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# Clarifying Roles: How Schools and the NDIS Should Work Together for Students Navigating the intersection between school education and NDIS supports can feel like walking through a maze for families, educators, and service providers alike. With [The National Disability Insurance Scheme (NDIS) providing around 692,000 Australians with disability-related supports as of December 2024](https://www.ndis.gov.au/news/10608-ndis-data-highlights-further-improvement-scheme-sustainability-and-participant-outcomes), including a growing cohort of school-age participants, understanding who does what has never been more critical. The challenge lies not just in accessing supports, but in ensuring they work harmoniously to create the best possible outcomes for students with disability. The relationship between NDIS and schools represents a fundamental shift in how disability supports are delivered in educational settings. [Schools, under the Disability Standards for Education 2005, are responsible for reasonable adjustments to curriculum delivery, physical access, and school-based student support services, while the NDIS funds disability-related supports for everyday activities not directly related to learning](https://ourguidelines.ndis.gov.au/how-ndis-supports-work-menu/mainstream-and-community-supports/who-responsible-supports-you-need/school-education). This distinction, while clear in policy, often becomes blurred in practice, leading to confusion, gaps in service delivery, and sometimes conflict over who should fund what. ## Defining Roles and Responsibilities Understanding the distinct yet complementary roles of schools and the NDIS is essential for effective collaboration. [Clear delineation of roles mitigates duplication, ensures that educational adjustments remain the school's responsibility and that NDIS funds are used for therapeutic, assistive technology, transport and capacity-building supports beyond educational purposes](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-work-or-study-supports-do-we-fund-while-you-are-school). Schools maintain responsibility for core educational functions including curriculum delivery, learning adjustments, learning assistance, building modifications, and excursions—[supports that are integral to educational outcomes](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-do-we-mean-support-while-studying). This includes providing reasonable adjustments under the Disability Discrimination Act and ensuring inclusive educational practices that allow all students to participate in learning activities alongside their peers. The NDIS steps in to provide supports that extend beyond the classroom but are essential for a student's overall development and participation. [NDIS may fund assistive technology (e.g., communication devices), specialised training for teachers on disability-specific supports, therapies not related to education (e.g., occupational therapy goals beyond classroom tasks), capacity-building supports like social skills training, and transition planning to higher education or work](https://ourguidelines.ndis.gov.au/how-ndis-supports-work-menu/mainstream-and-community-supports/who-responsible-supports-you-need/school-education). For families navigating both systems, understanding these boundaries is crucial. Resources like [Clarifying the $15,000 NDIS Holiday: What You Need to Know](/posts/ndis-15000-holiday-funding-explained) can help families understand funding limitations and plan accordingly. Additionally, [Exploring the NDIS: Enhancing Educational Outcomes](/posts/exploring-the-ndis-enhancing-educational-outcomes-for-students-with-disabilities-0e67d5b8) provides deeper insights into how NDIS supports can complement educational goals. A key area where roles intersect is personal care support. [School-aged students who meet the NDIS eligibility criteria—permanent and significant disability affecting functional capacity—can access reasonable and necessary supports not provided by schools, without additional application for in-school personal care](https://www.ndis.gov.au/participants/working-providers/kind-supports-participants/personal-care-schools-kind-supports). However, [NDIS in-kind funded supports in school include personal care (toileting, feeding) and student transport where state or territory governments provide these without using plan-managed funds](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-work-or-study-supports-do-we-fund-while-you-are-school). ## Coordination and Implementation Strategies Effective coordination between schools and NDIS requires structured approaches that prioritise the student's needs while respecting each system's responsibilities. [NDIS plans may include funding for specialist teacher training, support coordination, and planning to integrate NDIS supports with school-provided