DOCUMENT 1
FOI 24/25-0141
Below are all questions and responses from the 
“Personal and environmental circumstances case” in 
PACE for all age groups:  
Date : 2 September 2024 
0 - 6 AGE Group 
Category 
Questions 
Responses 
N/A 
Do you wish to select an 
Yes, Select Authorised representative 
authorised representative? 
No 
Housing 
What are this person's current 
• Private home: owned by self/family
housing arrangements? 
• Private home: rented from private landlord
• Private home: rented from public authority
• Aboriginal or Torres Strait Islander
community residence
• Short-term crisis
• Other, please specify:
Housing 
Are the child's living 
•
Yes
arrangements expected to 
•
No, not fully accessible
remain the same for the next 
•
No, not a permanent option (e.g. in hospital)
12 months? 
•
No, planning to move house
•
No, other. Please specify. Free text
Housing 
Who does the person 
•
With both parents
currently live with? 
•
Parents separated, time spent in both
homes 
•
One parent only
•
Other family
•
With approved foster carer (Legally
appointed guardian)
•
Voluntary Out of Home Care
•
Other – please specify (Free text)
Daily Support  How many days a week is the 
• 1
child in an early childhood 
• 2
education and care or school 
• 3
setting? 
• 4
• 5
Daily Support  Will the number of days the 
• No, stay the same
child attends an early 
• Yes, - Please select below days/Start date
childhood education and care 
o 0 days a week
or school setting change in 
o 1 days a week
the next 12 months? 
o 2 days a week
o 3 days a week
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FOI 24/25-0141
o 4 days a week
o 5 days a week
o Start Date: Date field
• Comments – comments (free text)
Daily Support  Will the child transition to an 
• Yes
early childhood education 
• No
and care setting or school in 
• Unsure/ unanswered
the next 12 months? 
Daily Support  Are there identified barriers to 
• Yes
participation in an early 
• No
childhood education and care 
or school setting, because of 
the child’s developmental 
delay or disability? 
Daily Support  Is there any mainstream 
• Yes
funding for inclusion or 
• No
disability support the child is 
eligible for? 
Carers 
Does the child’s 
• Yes
developmental delay or 
• No
disability impact on the ability 
• Unsure/ unanswered
of the extended family, friends 
or a typical babysitter to 
provide care? 
Carers 
After considering informal, 
• Yes
community and mainstream 
• No
supports, does the family or 
• If Yes, Select the option that best describes
carer require NDIS funded 
the person with disability's use.
supports to sustain their 
• If Yes, Daily Routine (Please specify): Free
caring role, because of the 
text
child’s developmental delay 
• 
or disability? 
Carers 
Select the option that best 
• to help with the child's daily routines, such
describes the person with 
as completing personal care
disability's use. 
o Daily Routine (Please specify):
• to have time to attend to daily tasks
o Daily Tasks (Please specify):
• to attend to other responsibilities, such as
sibling needs
o Other responsibilities (Please
specify):
• to have a break from caring for the
participant
o Break from caring (Please specify):
Carers 
Indicate the significant 
• Monday
pressure points and daily 
• Tuesday
routines in the week where 
• Wednesday
NDIS funding is required to 
• Thursday
sustain informal supports 
• Friday
• Saturday
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FOI 24/25-0141
• Sunday
• Other,
o Please specify (free text)
o Please specify Other hours (free text)
Carers 
On average, how many hours 
• Free text
per week of NDIS funded 
support is required to sustain 
informal supports? 
Carers 
Does this person require Daily 
• Auslan language development
Living support in one or more 
• Auslan interpreting
of the following areas? 
• specialised school transport
• personal care in schools
• specialised swimming lessons for water
safety due disability or high risk
• Other,
o Please specify (free text)
• Not applicable
Carers 
Does the person require 
• Participant does not require assistance when
assistance with choosing and 
choosing and managing supports
managing supports in their 
• Participant does not require assistance when
plan? 
choosing and managing supports
• Participant does not have assistance but
requires it when choosing and managing
supports
Carers 
(Do not read the response 
•
Yes, living in remote community, please
options to the participant/ 
specify (free text)
respondent.) Is funding for 
•
Yes, multiple complexities in their
support coordination 
circumstances, please specify (free text)
required? 
•
Yes, requires significant support to engage
with the NDIS, please specify, (free text)
•
No
Carers 
(Do not read the response 
•
more than 9 hours per month = Support
options to the participant/ 
Coordination - Level 1a
respondent.) What level of 
•
6-9 hours per month = Support Coordination
support coordination is 
- Level 1b
required? 
•
4-6 hours per month = Support Coordination
- Level 1c
•
2-4 hours per month = Support Coordination
- Level 2
•
1-2 hours per month = Support Coordination
- Level 3
•
up to 1 hour per month = Support
Coordination - Level 4
•
connection and monitoring = Support
Coordination - Level 5
•
connection only = Support Coordination -
Level 6
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Capacity 
For each developmental area 
• Cognitive (picklist)
Building 
below, what level of early 
o High, please describe (free text)
childhood supports (capacity 
o medium to low, please describe (free
building) are needed to build 
text)
capacity of the child and 
o n/a
family? 
• Social skills (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Self-care skills (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Language and communication (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Emotional development (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Physical development (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Vision (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
• Hearing (picklist)
o High, please describe (free text)
o medium to low, please describe (free
text)
o n/a.
Capacity 
Has the need for intensive 
•
Yes (upload evidence)
Building 
early childhood supports 
•
No
been identified? 
•
Unsure/Unanswered
Capacity 
Who has recommended 
Please specify (free text) 
Building 
intensive early childhood 
supports? please specify: 
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FOI 24/25-0141
Capacity 
Does the parent or carer agree 
•
Yes
Building 
to the inclusion of intensive 
•
No
early childhood supports? 
•
Unsure/unanswered
Capacity 
Is an additional level of early 
•
Yes, please specify (free text)
Building 
childhood supports required 
•
No
to share strategies in 
•
Unsure/unanswered
mainstream settings? 
Capacity 
Does this person need 
• Dysphagia supports, please specify (free 
Building 
support to improve their 
text) Upload documents
health and wellbeing? 
• oral eating drinking care plan, please specify
(free text) Upload documents
• nutrition supports, please specify (free text)
Upload documents
• delegation of care/nursing supports, please
specify (free text) Upload documents
• podiatry, please specify (free text) Upload
documents
• diabetes, please specify (free text) Upload
documents
• epilepsy, please specify (free text) Upload
documents
• respiratory, please specify (free text) Upload
documents
• other, please specify (free text) Upload
documents
• Not Applicable, please specify (free text)
Upload documents
Capacity 
Are regulated restrictive 
Building 
practices in use (or likely to be 
• No
in use)? 
• Yes (Multi-select)
o Chemical, please specify (free text)
o Environmental, please specify (free
text)
o Physical, please specify (free text)
o Seclusion, please specify (free text)
o Mechanical, please specify (free text)
•
Unsure/unanswered
Capacity 
Does the child have a newly 
•
Yes
Building 
diagnosed permanent hearing 
•
No
loss OR are they at a high risk 
•
Unsure/unanswered
of auditory/language 
deprivation related to 
significantly delayed 
diagnosis of a hearing loss? 
Capacity 
Does the child have a 
• Unilateral
Building 
confirmed unilateral or 
• Bilateral
bilateral hearing loss? 
• Unsure/Unanswered
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FOI 24/25-0141
Capacity 
What is the child’s confirmed 
•  Mild, 
Building 
level of hearing loss in the 
•  Moderate, 
poorer ear? 
•  Severe,  
•  Profound, 
•  Auditory Neuropathy Spectrum Disorder 
(ANSD) 
Equipment 
Are there rooms or parts of 
•  Yes (multiselect)  
and 
the house that limit the 
o  Bathroom 
Consumables  person's day to day activities, 
o  Internal access 
compared to their peers? 
o  Unsure/Unanswered 
o  External access 
o  Kitchen 
o  Living areas 
o  Bedroom 
o  Other, Please specify Free text 
•  No 
•  Unsure/Unanswered 
Equipment 
Does this person have any 
•  Yes (multi-select) 
and 
home modification needs? 
o  Bathroom 
Consumables 
o  Kitchen 
o  External Access 
o  Bedroom 
o  Living areas 
o  Other, Please specify: Free text 
•  No 
•  Unsure/Unanswered 
Equipment 
Does the child or person 
•  Yes 
and 
require any new equipment? 
•  No 
Consumables 
•   Unsure/Unanswered 
Equipment 
Are mid to high cost assistive 
•  Yes (multi-select) 
and 
technology supports required 
o  Bathing, showering and toileting, 
Consumables  or likely to be required in the 
please specify (free text) + upload 
next 12 months? 
information 
o  Mobility, please specify (free text) + 
upload information 
o  Positioning, please specify (free text) 
+ upload information 
o  Recreation, please specify (free text) 
+ upload information 
o  Seating, please specify (free text) + 
upload information 
o  Sleeping, please specify (free text) + 
upload information 
o  Standing, please specify (free text) + 
upload information 
o  Communication,  please specify (free 
text) + upload information 
o  Transfers, please specify (free text) + 
upload information 
o  Vision, please specify (free text) + 
upload information 
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FOI 24/25-0141
o  Orthotics, please specify (free text) + 
upload information 
o  Other, please specify (free text) + 
upload information 
•  No 
 
