Transition support for young
people with a disability leaving
school (incorporating Futures for
Young Adults and Transition to
Employment)
Guidelines 2015
To receive this publication in an accessible format, please phone 1800 783 783, using
the National Relay Service 13 36 77 if required.
Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne.
© State of Victoria, May 2015
This work is licensed under a Creative Commons Attribution 3.0 licence
(creativecommons.org/licenses/by/3.0/au). It is a condition of this licence that you credit the
State of Victoria as author.
ISBN 978-0-7311-6738-8 (pdf)
Available at www.dhs.vic.gov.au
Contents
1. Introduction .............................................................................................................................................5
1.1 Context ...................................................................................................................................................5
1.2 Application of these guidelines ...............................................................................................................5
1.3 Impact of the National Disability Insurance Scheme ..............................................................................6
2. What are Futures for Young Adults and Transition to Employment?...............................................7
2.1 Who can access Futures for Young Adults and Transition to Employment? .........................................7
2.2 Overview of Futures for Young Adults ....................................................................................................7
2.3 Overview of Transition to Employment ...................................................................................................8
3. Before applying for Futures for Young Adults and Transition to Employment ...............................9
4. Applying for Futures for Young Adults and Transition to Employment funded support .............10
4.1 The application process ........................................................................................................................10
4.2 Futures for Young Adults and Transition to Employment process overview ........................................11
5. Planning for support ............................................................................................................................14
5.1 Support Needs Assessment .................................................................................................................14
5.2 Funding allocation ................................................................................................................................15
5.3 Futures for Young Adults and Transition to Employment funding proposal approval ..........................16
6. Futures for Young Adults – an overview ...........................................................................................17
7. Transition to Employment – an overview ..........................................................................................19
8. Review ...................................................................................................................................................21
9. Exiting Futures for Young Adults or Transition to Employment .....................................................22
9.1 Exiting Transition to Employment .........................................................................................................22
9.2 Extending Futures for Young Adults and Transition to Employment ...................................................22
10. Complaints ..........................................................................................................................................23
11. Useful links..........................................................................................................................................24
Education ....................................................................................................................................................24
Employment ................................................................................................................................................24
Disability .....................................................................................................................................................24
12. Definitions ...........................................................................................................................................25
1. Introduction
1.1 Context
The transition from school to adult life is an important time for young adults, with many new
opportunities and challenges. Young people with a disability may face additional challenges as
they make decisions about their future.
Many school leavers with a disability access the full range of post-school options available to all
young people on leaving school, including employment, vocational training or further education.
Some young people may require additional time-limited support to help them develop the skills
required to pursue employment, and a number of young school leavers may require disability
specific support for their community and economic participation goals.
The Department of Health & Human Services (the department) supports eligible young people
to transition from school to adult life through Futures for Young Adults. Through Futures for
Young Adults, young people are assisted to plan and make informed choices about their future
and which post-school options they want to explore.
Transition to Employment offers work-focussed, time-limited support to young people with a
disability who want to pursue paid employment but who are not yet ready to move into
employment, or to receive assistance through a Commonwealth Government employment
program.
Consistent with contemporary disability support approaches, Futures for Young Adults and
Transition to Employment are based on enabling young people and their families to direct their
planning, identify their strengths and goals and choose support arrangements that will best
meet their needs.
1.2 Application of these guidelines
These guidelines provide information for staff from the department, community service
organisations, schools and the Department of Education & Training who are involved in
referring students to, or supporting the implementation of Futures for Young Adults and
Transition to Employment.
These guidelines replace the New Directions for Futures for Young Adults Guidelines 2005 and
the Transition to Employment Guidelines 2011.