adjustments; parents, Support Coordinators, LACs and schools collaborate via Student Support Group meetings and Individual Education Plans (IEPs)](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-work-or-study-supports-do-we-fund-while-you-are-school). The transition process for young children highlights the importance of early coordination. [Early Childhood Early Intervention (ECEI) approach assists children aged 0–6 to access supports quickly; once at primary or secondary school, children transition from ECEI to mainstream NDIS pathways, managed by Local Area Coordinators or Support Coordinators](https://ourguidelines.ndis.gov.au/how-ndis-supports-work-menu/mainstream-and-community-supports/who-responsible-supports-you-need/school-education). This transition requires careful planning to ensure continuity of supports and clear communication between all parties involved. Practical implementation often requires detailed operational arrangements. [In Victoria, practical arrangements for on-site NDIS-funded therapy require principals to execute licence and information sharing agreements, schedule coordination meetings, record operational details, and manage supervision and insurance arrangements](https://www2.education.vic.gov.au/pal/ndis-funded-therapy/guidance/step-3-practical-arrangements). These arrangements ensure that external providers can work effectively within school environments while maintaining safety and educational standards. For families considering different funding management approaches, understanding options like those outlined in [Navigating Self-Management of NDIS Funding in 2024](/posts/navigating-self-management-of-ndis-funding-in-2024-c56c7246) and [Maximizing Choice and Control: Self-Managing Your](/posts/maximizing-choice-and-control-self-managing-your-ndis-plan-in-2024-a2957d33) can help inform decisions about how to coordinate supports most effectively with school services. ## Challenges and Solutions in School-NDIS Partnerships Despite clear policy frameworks, practical challenges continue to emerge in school-NDIS partnerships. One significant issue is the administrative burden on schools managing multiple external providers. [Riverbanks College B-12 (SA) saw NDIS-funded therapy participants increase from 57 to 100 in two years, requiring management of 80 external providers on site and charging $10 per session to cover materials and cleaning, coordinated by a staff member dedicating 10 hours weekly](https://www.adelaidenow.com.au/south-australia-education/south-australian-schools-defend-charging-hundreds-of-dollars-in-ndis-worker-room-fees-for-campus-visits/news-story/871c7938d24bf955f78ceb6435dc7cb9). Financial arrangements present another challenge. [In South Australia, some schools charge room-usage fees of up to $440 per NDIS-funded therapist per student annually, covering administration and cleaning, though these fees cannot be passed onto parents; this practice is allowed under state policy but has drawn criticism for impacting service delivery](https://www.adelaidenow.com.au/south-australia-education/south-australian-schools-defend-charging-hundreds-of-dollars-in-ndis-worker-room-fees-for-campus-visits/news-story/871c7938d24bf955f78ceb6435dc7cb9). These fees, while covering legitimate costs, can create barriers to service delivery and may discourage providers from offering school-based services. Compliance and safety requirements add complexity to partnerships. [NDIS-registered therapists must hold a licence to use school premises, comply with principals' directions, maintain insurance, and cannot pass licence fees to participants; schools coordinate dual-servicing by informing Student Support Services of on-site NDIS services](https://www2.education.vic.gov.au/pal/ndis-funded-therapy/guidance/step-3-practical-arrangements). These requirements, while necessary for safety and accountability, require careful management to avoid becoming barriers to service provision. Solutions are emerging through innovative approaches and policy development. [Victorian government specialist schools introduced NDIS Navigators in 2024 to support families in understanding and accessing NDIS supports, facilitating collaborative practices between NDIS services and schools](https://www2.education.vic.gov.au/pal/ndis-navigators/policy). These navigators help bridge the gap between systems and provide families with dedicated support to coordinate services effectively. For comprehensive support strategies, resources like [Empowering NDIS Participants: A Guide to](/posts/ndis-person-centred-emergency-preparedness-guide) and [Navigating the NDIS: Common Challenges and](/posts/navigating-ndis-common-challenges-and-solutions-v1-archived-1754957019828) offer valuable insights for families and providers working within these complex systems. ## Future Directions and Policy Developments The landscape of school-NDIS collaboration continues to