Equipment 
Are low cost assistive 
•  Yes (multi-select) 
and 
technology supports currently 
o  Bathing, showering and toileting, 
Consumables  required or likely to be 
please specify (free text) + upload 
required in the next 12 
information 
months? 
o  Mobility, please specify (free text) + 
upload information 
o  Positioning, please specify (free text) 
+ upload information 
o  Recreation, please specify (free text) 
+ upload information 
o  Seating, please specify (free text) + 
upload information 
o  Sleeping, please specify (free text) + 
upload information 
o  Standing, please specify (free text) + 
upload information 
o  Communication,  please specify (free 
text) + upload information 
o  Transfers, please specify (free text) + 
upload information 
o  Vision, please specify (free text) + 
upload information 
o  Orthotics, please specify (free text) + 
upload information 
o  Other, please specify (free text) + 
upload information 
•  No 
 
Equipment 
Is NDIS funding required for 
•  Yes (multi-select) 
and 
the following? 
o  Repairs, please specify (free text) 
Consumables 
o  Maintenance, please specify (free 
text) 
o  Rental, please specify (free text) 
o  trial, please specify (free text) 
•  No 
•  Unsure/unanswered 
 
Equipment 
Is NDIS funding required to 
•  Yes (multi-select) 
and 
assess, find and set up 
o  Bathing, showering and toileting, 
Consumables  assistive technology 
please specify (free text) + upload 
supports? 
information 
o  Mobility, please specify (free text) + 
upload information 
o  Positioning, please specify (free text) 
+ upload information 
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FOI 24/25-0141
o Recreation, please specify (free text)
+ upload information
o Sitting, please specify (free text) +
upload information
o Sleeping, please specify (free text) +
upload information
o Standing, please specify (free text) +
upload information
o Communication,  please specify (free
text) + upload information
o Transfers, please specify (free text) +
upload information
o Other, please specify (free text) +
upload information
•
No/Not Applicable
Equipment 
Does the child need any 
•
Yes (multi-select)
and 
consumable products or 
o continence, please specify (free text),
Consumables  supports because of their 
upload information
developmental delay or 

1-3 nappies per 24 hours
disability? 

4-5 nappies per 24 hours

6-11 nappies per 24 hours

12 or more nappies per 24
hours

Other – free text box

Continence assessment (if
continence supports are
required drop down options):

Child between 5-7
years

Child with
fluctuating/complex
needs
o PEG, please specify (free text),
upload information
o nasogastric tube, please specify (free
text), upload information
o total parenteral nutrition, please
specify (free text), upload information
o maintenance fee for Hearing
Australia, please specify (free text),
upload information
o Assessment required,  please specify
(free text), upload information
o other, please specify (free text),
upload information
•
No support required
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7 - 14 AGE Group 
Category 
Questions 
Responses 
N/A 
Do you wish to select an 
Yes, Select Authorised representative 
authorised representative? 
No 
Housing 
Who does the person 
Which values are correct? 
currently live with? 
Staging values 
•  One parent only 
•  Other family 
•  Parents separated, time spent in both homes 
•  Voluntary out of home care 
•  With approved foster carer (Legally 
appointed guardian) 
•  With both parents 
•  Other, Please specify: Free text 
 
Housing 
What are this person's current 
  Private home: owned by self/family 
housing arrangements? 
  Private home: rented from private landlord 
  Private home: rented from public authority 
  Large residential (20+ people) 
  Small residential (<20 people) 
  Aboriginal or Torres Strait Islander 
community residence 
  Supported accommodation 
  Short-term crisis 
  Temporary shelter (homeless) 
  Other, please specify: 
 
Housing 
Are there rooms or parts of the 
•  Yes 
house that limit the person's 
•  No 
day to day activities, 
•  Unsure/Unanswered 
compared to their peers? 
 
Housing 
Which room limits the 
•   Bathroom 
person's daily activities most? 
•  Kitchen 
•  External access 
•  Internal access 
•  Unsure/Unanswered 
Daily Support  Are there any concerns with 
•  Yes developmental concerns 
this person's ability to 
•   No developmental concerns 
undertake self-care activities? 
•  Unsure/Unanswered 
Daily Support  Does this person require Daily  (Multi-select) 
Living support in one or more 
•  Assistance in shared living 
of the following areas? 
•  AUSLAN Lessons 
•  Community access 
•  Group activity 
•  Host / alternative family situation 
•  Household assistance 
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• Informal support available
• Interpreting and translating
• Live in carer
• Personal care
• Referral to mainstream service
• Short term accommodation
• Support to sustain informal care
• Supported living - single person
• Transport assistance
• Vacation care
• Epilepsy or Seizure
• 24 hour care support on request
• Not Applicable
• Auslan interpreting
• Continence aids
• personal care in schools
• specialised school transport
• Auslan language development
• specialised swimming lessons for water
safety due to disability or high risk
Capacity 
Does the person require 

Participant does not require assistance
Building 
assistance with choosing and 
when choosing and managing supports
managing supports in their 

Participant has assistance when choosing
plan? 
and managing supports

Participant does not have assistance but
requires it when choosing and managing
supports
Capacity 
(Do not read the response 

Yes - more than 9 hours per month = Support
Building 
options to the participant/ 
Coordination - Level 1a
respondent.) Is funding for 

Yes - 6-9 hours per month = Support
support coordination 
Coordination - Level 1b
required? 