For more information
Transition support for young people with a disability leaving school: a handbook
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/transition-support-for-young-people-with-a-disability-leaving-schoolincorporating-futures-for-young-adults-and-transition-to-employment-handbook>
Supporting decision making: a guide to supporting people with a disability to make their
own decisions
<www.dhs.vic.gov.au/__data/assets/pdf_file/0011/690680/dsd_cis_supporting_decision_makin
g_0212.pdf>
Transition support for young people with a disability leaving school
(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
Page 5
Youth Central
<www.youthcentral.vic.gov.au/>
1.3 Impact of the National Disability Insurance Scheme
The Victorian Government has committed to the rollout of the National Disability Insurance
Scheme. The department will continue to fund Futures for Young Adults and Transition to
Employment until transition to the National Disability Insurance Scheme occurs. Existing
support arrangements will continue until individuals move into the National Disability Insurance
Scheme. Further advice about the transition arrangements and timeframes will be provided to
individuals receiving support through Futures for Young Adults and Transition to Employment
when available.
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(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
2. What are Futures for Young Adults and
Transition to Employment?
2.1 Who can access Futures for Young Adults and Transition to
Employment?
To be eligible for Futures for Young Adults and Transition to Employment school leavers must:
 be a permanent resident of Victoria
 be 18 years of age before 31 December in the year they are leaving school*
 have been in receipt of support through the Department of Education & Training’s Program
for Students with Disabilities or equivalent in the Catholic and independent sectors in their
final year of school
 have a disability as defined under Section 3 of the Disability Act (2006)
and
 require support in addition to that available through further education, employment and other
community programs**.
Important notes
1. * In exceptional circumstances the following young people may access Futures for Young
Adults:
 those who have not turned 18 by 31 December but have completed Year 12
 those who have turned 18 by 31 December but have left school before completing Year
12.
2. Access for these young people will be determined on a case by case basis.
3. ** Young people can continue to access Futures for Young Adults and Transition to
Employment during their transition to a Disability Employment Service (maximum transition
periods apply as determined by the Commonwealth). Young people whose participation in
employment, further education or other community program does not work out may be able
to access Futures for Young Adults or Transition to Employment at any time prior to turning
21 if they meet the eligibility criteria. This safety net gives young people the flexibility to try
some employment, training or community activities independently and still have the
opportunity to seek support and advice from FFYA until 31 December in the year they turn
21 years of age. After this time, young people will need to seek assistance from other
supports within the community.
4. Applications for support may need to be considered within the context of the availability of
resources – this includes applications for increased support for existing participants, for
example Support Needs Assessment increases.
2.2 Overview of Futures for Young Adults
Futures for Young Adults offers a range of supports to young people with a disability until the
end of the year in which the young person turns 21.
Futures for Young Adults provides support to young people with a disability who need
additional support to that available through mainstream and other community, employment or
further education programs.
Transition support for young people with a disability leaving school
(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
Page 7
Futures for Young Adults aims to assist young people to:





develop skills and confidence
participate in the community
develop social networks
participate in purposeful activities
have their disability support needs met whilst participating in activities.
Futures for Young Adults funding is individually attached and portable and enables a choice of
providers and funding administration arrangements.
Futures for Young Adults provides the choice and flexibility to participate in different activities
and services to address individual needs, aspirations and goals.
Funding may be used to purchase group based programs, for example a day service, or other
individually tailored support, up to the funding amount allocated.
Registered disability service providers must comply with the Human Services Standards
(gazetted as Department of Health and Human Services standards).
Where a place in a day service is purchased, the Individual Support Packages Disability Day
Services Operating Requirements apply to service providers.
For more information
Disability Day Services Operating Requirements
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/disability-day-service-operating-guide>
Human Services Standards
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/department-of-human-services-standards>
2.3 Overview of Transition to Employment
Transition to Employment provides tailored support to young people with a disability who want
to pursue paid employment but who are not yet ready to move into employment or receive
assistance through a Disability Employment Service or Job Services Australia program.
Transition to Employment recognises that some young people require focussed, short-term
support to develop the skills and capacity to enter the paid workforce.
Young people who enter Transition to Employment must demonstrate a willingness and
commitment to pursue an employment or further education outcome. Indicators might include a
person’s Career Action Plan, their transition plan, any previous work experience history or their
own documented efforts to seek employment.
Transition to Employment provides a higher funding rate for tailored, intensive support aimed at
achieving economic participation outcomes and a reduced need for disability specific support
for community and economic participation in the future. The additional funding rate is strictly
time-limited and is subject to demonstration of outcomes for individuals.
