilities established with
that funding are used to deliver the services of the ASELCC. The agreed
Commonwealth contribution is final. Any further contributions must be sourced from
elsewhere by the Applicant.
All buildings used for the ASELCC must be purpose-designed for children aged zero
to six years with ASD or be capable of being modified to suit that purpose. All
buildings must comply with any local, state and Commonwealth requirements for
long day child care centres.
Construction, modification or refurbishment of any buildings must comply with
relevant local, state and Commonwealth standards, regulations and licensing
requirements for construction. This includes codes relating to long day child care
centres and the Building and Construction Industry Improvement Act 2005 (BCII).
In managing funding provided the ASELCCs must comply with all requirements of
the Funding Agreement.
Where relevant, ASELCC service providers will be required to enter into a Purposes
Deed that identifies expectations for the use of the facility (‘designated use’ of the
facility). These expectations include:
 a requirement that the facility be made available for the designated use for the
required designated use period; and
 that operational funding is not committed beyond the Funding Agreement
period.
8.2.1 Release of Capital Funds
The ASELCC must provide Performance Reports describing the progress achieved
for each stage of construction. Performance Reports must include a statement of
expenditure that identifies that funds have been appropriately spent or committed.
9 Information technology
9.1 The Child Care Management System (CCMS)
ASELCCs are required to operate under the Child Care Management System
(CCMS). The CCMS is a national child care computer system that provides
information on the supply and usage of childcare for families, services and
government.
The CCMS brings all approved child care services online to standardise and simplify
the administration of Child Care Benefit (CCB). Services provide information directly
to DEEWR via the Internet to allow calculation and payment of CCB fee reductions
on behalf of children in their service.
ASELCC must have an IT system and software package that supports the use of the
CCMS. Further information regarding CCMS can be found on the DSS website.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
10 Contact information
DSS National Office
Manager, Autism Section
Autism and Early Intervention Branch
Department of Families, Housing, Community Services and Indigenous Affairs
PO Box 7576
Canberra Business Centre 2610
ASD.Support@DSS.gov.au
www.DSS.gov.au/autism
1800 778 581
DSS State Offices
Manager, Disability, Mental Health and Housing (Vic and Tas)
Victorian State Office
Department of Families, Housing, Community Services and Indigenous Affairs
Casselden Place, 2 Lonsdale Street
MELBOURNE VIC 3000
Manager, Disability Carers and Mental Health
New South Wales State Office
Department of Families, Housing, Community Services and Indigenous Affairs
Level 9, 280 Elizabeth Street
SURRY HILLS SYDNEY NSW 2010
Manager, Disabilities, Mental Health and Autism
Queensland State Office
Department of Families, Housing, Community Services and Indigenous Affairs
Level 1-4, 100 Creek Street
BRISBANE QLD 4000
Manager, Communities, Disability and Mental Health
Western Australian State Office
Department of Families, Housing, Community Services and Indigenous Affairs
Level 12, 152-158 St Georges Terrace
PERTH WA 6000
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Autism Specific Early Learning and Care Centres - Operational Guidelines
Manager, Disabilities and Mental Health
South Australian State Office
Department of Families, Housing, Community Services and Indigenous Affairs
Level 18, 11 Waymouth Street,
ADELAIDE SA 5000
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Autism Specific Early Learning and Care Centres - Operational Guidelines
Attachment A – Curriculum Plan
ASELCCs are required to develop and maintain this document and to produce it for
DSS if required.
ASELCCs must incorporate the following three elements in their Curriculum Plans
The ASELCC’s Preschool Program
The Australian Government has committed that by 2013 every four year old will be
able to access 15 hours a week of high-quality early childhood education, for 40
weeks a year, which will be delivered by a university qualified early childhood
teacher across a diversity of settings, and will be provided in a form that meets the
needs of working parents and at a cost that does not present a barrier to any family.
The ASELCCs provide children with flexible and appropriate access to these
programs according to the child’s capacity. Children receive specific support to
assist their participation. Children attending in the year before formal schooling
receive an autism specific early childhood education program.