Yes - 4-6 hours per month = Support
Coordination - Level 1c

Yes - 2-4 hours per month = Support
Coordination - Level 2

Yes - 1-2 hours per month = Support
Coordination - Level 3

Yes - up to 1 hour per month = Support
Coordination - Level 4

Yes - connection and monitoring = Support
Coordination - Level 5

Yes - connection only = Support
Coordination - Level 6

No = Support Coordination - Level 7

Unsure/Blank = Support Coordination - Level
7

Yes = 100 hours per year = Recovery Coach -
Level 1
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  Yes = 50 hours per year = Recovery Coach - 
Level 2 
  Yes = 30 hours per year = Recovery Coach - 
Level 3 
 
Capacity 
What level of capacity building 
  Very high = Capacity Building Level 1 
Building 
is required? 
  High = Capacity Building Level 2 
  Moderate = Capacity Building Level 3 
  Low = Capacity Building Level 4 
  None = Capacity Building Level 5 
  Unsure/Unanswered = Capacity Building - 
Level 5 
Capacity 
What level of capacity building 
  None 
Building 
is required to support goal 
  Low 
achievement? 
  Moderate 
  High 
  Very high 
  Unsure/Unanswered 
Capacity 
Does this person need 
  Informal support available 
Building 
support to improve their 
  Referral to mainstream allied health 
health and wellbeing? 
  Referral to mainstream service 
  Personal Training 
  Requires exercise physiology 
  Requires active overnight support 
  Other, please specify: Free text 
 
Capacity 
Does this person need 
  Assessment by a nurse 
Building 
support to improve their daily 
  Budgeting 
living? 
  Daily Planning 
 
  Decision Making 
  Individual Assessment 
  Informal Support available 
  Multidisciplinary intervention 
  Mobility training 
  Referral to mainstream service 
  Specialist Driver training 
  Therapy assistant 
  Trans disciplinary therapy package 
  Therapy/Skills training 
  Travel training 
  Emotional development 
  Oral eating drinking care plan 
 
Capacity 
Is NDIS funding required to 
  Assessment required 
Building 
assess, find and set up 
  Referral to mainstream service 
assistive technology 
  Therapy / skills training 
supports? 
  No/Not Applicable 
 
Capacity 
[Not to be asked of the 
•  Yes 
Building 
participant] Are there any 
•  No 
indicators of challenging 
•  Unsure/Unanswered 
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behaviour (e.g. verbal/ 
physical aggression; 
inappropriate sexual or social 
behaviour; lack of initiation)? 
Capacity 
My child is developing 
  Not very well 
Building 
functional, learning and 
  Pretty well 
coping skills that are 
  Very well 
appropriate to his/her ability 
 
and circumstances 
Capacity 
Most of the time my child is 
  Not very well 
Building 
able to do tasks at home, at 
  Pretty well 
school and in the community 
  Very well 
that a child of the same age 
 
would be expected to be able 
to do ? 
Capacity 
Does this person need 
  Plan management provider 
Building 
support to improve their life 
  Specialist support coordination 
choices? 
  Support connection 
  Support coordination 
  Recovery Coach 
 
Capacity 
Does this person need 
  Behavioural Intervention 
Building 
support to improve their 
  Behavioural Support 
relationships? 
  Informal Support Available 
 
  Referral to Mainstream Counselling 
  Referral to Mainstream Service 
  Social Skills Development 
  Behaviours of concern - Kick, punch, throw 
support 
  Behaviour of concern - higher risk 
  Breaking Point 
 
Capacity 
Does this person have a 
  Participant has a reliable support network 
Building 
support network of friends 
who can provide additional support. 
and family who are available 
  Participant is independent. 
to assist them? 
  Participant does not have reliable support 
network and would like some additional 
informal supports to develop those networks 
  Participant does not have reliable support 
network and does not want additional 
informal supports to develop those networks 
Capacity 
Does this person need 
  Activity Costs 
Building 
support to improve their 
  Informal Support Available 
Social/Community 
  Peer Support / Mentoring 
participation? 
  Referral to Mainstream Service 
 
  Referral to Volunteer Work 
  Skills Development including group 
 
Capacity 
Is the Disability Stable? 
•  Yes 
Building 
•  No 
•  Unsure/Unanswered 
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Capacity 
Are there any major life 

Yes in next 2 years
Building 
transitions likely in the next 36 

Yes in next 3 years
months that may significantly 

No
impact support funding? 
Capacity 
Does this person need 

Informal Support Available
Building 
support to improve their living 

Referral to Mainstream Service
arrangements? 

Support to Locate Accommodation

Support to Maintain Tenancy

Support to Sustain Informal Care

Therapy / Skills training

Requires Respirator or Ventilator
Capacity 
Has this person been actively 

No and I don’t want to be
Building 
involved in a community 

No, but I would like to be
cultural or religious group in 

Yes, a general community group
the last 12 months? 

Yes, a group for people with a disability
Capacity 
Does this person get support 
• Yes
Building 
for getting out of the house? 
• No
• Unsure/Unanswered
Carers 
Who provides primary care for 

Parent/s (including step-parents)/ siblings
the child? 

Shared care between separated parent/s

Grandparent/s

Other family

Out of home care

Other

Unsure/Unanswered
Carers 
How much support is 
provided to the child by the 

All or most (~75%)
primary carer, other family, 

About 50%
friends and/ or neighbours (ie 

Some (~25%)
informal care)? 

None (0%)

Unsure/Unanswered
Equipment 
Does this person currently use 

Child level 1 - high user only, or moderate
and 
any consumable products 
use and higher cost
Consumables  (e.g. continence 

Child level 2 - moderate use, moderate cost
products/aide, Home Enteral 

Child level 3 - low to moderate use, low to
Nutrition or tube feeding for 
moderate cost
getting your food)? 

Child level 4 - low use, low cost

Child level 5 - none necessary
Equipment 
Does this person currently use 
• Yes
and 
any equipment? 
• No
Consumables 
• Unsure/Unanswered
Equipment 
Does the equipment require 
• Yes
and 
maintenance? 
• No
Consumables 
• Unsure/Unanswered
Equipment 
Does this person require any 
• Yes
and 
new equipment? 
• No
Consumables 
• Unsure/Unanswered
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[Do not read out options to 
  Car modification 
person] Please select any high 
  Hoist 
cost / quotable AT items that 
  Manual wheelchair 
the person requires. 
  Mobile shower commode 
  Orthoses 
  Power Bed 
  Powered wheelchair 
  Pressure care cushion 
  Prostheses Full 
  Prostheses Part 
  Ramp 
  Rental 
  Scooter 
  Shower support 
  Walking aides 
  Standing frame 
  Postural support chair 
  Other 
 
Equipment 
Does this person have any 
  Assessment required 
and 
vehicle modification needs? 
  Referral to mainstream service 
Consumables 
Equipment 
Does this person have any 
  Assessment required 
and 
home modification needs? 
  Referral to mainstream service 
Consumables 
 
 
 
 
 