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3. Before applying for Futures for Young Adults
and Transition to Employment
Career planning in schools supports young people to identify their strengths and considers
individual interests, values and aspirations as a central component of career decision making.
Career planning can assist young people with a disability and their families to understand what
further education, training and employment options are available when they leave school; and
plan ahead for a fulfilling and active future.
For more information
Myfuture website
<www.myfuture.edu.au/>
Strengthened Pathways Planning for Young People with Disabilities
<www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disabilitypathwa
ys.aspx>
National Disability Coordination Officer Programme
<http://education.gov.au/ndcoprogramme>
The Victorian Training Guarantee
<www.education.vic.gov.au/training/learners/vet/pages/funding.aspx>
Exploring the possibilities
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/reportspublications/exploring-the-possibilities-post-school-for-disabled-young-people>
Supporting Decision making: A guide to supporting people with a disability to make
their own decisions
<www.dhs.vic.gov.au/for-individuals/disability/self-directed-support/supporting-decision
making>
Information provided by the department will build on the career planning in schools. Specific
information related to funded disability supports includes:
Transition support for young people with a disability leaving school – Information sheet
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/reportspublications/transition-support-for-young-people-with-a-disability-leaving-school-informationsheet>
Transition support for young people with a disability leaving school - a handbook
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/transition-support-for-young-people-with-a-disability-leaving-schoolincorporating-futures-for-young-adults-and-transition-to-employment-handbook>
If it is unclear as to whether a young person will require funded disability support, the
department can provide advice to determine if the young person is likely to be within target
group and to determine the most appropriate post-school option.
Transition support for young people with a disability leaving school
(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
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4. Applying for Futures for Young Adults and
Transition to Employment funded support
4.1 The application process
An application for Futures for Young Adults and /or Transition to Employment *can be made by
or on behalf of students in their final year of school, if it is considered they require support
above that available to all young people through further education and employment programs.
The young person’s need for community and economic participation support may be timelimited or ongoing.
* Career planning in schools may indicate that a young person could benefit from a range of
supports, including a combination of funded and unfunded supports, or a combination of
Futures for Young Adults and Transition to Employment supports.
Applications should include sufficient information about the young person to enable a
determination of eligibility as efficiently as possible.
Schools, family members, advocates and other supporters including existing case managers
where appointed can help the young person complete and submit an application.
Supporting information to assist in the determination of eligibility should include:





medical reports (for example, from a paediatrician)
reports/profiles and resumes relevant to the young person
Behaviour Support Plans
Career Action Plans
R U Ready Student Profile.
Important note
Applications must be submitted as early as practicable, but no later than end of Term 3
(September) each year to ensure sufficient time for processing.
Applications may be subject to further discussion and may be returned for amendment.
For more information
Transition support application form
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/forms-andtemplates/transition-support-for-young-people-with-a-disability-leaving-school-application-form>
Applying for transition support for young people with a disability leaving school –
information sheet
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/reportspublications/transition-support-for-young-people-with-a-disability-leaving-school-informationsheet>
Upon receipt of an Application for Futures for Young Adults and/or Transition to Employment,
the department considers if the young person meets the eligibility requirements as outlined in
section 2.1
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If the young person is found to be within target group, requires funded support for disability
related needs, and would benefit from further assistance with planning, a worker will plan
further with them. This worker may be from their school, from a funded organisation, from the
department or may be an existing worker (for example a case manager) if one is appointed.
If the young person is not within target group, the department will advise them/their family
(where appropriate) in writing with reasons for the decision.
4.2 Futures for Young Adults and Transition to Employment process
overview
The following is a summary of the key steps involved in the process of applying for transition
support from the Department of Health & Human Services. Over the page is a flow chart which
illustrates this process.
1. You think about what you want to do when you leave school. Your school will give you
information about what is available, will run careers information sessions, will provide
career advice for individuals and will organise workplace learning placements in
workplaces that you are interested in.
2. You make your decision as to whether you want to try options that don’t need
Department of Health & Human Services funding (for example getting a job or enrolling
in further education), or that you need to access department funded supports.
3. If you have decided that you need department funded supports you then fill in an
application (with support if required) and send it to the department.
