Resources
Intellectual Disability Health Capability Framework Assessment Questions
Example assessment questions with answers for educators to use, including multiple choice, short answer and essay questions. Questions cover key capabilities and learning outcomes for each Intellectual Disability Health Capability Framework capability area.
Intellectual Disability Health Capability Framework Simulation Scenario
This simulation scenario is an education resource that can be used by educators to demonstrate effective communication with people with intellectual disability in a health setting.
Co-educating with Lived Experience Educators to enhance students’ capabilities in intellectual disability health: A toolkit for tertiary educators
The Co-education toolkit aims to support educators to connect and work with lived experience educators to develop and deliver education on intellectual disability to students studying health-related disciplines.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Rights-based
Examples of what a rights-based universal principle looks like, and doesn't look like, for early childhood intervention practitioners.
Supporting intellectual disability placement opportunities for future health professionals
This guidance document offers advice for education providers on developing links with disability organisations to facilitate health professional placement opportunities in the disability sector.
Intellectual Disability Health Capability Framework Case Study Films Information
This document provides a written summary of each film case study and includes questions for discussion for each film to allow students to better understand interactions between health professionals and people with intellectual disability and their supporters.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Relationship-based
Examples of what a relationship-based universal principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Strengths-based
Examples of what a strengths-based universal principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Ecologically-based
Examples of what a ecologically-based universal principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Child-centred
Examples of what a child-centred key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Family-centred
Examples of what a family-centred key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Diversity affirming
Examples of what a diversity affirming key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Participation
Examples of what a participation key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Everyday settings
Examples of what an everyday settings key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Teamwork
Examples of what a teamwork key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Evidence-informed
Examples of what an evidence-informed key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Outcomes-focused
Examples of what an outcomes-focused key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Community-focused
Examples of what a community-focused key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention – Looks like, doesn't look like – Cultural safety
Examples of what a cultural safety key principle looks like, and doesn't look like, for early childhood intervention practitioners.
The National Best Practice Framework for Early Childhood Intervention at a glance
This infographic shows the National Best Practice Framework for Early Childhood Intervention on a page.
NDIS rules engagement summary – Variation and reassessment rules
A summary of the engagement sessions on the Variation and reassessment rules.
NDIS rules engagement summary – Management of funding rule s.44(5)
A summary of the engagement sessions on the Management of funding rules.
Deloitte National Carer Strategy executive summary
Consultation and analytical support for the development of, and public feedback on, the National Carer Strategy.
Disability Advocacy Network Australia executive summary
This report outlines the experiences of Australian carers from marginalised groups to inform the development of a new National Carer Strategy.
Australian Institute of Family Studies scoping review
This paper provides a broad overview of the current evidence base on informal carers in Australia including who they are, how they are faring, and the supports available to them and how effective (or not) they are.
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