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FOI 24/25-0141
15+ AGE Group 
Category 
Questions 
Responses 
N/A 
Do you wish to select an 
Yes, Select Authorised representative 
authorised representative? 
No 
Housing 
What are your current housing  • Private home: owned by self/family
arrangements? 
• Private home: rented from private landlord
• Private home: rented from public authority
• Large residential (20+ people)
• Small residential (<20 people)
• Aboriginal or Torres Strait Islander community
residence
• Supported accommodation
• Boarding house/private hotel
• Short-term crisis
• Temporary shelter (homeless)
• Aged care facility (Hostel/nursing home)
• -Other, please specify:
Housing 
Who does this person 
• - Alone
currently live with? 
• - Parents
• - Spouse/partner
• - Spouse/partner and child(ren)
• - Child(ren)
• - Other family members
• - People not related to me
• - Other, please specify:
Housing 
Thinking about where you 
• Yes
currently live in relation to 
• No
your disability support needs - 
• Unsure/Unanswered
Are you happy with the home 
you live in? 
Housing 
In what area of the house are 
• Bathroom
you having the most difficulty? 
• Kitchen
• External access
• Internal access
• Unsure/Unanswered
Daily Support  Do you get support with 
• Yes
personal care (e.g. washing 
• No
yourself, dressing)? 
• Unsure/Unanswered
Daily Support  Does the support you receive 
• Yes
meet your needs? 
• No
• Unsure/Unanswered
Daily Support  Do you need support for travel 
• Yes
& transport? 
• No
• Unsure/Unanswered
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FOI 24/25-0141
Daily Support  Does this person require Daily 
• Assistance in shared living
Living support in one or more 
• AUSLAN Lessons
of the following areas? 
• Community access
• Group activity
• Host / alternative family situation
• Household assistance
• Informal support available
• Interpreting and translating
• Live in carer
• Personal care
• Referral to mainstream service
• Short term accommodation
• Support to sustain informal care
• Supported living - single person
• Transport assistance
• Vacation care
• Epilepsy or Seizure
• 24 hour care support on request
• Not Applicable
• Auslan interpreting
• Continence aids
• personal care in schools
• specialised school transport
• Auslan language development
• specialised swimming lessons for water
safety due to disability or high risk
Capacity 
(Do not read the response 
• Yes - more than 9 hours per month = Support
Building 
options to the participant/ 
Coordination - Level 1a
respondent.) Is funding for 
• Yes - 6-9 hours per month = Support
support coordination 
Coordination - Level 1b
required? 
•
Yes - 4-6 hours per month = Support
Coordination - Level 1c
• Yes - 2-4 hours per month = Support
Coordination - Level 2
• Yes - 1-2 hours per month = Support
Coordination - Level 3
• Yes - up to 1 hour per month = Support
Coordination - Level 4
• Yes - connection and monitoring = Support
Coordination - Level 5
• Yes - connection only = Support
Coordination - Level 6
• No = Support Coordination - Level 7
• Unsure/Blank = Support Coordination - Level
7
• Yes = 100 hours per year = Recovery Coach -
Level 1
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FOI 24/25-0141
•   Yes = 50 hours per year = Recovery Coach - 
Level 2 
- Yes = 30 hours per year = Recovery Coach - 
Level 3 
Capacity 
What level of capacity building 
•  Very high  = Capacity Building Level 1 
Building 
is required? 
•  High = Capacity Building Level 2 
•  Moderate = Capacity Building Level 3 
•  Low = Capacity Building Level 4 
•  None = Capacity Building Level 5 
•  Unsure/Blank = Capacity Building - Level 5 
Capacity 
Does this person need 
  Informal support available 
Building 
support to improve their 
  Referral to mainstream allied health 
health and wellbeing? 
  Referral to mainstream service 
  Personal Training 
  Requires exercise physiology 
  Requires active overnight support 
  Other, please specify: Free text 
Capacity 
Does this person need 
•  Assessment by a nurse 
Building 
support to improve their daily 
•  Budgeting 
living? 
•  Daily Planning 
•  Decision Making 
•  Individual Assessment 
•  Informal Support available 
•  Multidisciplinary intervention 
•  Mobility training 
•  Referral to mainstream service 
•  Specialist Driver training 
•  Therapy assistant 
•  Trans disciplinary therapy package 
•  Therapy/Skills training 
•  Travel training 
•  Emotional development 
•  Oral eating drinking care plan 
 
Capacity 
Is NDIS funding required to 
  Assessment required 
Building 
assess, find and set up 
  Referral to mainstream service 
assistive technology 
  Therapy / skills training 
supports? 
  No/Not Applicable 
Capacity 
[Not to be asked of the 
•  Yes 
Building 
participant] Are there any 
•  No 
indicators of challenging 
•  Unsure/Unanswered 
behaviour (e.g. verbal/ 
physical aggression; 
inappropriate sexual or social 
behaviour; lack of initiation)? 
Capacity 
[Not to be asked of the 
Free Text 
Building 
participant] What behaviours 
does the participant 
demonstrate (e.g. escapes 
secure premises; attacks 
Page 17 of 68

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FOI 24/25-0141
others; breaks objects/ 
smashes windows)? 
Capacity 
Does this person need 
•  Plan Management Provider 
Building 
support to improve their life 
•  Specialist Support Coordination 
choices? 
•  Support Connection 
•  Support Coordination 
•  Training in Plan Management 
•  Recovery Coach 
 
Capacity 
Does this person need 
•  Behavioural Intervention 
Building 
support to improve their 
•  Behavioural Support 
relationships? 
•  Informal Support Available 
•  Referral to Mainstream Counselling 
•  Referral to Mainstream Service 
•  Social Skills Development 
•  Behaviours of concern - Kick, punch, throw 
support 
•  Behaviour of concern - higher risk 
•  Breaking Point 
 
Capacity 
Does this person have a 
•  Participant has a reliable support network 
Building 
support network of friends 
who can provide additional support. 
and family who are available 
•  Participant is independent. 
to assist them? 
•  Participant does not have reliable support 
network and would like some additional 
informal supports to develop those networks 
•  Participant does not have reliable support 
network and does not want additional 
informal supports to develop those networks 
Capacity 
Does this person need 
•  Activity Costs 
Building 
support to improve their 
•  Informal Support Available 
Social/Community 
•  Peer Support / Mentoring 
participation? 
•  Referral to Mainstream Service 
•  Referral to Volunteer Work 
•  Skills Development including group 
 
Capacity 
Is the Disability Stable? 
•  Yes 
Building 
•  No 
•  Unsure/Unanswered 
Capacity 
Are there any major life 
  Yes in next 2 years 
Building 
transitions likely in the next 36 
  Yes in next 3 years 
months that may significantly 
  No 
impact support funding? 
 
Capacity 
Are you likely to leave home 
  No in next 2 years 
Building 
and/or have a change in living 
  Yes in next 2 years 
circumstances? 
  No 
 
Capacity 
Do you need support to find 
•  ADE (work) Ongoing 
Building 
and keep a job?(choose all 
•  Employment preparation 
that apply) 
Page 18 of 68

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FOI 24/25-0141
• Employment Services Assessment
• Informal support available
• On-the-job support
• Referral to ADE
• Referral to mainstream service
Capacity 
Does this person need 
• Informal Support Available
Building 
support to improve their living 
• Referral to Mainstream Service
arrangements? 
• Support to Locate Accommodation
• Support to Maintain Tenancy
• Support to Sustain Informal Care
• Therapy / Skills training
• Requires Respirator or Ventilator
Capacity 
Has this person been actively 

No and I don’t want to be
Building 
involved in a community 

No, but I would like to be
cultural or religious group in 

Yes, a general community group
the last 12 months? 

Yes, a group for people with a disability
Capacity 
Does this person get support 
• Yes
Building 
for getting out of the house? 
• No
• Unsure/Unanswered
Capacity 
Does the plan includes 
• Yes
Building 
funding for specialist disability 
• No
accommodation? 
Capacity 
Is there a need for Supported 
• Yes
Building 
Independent Living? 
• No
• Unsure/Unanswered
Employment 
Are you eligible for School 
• Yes
and Training 
Leaver Employment Support 
• No
(SLES)? 
• Unsure/Unanswered
Employment 
Are you currently working or 
• Yes, full time study
and Training 
studying? 
• Yes, part time study
• Yes, full time work
• Yes, part time work
• Job seeking
• No, but they want to study
• No, but they want to work
• No and they don't want to
•
Unsure/Unanswered
Employment 
What type of employment 
• - Employment in the open employment
and Training 
activities do you 
market with full award wages
currently/want to 
• - Employment in the open employment
attend/participate in? 
market at less than minimum wage, i.e.
Supported Wage System
• - Employment with an Australian Disability
Enterprise
• - Pre-vocational training
• - Australian Apprenticeship
Page 19 of 68

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FOI 24/25-0141
• - Work experience
• - Self-employed
• - Other (please specify)
Employment 
What is the typical number of 
• - 0 hours
and Training 
hours you work per week 
• - More than 0 but less than 8 hours
(range)? 
• -  8 hours to less than 15 hours
• - 15 hours to less than 30 hours
• - 30 or more hours
Equipment 
Does this person currently use 
• - Adult level 1 - high use, higher cost
and 
any consumable 
• - Adult level 2 - high use, moderate cost
Consumables  products  (e.g. continence 
• - Adult level 3 - high user only, or moderate
products/aide, 
use and higher cost
Home Enteral Nutrition or 
• - Adult level 4 - moderate use, moderate cost
tube feeding for getting your 
• - Adult level 5 - low to moderate use, low to
food)? 
moderate cost
Select the option that best 
• - Adult level 6 - low use, low cost
describes the person with 
• - Adult level 7 - none necessary
disability's use. 
Equipment 
Does this person currently use 
• Yes
and 
any equipment? 
• No
Consumables 
• Unsure/Unanswered
Equipment 
Does the equipment require 
• Yes
and 
maintenance? 
• No
Consumables 
• Unsure/Unanswered
Equipment 
Does this person require any 
• Yes
and 
new equipment? 
• No
Consumables 
• Unsure/Unanswered
Equipment 
[Do not read out options to 
• Car modification
and 
person] Please select any high 
• Hoist
Consumables  cost / quotable AT items that 
• Manual wheelchair
the person requires. 
• Mobile shower commode
• Orthoses
• Power Bed
• Powered wheelchair
• Pressure care cushion
• Prostheses Full
• Prostheses Part
• Ramp
• Rental
• Scooter
• Shower support
• Walking aides
• Standing frame
• Postural support chair
• Other,  Please specify: Free Text
Equipment 
Does this person have any 
• - Assessment required
and 
vehicle modification needs? 
• - Referral to mainstream service
Consumables 
Page 20 of 68