4. The department considers whether you are eligible for supports (you must have a
disability as defined by the Disability Act 2006).
5. If you don’t have a disability you are referred to other more appropriate services such
as Commonwealth employment programs or TAFE.
6. If you do have a disability and require funded transition supports, a worker (if required)
will work with you and your supporters to develop a funding proposal and work out how
much funding you need.
7. You then send your funding proposal to the department for consideration.
8. The department approves your funding proposal.
9. You commence receiving transition supports and participate in an annual review.
10. At any time throughout the three years on the program, you may choose to try options
that don’t require departmental funding (like getting a job or enrolling in TAFE) or if you
are a Futures for Young Adults participant, you can give Transition to Employment a
try.
11. At any point during the above process it may be determined that you have ongoing
support needs that would be best met by an individual support package (subject to
resource availability).
Transition support for young people with a disability leaving school
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Diagram 1: Process overview
You want to
try options
that don’t
need
departmental
funding



Get a job
Go to a
Commonwealth
employment program
Enrol in further
education (eg TAFE)
You don’t have
a disability as
described in the
Disability Act
2006
Page 12
1
Think about what
you want to do
when you leave
school
2
Make your
decision
Your school will:
 Give you information about
what is available
 Run careers information
sessions
 Provide career advice for
individuals
 Organise workplace learning
placements in workplaces
that you are interested in
You need to
access supports
that are funded by
the department
3
Fill in application
for department
funded support &
send to the
department
4
The department
considers whether
you are eligible
5
If required, a
worker will help
you develop your
plan & work out
how much
funding you need
6
Your funding
proposal is sent
to the department
7
The department
approves your
plan and funding
request
Your school will
help you fill in the
application
You must have a disability
as described in the
Disability Act 2006
Support Needs
Assessment
-funding level
$
Transition support for young people with a disability leaving school
(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
Diagram 2: Process overview continued
You need
transition
support
OR
Post school
(up to 3 years)
Year 1
Year 2
Year 3
You need
ongoing
support
Individual support
package (dependent on
resource availability)
Futures for Young Adults
Option to try
Transition to Employment
Review
Review
You want to try
options that
don’t need
departmental
funding



OR
Review
You need
ongoing
support
Get a job
Go to a
Commonwealth
employment program
Enrol in further
education (eg TAFE)
Transition support for young people with a disability leaving school
(incorporating Futures for Young Adults and Transition to Employment): guidelines (2015 onwards)
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5. Planning for support
Support provided through Futures for Young Adults and Transition to Employment is based on
individual planning that is strengths based and directed by the person to the greatest extent
possible, and will build on the career planning that has already occurred in schools. A young
person can ask for help to direct their planning – this may be from their family, friends,
advocates and other supporters.
A young person will be assisted to direct the planning process as much as possible to:
 outline their strengths, interests and goals
 decide how they can be supported to develop skills, social networks and reach their goals
 focus on outcomes that advance their community and economic participation.
A worker will assist the young person to explore the range of post-school options, including
consideration of disability support providers, other community supports and goods or services
relevant to achieving their community and economic participation goals.
This will involve making contact with, and wherever possible, visiting providers to obtain
sufficient information to make an informed decision about their choice of services.
Planning must be consistent with the guiding principles for planning in the Disability Act 2006.
For more information
Disability Act 2006 - planning
<www.dhs.vic.gov.au/for-individuals/disability/your-rights/disability-act-2006/planning>
Supporting Decision making: A guide to supporting people with a disability to make
their own decisions
<www.dhs.vic.gov.au/for-individuals/disability/self-directed-support/supporting-decision
making>
Belonging Matters
<www.belongingmatters.org>
YDAS
<www.ydas.org.au/projects/planning-your-way>
5.1 Support Needs Assessment
During the planning stage, the young person will be asked to participate in a Support Needs
Assessment. A meeting will be convened to complete a questionnaire; the people who know
the young person best should participate. At a minimum this should include a class teacher and
a family member or other supporter/advocate who knows the young person well.
The assessment helps the department understand the young person’s support needs within a
group based setting and work out how much funding will be needed to meet their support
needs.