evolve, with significant policy developments on the horizon. [The 2023 NDIS Review recommended developing a multilateral Disability Intergovernmental Agreement and a plan to better connect NDIS and school education systems to improve coordination and educational outcomes](https://www.ndisreview.gov.au/resources/reports/working-together-deliver-ndis/preface/recommendations-and-actions). These recommendations signal a commitment to addressing systemic coordination challenges through improved governance structures. Transport arrangements represent one area requiring ongoing attention. [The in-kind arrangement for student transport funded by state/territory governments remains in place until 2023, with the NDIA working with other governments to define post-2023 school transport arrangements](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-work-or-study-supports-do-we-fund-while-you-are-school). Clear resolution of these arrangements is essential for families planning long-term support strategies. The focus on employment outcomes for school leavers highlights the importance of effective transition planning. [Of 2,165 school-leaver participants exiting employment support (July 2023–June 2024), 22% achieved open employment and 4% achieved supported employment](https://www.ndis.gov.au/news/10756-latest-school-leaver-provider-quarterly-report-released). These outcomes demonstrate both the potential for success and the need for continued improvement in transition support services. Resources like [NDIS and Employment: Pathways to Workforce](/posts/ndis-and-employment-pathways-to-workforce-participation-in-2024-and-beyond-71f0ba21) provide valuable guidance for families planning post-school transitions. Looking ahead, successful school-NDIS collaboration will depend on continued policy refinement, improved communication protocols, and innovative service delivery models that put student outcomes at the centre of all decision-making. ## Conclusion The relationship between schools and the NDIS represents both an opportunity and a challenge for students with disability, their families, and the broader education system. While clear policy frameworks exist to delineate responsibilities, successful collaboration requires ongoing commitment from all parties to prioritise student outcomes over system convenience. By understanding roles, implementing effective coordination strategies, and addressing challenges proactively, schools and NDIS can work together to create truly inclusive educational experiences that prepare students for meaningful participation in their communities. For additional support understanding complex NDIS processes, consider exploring resources on [the Role of Insurance in the NDIS Framework](/posts/understanding-the-role-of-insurance-in-the-ndis-framework-401dc4ab) to better understand how different systems interact to support participants' needs. ## References 1. [NDIS Quarterly Report – 15 February 2025](https://www.ndis.gov.au/news/10608-ndis-data-highlights-further-improvement-scheme-sustainability-and-participant-outcomes) 2. [School education | Our Guidelines](https://ourguidelines.ndis.gov.au/how-ndis-supports-work-menu/mainstream-and-community-supports/who-responsible-supports-you-need/school-education) 3. [What work or study supports do we fund while you are at school?](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-work-or-study-supports-do-we-fund-while-you-are-school) 4. [What do we mean by support while studying?](https://ourguidelines.ndis.gov.au/supports-you-can-access-menu/social-and-community-participation/work-and-study-supports/what-do-we-mean-support-while-studying) 5. [Personal care in schools – in-kind supports](https://www.ndis.gov.au/participants/working-providers/kind-supports-participants/personal-care-schools-kind-supports) 6. [NDIS Funded Therapy in Schools: Step 3 – Practical arrangements](https://www2.education.vic.gov.au/pal/ndis-funded-therapy/guidance/step-3-practical-arrangements) 7. [Parents 'upset' as schools defend controversial NDIS fee](https://www.adelaidenow.com.au/south-australia-education/south-australian-schools-defend-charging-hundreds-of-dollars-in-ndis-worker-room-fees-for-campus-visits/news-story/871c7938d24bf955f78ceb6435dc7cb9) 8. [NDIS Navigators: Policy](https://www2.education.vic.gov.au/pal/ndis-navigators/policy) 9. [NDIS Review Recommendations and Actions](https://www.ndisreview.gov.au/resources/reports/working-together-deliver-ndis/preface/recommendations-and-actions) 10. [Latest School leaver provider quarterly report](https://www.ndis.gov.au/news/10756-latest-school-leaver-provider-quarterly-report-released)

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Clarifying Roles: How Schools and the NDIS Should Work Together for Students

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Clarifying Roles: How Schools and the NDIS Should Work Together for Students