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FOI 24/25-0141
Equipment 
Does this person have any 
• - Assessment required
and 
home modification needs? 
• - Referral to mainstream service
Consumables 
Page 21 of 68

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FOI 24/25-0141
DOCUMENT 2
PEC Questions and guidance for children younger than 7 
General guidance (applicable to multiple questions) 
Internal Notes 
For Partners: 
Many of the PEC questions request additional free text input. There is a current defect where the free text entered that goes past the visible text box, is unable to be viewed 
once submitted.  
Prior to further improvements to the PEC case, any additional information that cannot be entered within the PEC questions, or that does not fit into the visible section of the 
free text box, can be entered into Internal Notes. 
If you are entering comments, write “see Internal Notes” into the free text box, and write the details you wish to record into the Internal Notes.  
When recording additional information, users would need to select Log Activity. Select internal Notes and record further information in Comments section. 
It may be useful to include headings in the Comments section and insert related comments. For e.g. 
Housing  
Daily Support 
Carers 
Capacity Building 
Equipment and Consumables 
For Delegates:  
The additional notes should be reviewed alongside the completed PEC to assist in informing the plan development. 
Note: Not all information in free text boxes is easily viewable. This has been escalated for a fix in future releases. 
To view responses to the PEC questions, go to My Profile – Evidence and select GP (number). Delegates will need to refer to the Internal notes for any additional 
information. 
Mandatory upload 
In this release, there is no way to continue entering information into a PEC without confirming that a mandatory upload has been completed. In the scenario where you are 
unable to attach documentation at the time of completion, please tick the upload confirmation box, and include a note in the Internal Notes to explain. The PEC can then 
progress and information can be uploaded at a later date. 
Daily Support 
PEC question 
Current issue 
Workaround/Solution 
How many days a week is the child in an early childhood 
There is a choice of 1 to 5, but no 0 
Select 1 and in the next question “Will the number of days the child attends an early 
education and care or school setting? 
childhood education and care or school setting change in the next 12 months?” -  record 
“no it will stay the same”. 
Add notes to Internal notes, for e.g. Daily support – “How many days a week is the child 
in an early childhood education and care or school setting”, this should be “0”, however 
system prevents this. 
V3.0 
PEC Questions and guidance for children younger than 7 
Page 22 of 68

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FOI 24/25-0141
Will the number of days a child attends an early childhood 
 ‘Comments’ should not be a choice with ‘yes’ or ‘no’. Select 
‘Yes’ or ‘No’ as appropriate. If comments are required, add additional comments 
education and care or school setting change in the next 12 
to the Internal note related to the PEC case. 
months? 
Is there any mainstream funding for inclusion or disability 
When answered ‘No’, there is no ability to add further 
Add additional comments to the Internal Note related to the PEC case. 
support the child is eligible for? 
comment. 
Carers 
PEC question 
Current issue 
Workaround/Solution 
After considering informal, community and mainstream 
If this question is answered with a ’Yes’, users are 
Question should indicate “select all that apply” Multiple boxes can be ticked. 
supports, does the family or carer require NDIS funded 
prompted to select the option that ‘best’ describes the 
supports to sustain their caring role, because of the child’s 
person with disability’s use. 
developmental delay or disability? 
Does this person require Daily Living support in one or 
Currently “please specify” only appears when “other” 
Select all that apply and enter comments in Internal Notes.  
more of the following areas? 
is selected. Priority is for correct categories to be 
selected, 
What level of support coordination is required? 
Users are required to select a level of support 
If support coordination is not required: 
coordination to proceed, even if support coordination is 
Select ‘No’ to the previous question ‘Is funding for support coordination required?’.  
not required. 
Select ‘connection only = Support Coordination – Level 6  
No budget will generate with these selections 
Equipment and Consumables
PEC question 
Current issue 
Workaround/Solution 
Is NDIS funding required for the following? 
To view the options, users are required to select ‘Yes’ 
If the participant requires funding in these areas, select ‘Yes’ and choose the applicable 
as the drop-down choices are not visible.  
options. 
The response options are in relation to:  
If the participant does not require funding in these areas, select ‘No’  
Repairs 
Maintenance 
Rental 
Trial. 
V3.0 
PEC Questions and guidance for children younger than 7 
Page 23 of 68