If the young person or any of their supporters disagree with the results of the assessment they
can request a review by contacting the department (evidence to support a review is required).
If the young person’s needs change during their time on the Futures for Young Adults or
Transition to Employment program, a review can be requested by contacting the department.
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The assessment focuses on three key areas:
 Physical support needs: What direct physical support does the person need to do things
they want to do each day?
 Social support needs: What support does the person need to meet people and join in with
social activities?
 Safety issues: What support does the person need to ensure they, other people using the
same services, staff, the general public or property are safe?
For more information
Support Needs Assessment – Information Sheet
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/reportspublications/transition-support-for-young-people-with-a-disability-leaving-school-support-needsassessment-information-sheet>
5.2 Funding allocation
Futures for Young Adults and Transition to Employment funding packages are allocated
according to the outcome of individualised planning, the results of the Support Needs
Assessment and the Futures for Young Adults or Transition to Employment unit price.
Where a person chooses to use their funding allocation to purchase flexible supports which
attract GST, the GST must be paid for from within the allocation amount.
Where a person receives a Futures for Young Adults or Transition to Employment funding
package, the funding is individually attached and portable including where the young person
chooses to access group-based supports such as disability day services.
Futures for Young Adults and Transition to Employment are time-limited. A review prior to the
end of the funding period will include exit planning to non disability support. Where it is
determined the person has ongoing disability support needs, transition to an Individual Support
Package will be arranged, subject to funding availability.
Important note
Where it is agreed between the young person, their family, school and the department that the
young person’s needs after leaving school would be best met by ongoing disability support, the
information in their transition support application will be used to determine if the person is a
priority for an ongoing support package.
This application will be considered within the availability of resources and the person meeting
priority criteria.
For more information
Department of Human Services Policy and Funding Plan 2012-15
<www.dhs.vic.gov.au/about-the-department/plans,-programs-and-projects/plans-andstrategies/key-plans-and-strategies/department-of-human-services-policy-and-funding-plan2012-2015>
Transition support for young people with a disability leaving school
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5.3 Futures for Young Adults and Transition to Employment funding
proposal approval
Once the young person has completed their planning and selected a provider(s), this should be
documented and submitted to the department for approval using the forms below.
 Group supports – Transition support proposal form (group supports)
 Flexible supports – a Transition support proposal form (non group).
If the department is satisfied that the funded supports identified are within the intent of the
guidelines and will help the person to achieve their community and economic participation
goals, a funding package will be allocated for up to three years. If it is determined that a young
person has support needs best met by an ongoing package, an individual support package will
be allocated, subject to resource availability.
Upon approval of the proposal, the department will send a letter to the young person advising
of approval and confirming the funding allocation. A copy of the letter will be sent to the school
and any service providers.
Important note
Proposals may be subject to further discussion and may be returned for amendment.
For more information
Transition support proposal form (non group)
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/forms-andtemplates/futures-for-young-adults-and-transition-to-employment-transition-support-proposalform-non-group-supports>
Transition support proposal form (Group Supports)
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/forms-andtemplates/futures-for-young-adults-and-transition-to-employment-transition-support-proposalform-group-supports>
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6. Futures for Young Adults – an overview
Futures for Young Adults funding can be used to purchase supports to meet community and
economic participation goals, including:
Skill development
School leavers with a disability may require support to reach their full community and economic
participation potential. Funding can be used to purchase supports which develop school
leavers’ independence, with a view to increasing the range of post-school options available to
them. Examples may include learning to budget, to prepare and cook meals, or to work
successfully as a member of a team.
Community and economic participation
School leavers can be supported to maximise their community and economic participation
goals and social role opportunities. Futures for Young Adults packages can help young people
to become active participants in their community, engaging in everyday activities with
increasing independence, such as banking, catching public transport and shopping.
Outcomes
All Futures for Young Adults and Transition to Employment participants will be supported to
explore their community and economic participation goals and build on their interests and
strengths. Some young people will move from Futures for Young Adults and Transition to
Employment onto further education or employment, others will require access to ongoing
funded disability supports.
Funding arrangements
 Funding is individually attached and portable and enables choice of providers.