To achieve this, specialists with expertise in the provision of early intervention for
children with ASD work in partnership with specialists in high quality child care and
early childhood education to develop an innovative service model and early learning
program. This program integrates the current evidence base in the ASD, child care
and early childhood sectors and commits to further developing understandings of
best practice in the context of early learning and child care for children with ASD.
Each ASELCC must provide a preschool program as described in this document, or
support access to such a program. State guidelines on early childhood education
programs and curriculum frameworks must be addressed directly with regard to the
special needs and individual capacity of children with ASD. Curriculum Plans must
outline the planned Preschool Curriculum in detail and address the requirements
above.
Integration Plan
Curriculum Plans must outline how children in the service will be provided with
opportunities for integration with other children. This plan must specifically detail
when and how integration will occur.
The Prior and Roberts Guidelines for Best Practice (2006)1 recommend that early
intervention programs for children with ASD include supported integration and
interaction with other children. While distinct from other services, the ASELCCs must
be integrated into the community and provide children with opportunities to receive
services alongside other children for at least part of their program.
To facilitate this interaction ASELCCs may be co-located, work with or otherwise
provide related services such as, but not limited to, health services or mainstream
1
Prior, M. & Roberts, J. (2006) Early Intervention for Children with Autism Spectrum Disorders: Guidelines for
Best Practice.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
pre-school or child care. Such integration of services has the potential to produce
service systems that have a wider impact, increase access to relevant services for
children, their families and carers and represent value for money for DSS and other
funding contributors.
Transition Plan
All ASELCCs must ensure children are supported to transition to and participate in
further educational and therapeutic settings and in everyday life.
Curriculum Plans must outline how the ASELCC will plan for and support the
transition of children into and from the service.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
Attachment B Conflict of Interest Policy
ASELCCS are required to produce this document if requested to by DSS.
Each ASELCC’s Conflict of Interest Policy must outline how they will manage any
potential or real conflicts of interest such as:
 any that arise from the interaction of the ASELCC and its staff with Helping
Children with Autism Package programs such as the Autism Early Intervention
Service Provider Panel and the Autism Advisor Service;
 any that arise from the co-location of the autism specific service with a
mainstream child care service and the mainstream’s service’s utilisation of the
Inclusion and Professional Support Program (IPSP) and the Inclusion Support
Subsidy (ISS);
 any affiliations or partnerships; and
 any other real or potential conflict of interest identified as relevant to the
ASELCC.
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Autism Specific Early Learning and Care Centres - Operational Guidelines
11 Glossary
ASELCCs Autism
Specific Early
Learning and
Care Centres
Centres which provide dedicated early learning programs for
children with autism spectrum disorders aged zero to six years in a
long day care setting. Programs are delivered to children
individually and with their peers. Enrolment of a child with ASD at
an autism specific centre will provide their parents/carers with
opportunities for support, respite, work and/or study.
DSS
Australian Government Department of Social Services (the
Department).
Early
Childhood
Education
Program
Structured, play-based education delivered by a qualified early
childhood teacher (ideally a four year qualified teacher) and
primarily undertaken in the twelve months prior to compulsory
schooling (often referred to as ‘preschool’).
Early Learning
Education children receive (from stimulation, experience and playbased activities) aged between zero and five years.
Evaluation
The process of reviewing the overall efficiency, effectiveness and
economy, as well as the appropriateness, of a grant Program. This
can take place at several levels:
- during routine management review;
- as the subject of a Program evaluation; and
- as part of higher level portfolio/departmental evaluation.
Grant
Agreement
A legally binding contract between the Commonwealth and another
party. The Commonwealth provides public money (generally from
administered funds) to the party in return for the other party
providing services that benefit the public (or some part of the
public).
Schedule
An attachment to an agreement that specifies the detail of actions
to be taken or goods and services to be delivered in return for
provision of certain amounts of funding by DSS. An agreement
Schedule will draw funds from a single appropriation.
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