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DOCUMENT 3
PACE Off-System Pack 
FOI 24/25-0141
For Internal Use Only
Printable off-system PEC children (7- 14 years) 
PERSONAL AND ENVIRONMENTAL CIRCUMSTANCES 
(PEC) 
For children aged over 7 years of age and under 14 years of age 
This Form replicates the question within the PEC case for 7-14 year olds and details 
information about a person’s personal and environmental circumstances. 
To complete this form and ensure that the document is accessible to all users delete the bullet 
points that are not relevant, this will leave only the relevant answer remaining within the 
response column for each question.  
For screen reader users, it's recommended to open this document in Desktop Microsoft Word, 
and note that each table in this document has two columns. 
Do not highlight the text as this is not accessible to all users. 
1. NDIS NUMBER
NDIS Number: 
2. HOUSING
Question
Response
Who does the person currently live 
 With both parents
with? 
 Parents separated, time spent in both
homes
 One parent only
 Other family
 With approved foster carer (Legally
appointed guardian)
 Voluntary Out of Home Care
 Other (please specify):
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Question Response 
What are this person’s current housing 
  Private home: owned by family 
arrangements? 
  Private home: rented from private landlord 
  Private home: rented from public authority 
  Large Residential (20+ people) 
  Small Residential (<20 people) 
  Aboriginal or Torres Strait Islander 
community residence 
 Supported 
Accommodation 
 Short-term 
crisis 
 Temporary 
Shelter 
(homeless) 
  Other (please specify):  
Are there rooms or parts of the house 
  Yes 
that limit the person’s day to day 
  No, not fully accessible 
activities, compared to their peers? 
 Unsure/Unanswered 
If answered Yes to above, which room 
  Bathroom 
limits the person’s daily activities 
  Internal access 
most? 
  External access 
  Kitchen 
 Unsure/Unanswered 
3. DAILY SUPPORT 
Question Response 
Are there any concerns with this 
  Yes developmental concerns 
person’s ability to undertake self-care 
  No developmental concerns 
activities? 
 Unsure/Unanswered 
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Question Response 
If answered No, do you need support 
 Yes 
with personal care (e.g. washing 
 No 
yourself, dressing)? 
 Unsure/Unanswered 
Do you need support for travel & 
 Yes 
transport? 
 No 
 Unsure/Unanswered 
Does this person require Daily Living 
  Assistance in shared living 
support in one or more of the following 
 AUSLAN 
Lessons 
areas? 
 Community 
access 
 Group 
activity 
  Host/alternative family situation 
 Household 
assistance 
  Informal support available 
  Interpreting and translating 
  Live in carer 
 Personal 
care 
  Referral to mainstream service 
 Short 
term 
accommodation 
  Support to sustain informal care 
  Supported living – single person 
 Transport 
assistance 
 Vacation 
care 
  Epilepsy or Seizure 
  24 hours care support on request 
 Not 
Applicable 
 Auslan 
interpreting 
 Continence 
aids 
  Personal care in schools 
  Specialised school transport 
  Auslan language development 
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Question Response 
  Specialised swimming lessons for water 
safety due to disability or high risk 
4. CAPACITY BUILDING 
Question Response 
Does the person require assistance 
  Participant does not require assistance 
with choosing and managing supports 
when choosing and managing supports 
in their plan? 
  Participant has assistance when choosing 
and managing supports 
  Participant does not have assistance but 
requires it when choosing and managing 
supports 
(Do not read the response options to 
  Yes – more than 9 hours per month = 
the participant/respondent). Is funding 
Support Coordination – Level 1a 
for support coordination required? 
  Yes – 6-9 hours per month = Support 
Coordination – Level 1b 
  Yes – 4-6 hours per month = Support 
Coordination – Level 1c 
  Yes – 2-4 hours per month = Support 
Coordination – Level 2 
  Yes – 1-2 hours per month = Support 
Coordination – Level 3 
  Yes – up to 1 hour per month = Support 
Coordination – Level 4 
  Yes – connection and monitoring = Support 
Coordination – Level 5 
  Connection only = Support Coordination – 
Level 6 
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Question Response 
What level of capacity building is 
  Very high = Capacity Building Level 1 
required? 
  High = Capacity Building Level 2 
  Moderate = Capacity Building Level 3 
  Low = Capacity Building Level 4 
  None = Capacity Building Level 5 
  Unsure/Blank = Capacity Building Level 5 
What level of capacity building is 
 Very 
high 
required to support goal achievement? 
 High 
 Moderate 
 Low 
 None 
  Unsure/Unanswered 
Does this person need support to 
  Informal support available 
improve their health and wellbeing? 
  Referral to mainstream allied health 
  Referral to mainstream service 
 Personal 
Training 
  Requires exercise physiology 
  Requires active overnight support 
 Other 
(please 
specify): 
Does this person need support to 
  Assessment by a nurse 
improve their daily living? 
 Budgeting 
 Daily 
Planning 
 Decision 
Making 
 Individual 
Assessment 
  Informal Support available 
 Multidisciplinary 
intervention 
 Mobility 
training 
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Question Response 
  Referral to mainstream service 
  Specialist Driver training 
 Therapy 
assistant 
  Trans disciplinary therapy package 
 Therapy/Skills 
training 
 Travel 
training 
 Emotional 
development 
  Oral eating drinking care plan 
Is NDIS funding required to assess, 
 Assessment 
required 
find, and set up assistive technology 
  Referral to mainstream service 
supports? 
 Therapy/skills 
training 
 No/Not 
applicable 
(Not to be asked of the participant) 
 Yes 
Are there any indicators of challenging 
 No 
behaviour (e.g. verbal/physical 
aggression; inappropriate sexual or 
 Unsure/Unanswered 
social behaviour; lack of initiation)? 
(Not to be asked of the participant) If 
Please specify:  
answer Yes to the above question, 
 
what behaviours does the participant 
demonstrate (e.g. escaped secure 
premises; attacks others; breaks 
objects/smashes windows)? 
My child is developing functional, 
  Not very well 
learning and coping skills that are 
  Pretty well 
appropriate to his/her ability and 
circumstances 
 Very 
well 
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Question Response 
Most the time my child is able to do 
  Not very well 
tasks at home, at school and in the 
  Pretty well 
community that a child of the same 
age would be expected to be able to 
 Very 
well 
do? 
Does this person need support to 
  Plan Management Provider 
improve their life choices? 
  Specialist Support Coordination 
  Support Connection 
  Support Coordination 
 Recovery 
Coach 
Does this person need support to 
  Behavioural Intervention 
improve their relationships? 
  Behavioural Support 
  Informal Support Available 
  Referral to Mainstream Counselling 
  Referral to Mainstream Service 
  Social Skills Development 
  Behaviours of concern – Kick, punch, throw 
support 
  Behaviours of concern – higher risk 
 Breaking 
Point 
Does this person have a support 
  Participant has a reliable support network 
network of friends and family who are 
who can provide additional support 
available to assist them? 
  Participant is independent 
  Participant does not have reliable support 
network and would like some additional 
informal supports to develop those networks 
  Participant does not have reliable support 
network and does not want additional 
informal supports to develop those networks 
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Question Response 
Does this person need support to 
  Activity Costs 
improve their Social/Community 
  Informal Support Available 
participation? 
 Peer 
Support/Mentoring 
  Referral to Mainstream Service 
  Referral to Volunteer Work 
  Skills Development including group 
Is the Disability Stable? 
 Yes 
 No 
 Unsure/Unanswered 
Are there any major life transitions 
  Yes in next 2 years 
likely in the next 36 months that may 
  Yes in next 3 years 
significantly impact support funding? 
 No 
Does this person need support to 
  Informal Support Available 
improve their living arrangements? 
  Referral to Mainstream Service 
  Support to Locate Accommodation 
  Support to Maintain Tenancy 
  Support to Sustain Informal Care 
 Therapy/Skills 
Training 
  Requires Respirator or Ventilator 
Has his person been actively involved 
  No and I don’t want to be 
in a community cultural or religious 
  No, but I would like to be 
group in the last 12 months? 
  Yes, a general community group 
  Yes, a group for people with a disability 
Does this person get support for 
 Yes 
getting out go the house? 
 No 
 Unsure/Unanswered 
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Question Response 
If answered No to the above, does this 
 Yes 
person need support for getting out of 
 No 
the house 
 Unsure/Unanswered 
If answered Yes to above, how much 
  None (0%) = Social Participation – Level 1 
support for getting out of the house is 
  Some (~25%) = Social Participation – Level 
provided by informal or community 
2 
supports (e.g. family, friends, 
neighbours, community networks)? 
  About 50% = Social Participation – Level 3 
  All or most (~75%) = Social Participation – 
Level 4 
  Unsure/Unanswered = Social Participation – 
Level 4 
5. CARERS 
Question Response 
Who provides primary care for this 
  Parent/s (including step-parents/siblings) 
child? 
  Shared care between separated parent/s 
  Grandparents 
  Other family 
  Out of Home Care 
  Unsure/Unanswered 
  Other (please specify):  
Home much support if provided to the 
  All or most (~75%) 
child by the primary carer, other family 
  About 50% 
member, friends and/or neightbours 
(i.e. informal care)? 
  Some (~25%) 
  None (0%) 
 Unsure/Unanswered 
6.  EQUIPMENT AND CONSUMABLES 
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Question Response 
Does this person currently use any 
  Child level 1 – high user only, or moderate 
consumable products (e.g. continence 
use and higher cost 
products/aids, Home Enteral Nutrition 
  Child level 2 – moderate use, moderate cost 
or tube feeding for getting your food)? 
  Child level 3 – low to moderate use, low to 
moderate cost 
  Child level 4 – low use, low cost 
  Child level 5 – none necessary 
Does this person currently use any 
 Yes 
equipment? 
 No 
 Unsure/Unanswered 
Does equipment require maintenance? 
 Yes 
 No 
  Unsure/Unanswered 
Does this person require any new 
 Yes 
equipment? 
 No 
 Unsure/Unanswered 
(Do not read out options to person) 
 Car 
modification 
Please select any high cost/quotable 
 Hoist 
AT items that the person requires 
 Manual 
wheelchair 
 Orthoses 
 Power 
bed 
 Powered 
wheelchair 
  Pressure care cushion 
 Prostheses 
full 
 Prostheses 
part 
 Ramp 
 Rental 
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Question Response 
 Scooter 
 Shower 
support 
 Walking 
aides 
 Standing 
frame 
  Postural support chair 
  Other (please specify):  
Does this person have any vehicle 
 Assessment 
required 
modification needs? 
 Referral 
to 
mainstream 
Does this person have any home 
 Assessment 
required 
modification needs? 
 Referral 
to 
mainstream 
 