 Funding must be used in accordance with the purpose of Futures for Young Adults and
Transition to Employment
 Individuals or their nominated representative can choose to manage Futures for Young
Adults funding via Direct Payments*, or via the Financial Intermediary service, in accordance
with the requirements outlined in the Individual Support Package Guidelines and Handbook.
* Subject to divisional approval and only in circumstances where an individual is purchasing
non group supports.
 Funding can be transferred directly to a disability service provider via a service agreement
with the department. In these instances the service provider is required to comply with the
requirements of the Disability Act 2006, the Human Services Standards (gazetted as the
Department of Health & Human Services Standards) and other service agreement
requirements
 Where young people choose a day service provider, the provision of supports and service
requirements are as outlined in the Individual Support Packages – Day Services Operating
Requirements. This includes all aspects in relation to information provision, fees, transport,
leave of absence and termination etc.
 Funded supports must not replace other funded programs provided through the Victorian
Training Guarantee, further education, or employment services.
Specific exclusions to funded support are:
 further education and training costs or
 ‘reasonable adjustment’ costs for support in education and vocational institutions **
 anything that any other person in the community would reasonably be expected to pay for
out of their own money
Transition support for young people with a disability leaving school
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 Department of Health & Human Services funded activities not directly related to a person’s
transition support needs, for example personal support to assist with bedtime routine
(toileting, showering, dressing).
** Some young people may require support within an educational institution that is considered
by the institution to be above and beyond what would be expected as a ‘reasonable
adjustment’. This may include supports such as attendant care or assistance with travel training
to get to the education facility. It does not include the training costs and the reasonable
adjustments expected of the sector, for example note takers, interpreters etc.
For more information
ISP Guidelines
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/individual-support-package-guidelines-and-information>
ISP Handbook
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/individual-support-package-handbook>
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7. Transition to Employment – an overview
Transition to Employment is available to eligible young people who want to pursue paid
employment but who are not yet able to access a Disability Employment Service or other
Commonwealth Government employment program due to the level of their disability and the
impact this has on their work capacity.
The following core components underpin Transition to Employment service provision:
Time-limited transition support
Transition to Employment funding is available for a maximum of two years* (24 months). It is
anticipated that a majority of Transition to Employment participants will require 12 months of
support to achieve work readiness, or to develop sufficient skills to enable them to access a
Disability Employment Service.
Young people can continue to access Futures for Young Adults and Transition to Employment
during their transition to a Disability Employment Service (maximum transition periods apply as
determined by the Commonwealth).
Each participant should receive a minimum three days per week support (equivalent to 18
hours direct support) across 48 weeks of the year. The specific hours and days should be
negotiated between the participant and the provider.
* Note – Transition to Employment participants can go on to access Futures for Young Adults
supports until the end of the year in which they turn 21 if they still require access to supports at
the end of their time on Transition to Employment. Participants may also seek an extension of
the 24 month period on Transition to Employment.
Assessment, planning and review
Transition to Employment providers will support participants to identify their employment goals
and work preferences, any skills they might need to achieve them, work experience that might
support their transition and any on-the-job workplace training that would help towards an
employment outcome.
A support plan which identifies a person’s goals and the timeframes to achieve them should be
developed. Reviews should be undertaken with each individual by the provider approximately
each three months.
Training and development
A training and development plan should be developed based on the person’s support plan and
desired employment outcome. Such training may be delivered:




in a group or individual setting
in a classroom or on the job
in-house or contracted out
combinations of all of the above, depending on a person’s circumstances.
Work placements
Transition to Employment providers must arrange and support participants to engage in real,
industry-based work placements. Participants should be provided with a mix of different work
placement opportunities in line with their nominated job preferences and skills.
Personal development options
Transition to Employment providers should support the development of skills required to
achieve and sustain employment.
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These skills include:




general presentation skills (work appropriate clothing, personal hygiene)
understanding appropriate workplace behaviours and interactions including interviews
understanding workplace rights and responsibilities
independent travel.
Outcomes
A successful outcome in Transition to Employment is where a person meets their stated
transition goals, increases their independence and reduces their requirement (in part or in
whole) for disability specific supports.
This might be achieved by:
 directly securing an employment outcome
 being referred to and accepted by a Disability Employment Service (transition periods apply)
or other Commonwealth employment service
 taking up an independent further education or training place
 engaging independently in voluntary work
 accessing non-disability specific community supports
 undertaking any, or a combination of, the above.
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8. Review
An active cycle of review should underpin a person’s transition support. It is recommended that
reviews are undertaken for Futures for Young Adults participants approximately every 12
months, or earlier upon request. This is in recognition of the transitional nature of the program.
Transition to Employment participants should have their plans and progress reviewed by their
service provider approximately every three months – these progress reports should be
submitted to the divisional office for information.
Reviews can be used by the person, their family, service providers and the department to:




consider if the strategies and supports in the young person’s transition plan are realistic
redefine goals, strategies and timeframes as required
adjust levels of support in response to a person’s changing needs
plan for the next stages of a person’s life.
A review will be conducted towards the end of the young person’s Futures for Young Adults
and Transition to Employment time to determine:




if their goals have been achieved.
if they will exit to an option in the community without further department funded support.
if they require further time-limited funded support to achieve their goals.
if they have high level and ongoing disability support needs that cannot be appropriately
addressed in the community after provision of time-limited support through Futures for
Young Adults and Transition to Employment.
For young people requiring ongoing support and where there are more people leaving school
and Futures for Young Adults than there are available individual support packages, access to
an individual support package will be further determined by applying priority of access criteria
as specified in the Disability Access Policy.
For more information
ISP Guidelines – Practice Advice 14 – Reviews
<www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelinesand-legislation/individual-support-package-guidelines-practice-advice>
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9. Exiting Futures for Young Adults or
Transition to Employment
Some young people may be able to achieve their transition goals within shorter timeframes.
The review process provides an opportunity for workers to talk with young people who are
nearing the achievement of their post-school goals about how they can take the next steps
towards independence.
If during the review process, it is agreed that a young person is able to take the next steps
towards independence, written advice will be provided to the young person, which recognises
their achievement and clearly states when formal support from Futures for Young Adults will
cease.
For people who are nearing the completion of their transition, but who require a little more time
and support to be integrated into their post-school option, the department will need to consider
the capacity to respond, beyond the three-year time limit, on a case by case basis.
9.1 Exiting Transition to Employment
As Transition to Employment provides time-limited intensive tailored support, the person will
exit at the conclusion of this time-limited period, as outlined in their plan, or earlier if they have
met their goals and no longer require funded disability support.
If an individual has not achieved an employment outcome within the timeframe agreed in their
plan, a review should be undertaken by the department in conjunction with the individual and
their provider(s), if relevant. The review should determine whether the individual would benefit
from an extension within Transition to Employment or whether another option may be more
appropriate. The department will consider skills assessments, placement and summary reports
as part of this review.
9.2 Extending Futures for Young Adults and Transition to
Employment
In some circumstances, the young person may benefit from a short-term extension of funding,
for example if their transition period had been interrupted by ill health or if an extension will help
them to meet a key transition goal. This would be determined on a case by case basis.
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10. Complaints
An individual can make a complaint about any aspect of a service received from the
department or registered, funded or contracted disability service provider at any time during the
application process or implementation of Futures for Young Adults or Transition to Employment
funding.
The department and registered, funded or contracted disability service providers must have a
documented complaints process which may be scrutinised by the Disability Services
Commissioner.
The department and registered, funded or contracted disability service providers must provide
information to individuals about how to make a complaint and who to complain to, including the
Disability Services Commissioner.
The Disability Services Commissioner is an independent body that provides advice and
assistance in the resolution of complaints about Victorian disability services. This includes
complaints about supports:
 provided by the Department of Health and Human Services, registered disability service
providers, and funded and contracted service providers under the Disability Act 2006; or
 funded by the National Disability Insurance Agency* which are provided by registered
disability service providers.
Enquiries and complaints 1800 677 342 (free call from landlines)
TTY: 1300 726 563
Email: <complaints@odsc.vic.gov.au>
Website: www.odsc.vic.gov.au
It is against the law for anyone to be treated unfairly because of a complaint being made.