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Early childhood – Overview – Personal 
Environmental Circumstances (PEC) including 
Capacity Building questions 
Guidance in this document is not approved for use unless you view it in PACE. 
This article provides guidance for early childhood partners and early childhood delegates 
about: 
 how the early childhood partner records information about the child’s developmental
areas of need in the PEC case
 the developmental areas of need
 determining 
high and medium to low developmental areas of need
 how the early childhood delegate can use the information in the PEC case to determine
reasonable and necessary early childhood supports.
Overview on completing the PEC case 
The PEC case is completed by an early childhood partner when a child is applying to the 
NDIS and again during a transition or scheduled check-in before a plan reassessment. 
Information collected within the PEC case allows us to: 
 explore the child’s support needs
 understand how the child and family manages daily life
 assist the early childhood delegate in making reasonable and necessary decisions.
To complete the PEC case: 
 use a conversational approach to gather information from families
 avoid asking the PEC questions directly
 use the questions as a guide to check that you are gathering the required information
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  avoid selecting blank or unanswered options when entering responses. Otherwise, this 
could result in a Typical Support Package (TSP) that does not reflect the participant and 
their family’s actual circumstances and need 
  upload any documents you refer to into PACE. 
What are developmental areas of need? 
Consider what a child can do in everyday activities, at home, in the community and in early 
childhood education. Consider their strengths and needs across the following developmental 
areas: 
Cognitive development 
How the child understands and remembers information. How they learn, practice, and use new 
skills. How they problem solve, go between activities and places, play with toys, and develop 
their safety awareness. 
Social development 
How the child builds and nurtures relationships with family and with others. How they develop 
their interests, interact, and connect with others through play and childhood activities, and 
make friendships with peers. 
Self-care 
How the child looks after themselves or their own needs, such as how they bathe, dress 
themselves, eat, drink, use the toilet and sleep. 
Receptive and expressive language 
How the child communicates with other people to express their wants, needs, preferences and 
ideas. How they understand and use words, gestures, signs (Key Word Sign (KWS)), 
Australian Sign Language (Auslan) and facial expressions to do this. 
Emotional development 
How the child recognises, understands, expresses, and regulates their feelings and their 
sensory needs. How they build their confidence, self-identity, wellbeing. Whether there are any 
behaviours that are challenging or behaviours of concern. 
Motor development 
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How the child moves around, such as crawling, walking, and running; and how they use their 
hands to pick up things. Gross motor development relates to larger muscle development 
(body, arms, legs). Fine motor development relates to smaller muscle development (hands, 
fingers). 
Vision supports 
How the child experiences degree of vision loss (reduction in near and distance acuity), 
contrast sensitivity, light and glare sensitivity, adaption to light change and visual fatigue. 
Hearing supports 
The child's type (unilateral, bilateral, sensorineural, mixed, etc.) and degree of hearing loss 
(mild, moderate, severe, profound). The family’s communication choice, and use of hearing 
technology. How they communicate with others and any information about environmental 
impacts, impacts on their social participation and fatigue. 
What are high and medium to low areas of need? 
For each developmental area of need, consider the level of early childhood supports required 
over the course of the plan to support the child’s development and functioning in daily life. Do 
this by determining whether the support required for each developmental area of need is high 
or medium to low. 
When determining if a developmental area of need is a high or medium to low, consider the 
level of effort required over the course of the plan to support the child’s development. For 
example, an area of need that may require regular, frequent and sustained early childhood 
supports over the duration of the plan is likely to be a high area of need. A shorter burst of 
early childhood supports followed by occasional reviews is likely to be a medium to low area 
of need. 
Information gathering tasks for a transition check-in or 
scheduled check-in 
The PEC case is originally completed when supporting a family to apply to the NDIS and 
influences the TSP. 
The PEC case is completed again by the early childhood partner during a check-in for a plan 
reassessment. The information gathered will capture the child’s progress towards their goals 
and support needs, including their current functional capacity in the home and community. This 
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information can then be used by an early childhood delegate in planning conversations and to 
make a reasonable and necessary decisions. 
Go to article Early childhood – How to complete the Personal Environmental 
Circumstances (PEC) Capacity Building questions for examples on how to complete the 
questions. 
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Early childhood – How to complete the 
Personal Environmental Circumstances (PEC) 
Capacity Building questions 
Guidance in this document is not approved for use unless you view it in PACE. 
This article provides guidance for early childhood partners on: 
 how to complete the Personal and Environmental Circumstances (PEC) case.
Below are some examples on how you may answer the free text fields in the PEC Capacity 
Building questions. Please use the following tables as a guide only. 
Table 1 – Capacity Building – Developmental areas of 
need 
PEC question: For each developmental area below, what level of early childhood supports 
(capacity building) is needed to build capacity of the child and family? 
For each developmental area of need identified and selected, describe what the child can do 
and indicate why you have chosen high or medium to low area of need. 
Developmental 
Example wording for free text fields 
area of need 
High example – 
 4 years old:
s47F- personal privacy
 
 flits between activities and lov
s47F- personal privacy
es outdoor play. 
 is starting to 
s47F- personal privacy
use visual supports to help with what is coming next, to complete 
Cognitive 
steps in a task, to join activities. 
 shows little awareness of 
s47F- personal privacy
 
s47F- personal privacy
safety. 
 runs across roads, climbs shelves. 
s47F- personal privacy
Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal   likes playing wit
privacy
h other children but follows rules strictly. 
 
s47F- personal privacy
doesn’t cope with change, needing a lot of support. 
 learns best 
s47F- personal privacy
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visually and by doing things. 
 is easily confused with verbal 
s47F- personal privacy
instructions. 
 finds it 
s47F- personal privacy
hard to get started on tasks. 
High example – s47F- personal   2 ½ years old:
privacy
 
s47F- personal   mostly plays on 
privacy
 own. 
s47F- personal privacy
 likes water play and watching 
s47F- personal privacy
Wiggles over and over. s47F- personal   likes rough and tumble play with 
privacy
 
s47F- personal privacy
brothers. 
s47F- personal   does
privacy
 not respond to 
 name 
s47F- personal privacy
or greet people. 
 is learning 
s47F- personal privacy
Social skills  
to observe others and copy their actions. 
Medium to low example – 
 4 years old:
s47F- personal privacy
 
 has one friend. 
s47F- personal privacy
 tends to follow 
s47F- personal privacy
 friend’s lead. 
s47F- personal privacy
 does 
s47F- personal privacy
not always like it if others try to join in. 
 sometimes needs adult 
s47F- personal privacy
support to take turns or resolve issues. 
High example – s47F- personal   4 years old:
privacy
 
s47F- personal 
 requires full support with self
privacy
-care tasks, such as, to use a 
fork and knife, or to open containers. s47F- personal   puts 
privacy
 feet out and 
s47F- personal privacy
raises 
 hands when 
s47F- personal privacy
 is helped to get dressed. 
s47F- personal privacy
Self-care skills  
Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal 
 wak
privacy
es frequently and co-sleeps with 
 parents. They would 
s47F- personal privacy
like 
 to sleep in 
s47F- personal privacy
 bed as this is impacting their sleep. As 
s47F- personal privacy
expected for 
 age, 
s47F- personal privacy
s47F - personal   mostly 
privacy
dresses, bathes and feeds s47F- personal   
privacy
with verbal reminders. 
 is toilet trained. 
s47F- personal privacy
High example – 
 4 years old:
s47F- personal privacy
 
 uses up to 3 words in a sentence to communicate. 
s47F- personal privacy
 words are 
s47F- personal privacy
not clear and   gets frustrated readi
s47F- personal privacy
ly. 
 requires short verbal 
s47F- personal privacy
prompts and visual supports to follow instructions and needs support 
Language and 
to complete daily routines at home and preschool. 
communication  
Medium to low example – 
 3 years old:
s47F- personal privacy
 