*These guidelines do not apply to supports funded through the National Disability Insurance
Scheme. For more information in relation to quality and safeguards under the scheme please
refer to the National Disability Insurance Scheme website <www.ndis.gov.au>
For more information
Department of Health & Human Services feedback and complaints
<www.dhs.vic.gov.au/for-individuals/your-rights/feedback-and-complaints>
Disability Services Commissioner
<www.odsc.vic.gov.au>
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11. Useful links
Education
Victorian Training Guarantee
<www.education.vic.gov.au/training/learners/vet/Pages/funding.aspx>
Disability Standards for Education
<www.education.gov.au/disability-standards-education>
Department of Education & Training resources
<www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/default.aspx>
Strengthened Pathways Planning for Young People with Disabilities
<www.education.vic.gov.au/school/teachers/teachingresources/careers/Pages/disabilitypathwa
ys.aspx>
Employment
Victorian Equal Opportunity and Human Rights Commission
<www.humanrightscommission.vic.gov.au/index.php/employer-responsibilities/reasonableadjustments-in-employment>
Commonwealth employment programs
<www.humanservices.gov.au/customer/services/centrelink/disability-employment-services>
Disability
National Disability Insurance Scheme
<www.ndis.gov.au>
Disability Services Commissioner
<www.odsc.vic.gov.au>
Youth Disability Advocacy Services
<www.ydas.org.au/>
Regional Information and Advocacy Council Inc
<www.riac.org.au/home.php>
Association for Children with a Disability
<www.acd.org.au/>
Office of the Public Advocate
<www.publicadvocate.vic.gov.au>
Belonging Matters – Talks that Matter
<www.belongingmatters.org/#!gallery/c1nzd>
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12. Definitions
Terms and abbreviations related to transition support, including the planning and administration
of Futures for Young Adults and Transition to Employment.
Career Action Plans
A planning document owned by young people in schools to develop
their awareness and understanding of education, training and
employment options
Community and
economic participation
A term to describe the various ways in which people can meaningfully
contribute to and participate in society. This will mean different things
for different people, but can include the development of social or
community networks, involvement in communityorganisations,
volunteering, participating in education, training, or paid employment.
Day services
A type of support for people with disability. Typically involves activities
in a range of areas, including daily living, developing skills to help get a
job, community participation and recreation.
Department
The Department of Health and Human Services
Department of Education
& Training
Department of Education & Training - the state government department
responsible for the Victorian school and TAFE sectors.
Disability Act 2006
The Disability Act 2006 is the legislation for people with a disability in
Victoria. It commenced on 1 July 2007,
Disability Services
Commissioner
Works with people with a disability to resolve complaints about
disability service providers, and works with disability service providers
to improve outcomes for people with a disability. The Commissioner is
independent of government, the department and disability service
providers, and reports through the Minister for Community Services to
Parliament
Disability support
Supports that meet the needs and goals of a person with a disability.
Financial intermediary
An organisation engaged by the department that holds funds, makes
payments at the direction of the person with a disability or nominated
person in accordance with their funding plan, keeps records of each
person’s funding and reports expenditure to the person and to the
department.
Funding
The amount of money the department allocates to a person.
Individual support
package
The name given to the funding that the department allocates to a
person to purchase supports.
Program for Students
with Disabilities (PSD)
A targeted program within Victorian schools which supports the
education of students with moderate to severe disabilities by providing
schools with supplementary resources.
Support plan
Contains the goals of the person with a disability and describes how
the support from the disability service provider will address their goals.
Supporter(s)
Family members, friends, carers and others who work with a person to
help them achieve their goals. Doesn’t include paid carers/services.
Supports
A term used to refer to the services, goods and/or activities that may
be purchased with funding.
Technical and Further
Education (TAFE)
Educational institutions that provide a range of post-school tertiary
education options, typically with a focus on vocational courses
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Transition
For the purpose of these guidelines transition refers to the move from
school to post-school adult life
Plan
A flexible plan developed by a young person in partnership with a
worker (if required) and their support network which identifies the
goals, strategies and timeframe needed to meet their transition needs
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