 understands what is said to 
s47F- personal privacy
 and is able to follow instructions 
s47F- personal privacy
as expected for 
 age. 
s47F- personal privacy
 speech is not clear making it 
s47F- personal privacy
challenging for 
 family and friends 
s47F- personal privacy
to follow what 
 is trying to 
s47F- personal privacy
say. 
High example – s47F- personal privacy 3 ½ years old: 
s47F- personal privacy
Emotional 
 emotions escalate quickly - easily excitable, frustrated or 
s47F- personal privacy
development  
angered. Does not like unexpected noises or movement. 
 takes 30 
mins to calm down. At times hurts s47F- personal   or others. 
privacy
 is learning to 
s47F- personal privacy
recognise 
 feelings
s47F- personal privacy
 and ways to calm down. 
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Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal 
 clings to 
privacy
 dad when dr
s47F- personal privacy
opped off at preschool. 
 often 
s47F- personal privacy
refuses to talk or play with other children, at preschool and with family 
friends. At home   is ok. 
s47F- personal privacy
 parents are concerned ab
s47F- personal privacy
out 
 
s47F- personal privacy
starting school next year. 
High example – s47F- personal   4 years old:
privacy
 
s47F- personal 
 uses AFO’s to maintain 
privacy
 balance.
s47F- personal privacy
 s47F- personal   climbs up steps 
privacy
one at a time, holding onto a rail for support. s47F- personal   lov
privacy
es being 
outdoors and is beginning to run, 
 typically falls after 5-10 steps. 
s47F- personal privacy
Physical 
This impacts on 
 participation at preschool. 
s47F- personal privacy
development  
Medium to low example – 
 4 ½ years old:
s47F- personal privacy
 
 
 scribbles on a page and copies lines, but not shapes. 
s47F- personal privacy
 holds a 
s47F- personal privacy
pencil with an immature grasp. 
 seeks help to open containers and 
s47F- personal privacy
packets, and with buttons, zips and laces on clothes. 
 plays on 
s47F- personal privacy
playground equipment as expected for 
 age. 
s47F- personal privacy
High example – 
 3 years old:
s47F- personal privacy
 
 uses a long cane and requires assistance when walking in new 
s47F- personal privacy
environments. 
 requires support 
s47F- personal privacy
from others to locate play 
activities at childcare (e.g. items on a table, bag from 
 locker, play 
s47F- personal privacy
Vision  
areas in the room). 
 
Medium to low example – s47F- personal   4 1/2 years old:
privacy
 
s47F- personal   loves
privacy
 drawing but has difficulty using low contrast materials. 
 can move about at home and pr
s47F- personal privacy
eschool, but needs support in 
new environments, especially walking down steps and on uneven 
surfaces. 
High example – s47F- personal   4 years old:
privacy
 
s47F- personal 
 has a profound hearing los
privacy
s in both ears. s47F- personal   wears 
privacy
cochlear implants, 
 is being su
s47F- personal privacy
pported to use Auslan and speech. 
 has trouble hearing people 
s47F- personal privacy
with background noise and needs 
Hearing  
support when communicating. 
 is 
s47F- personal 
tired at the end of the day. 
privacy
 
Medium to low example – s47F- personal privacy 4 years old: 
s47F- personal 
 lov
privacy
es having stories read to 
 but needs 
s47F- personal privacy
 family to 
s47F- personal privacy
communicate on 
 right side. 
s47F- personal privacy
 can have trouble hearing people 
s47F- personal privacy
and environmental noises when the setting is noisy. 
 also needs
s47F- personal privacy
 
support and reminders to wear 
 hearing aid. 
s47F- personal privacy
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Table 2– Capacity Building – Intensive early childhood 
supports 
If the need for this support is identified attach any relevant evidence including reports. 
PEC questions 
Examples for free text fields 
Please specify: (Add name e.g. parent or 
professional, profession and date of report/s 
(if available). 
Who has recommended intensive early 
s47F- personal privacy  (mother) 
childhood supports? 
Dr s47F- personal privacy (Paediatrician). Report date 
10/7/2022. 
s47F- personal privacy  (Speech pathologist). Report date 
11/9/2022. 
Is an additional level of early childhood 
 has started preschool. 
s47F- personal privacy
 teacher has 
s47F- personal privacy
supports required to share strategies in 
asked for support to help with strategies for 
mainstream settings?  
behaviour, communication and learning. 
Table 3– Capacity Building – Health and wellbeing 
Describe the child’s support needs, for each relevant support area. If the information is 
available in a report, add the name, profession, date of report/s. Reports must be uploaded 
into PACE. 
PEC questions 
Examples for free text fields 
Dysphagia support: 
s47F- personal   dysphagia supports include difficulties managing 
privacy
swallowing secretions and requires full supervision when eating 
s47F- personal privacy
Does this person need 
and drinking. 
 has a mealtime management plan. Refer to 
s47F- personal privacy
support to improve their  report: 
 (dietitian). Report date: 12/6/2022. 
health and wellbeing? 
Other, please specify: 
 
 has limited mobility and is unable to reposition 
s47F- personal privacy
s47F- personal 
 in 
privacy
bed. 
 requires support for wound and pressure care. 
s47F- personal privacy
Refer to report: Dr s47F - personal privacy (paediatrician Children’s Hospital). 
Report date: 22/8/2022. 
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Table 4– Capacity Building – Regulated restrictive 
practices 
Describe the child’s behaviour of concern and supports needs, for each relevant area. Include 
the source of the information. If the information is available in a report, add the name, 
profession, date of report/s. Reports must be uploaded into PACE. 
PEC 
Examples for free text fields 
questions 
s47F- personal 
 is prescribed Risperidone medi
privacy
cation to manage 
 self-harming 
s47F- personal privacy
Chemical 
and regular tantrums. Refer to report: Dr. s47F- personal privacy (Paediatrician). 
Report date: 19/10/2022. 
 4 years old: 
s47F- personal privacy
s47F- personal 
 behaviour 
privacy
therapist has recommended locks on the 
Environmental  fridge and pantry to prevent 
 fr
s47F- personal  om accessing food between meals 
privacy
s47F- personal privacy
s47F- personal privacy
 
because 
 overeats. Refer to report: 
 (Behaviour Therapist). 
Report date: 3/7/2022. 
s47F- personal privacy
s47F- personal privacy
s47F- personal privacy
Physical 
 5 years old: 
 parents said that 
 support worker bear hugs 
 when 
s47F- personal privacy
 mum leaves home to pr
s47F- personal privacy
event 
 running after her and to 
s47F- personal privacy
 
help 
 to calm down. 
s47F - personal privacy
s47F- personal privacy
s47F- personal privacy
s47F- personal privacy
Mechanical 
 6 years old: 
 occupational therapist, 
, has 
recommended a stroller to secure 
 in public places so 
s47F- personal privacy
 cannot run 
s47F- personal privacy
 
away. Refer to report: s47F- personal privacy (OT). Report date: 30/11/2022. 
s47F- personal   mother said 
privacy
 has asked the support worker to l
s47F- personal privacy
ock 
 in 
s47F- personal privacy
 
s47F- personal privacy
Seclusion 
room when   is lashing out at 
s47F- personal privacy
 si
s47F- personal  sters or throwing objects around the 
privacy
house when angry. 
Go to article Early childhood – Overview – Personal Environmental Circumstances (PEC) 
including Capacity Building questions to learn more about completing a PEC case in early 
childhood. 
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1.0  
ARCHIVED 2023-10-09 
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The contents of this document are OFFICIAL. 
EC - PEC - Capacity Building - How to complete 
early childhood supports questions 
Guidance in this document is not approved for use unless you view it in PACE. 
This article provides guidance for early childhood partners and planner delegates on: 
 how to complete the Personal and Environmental Circumstances (PEC) case
 capacity building questions relating to early childhood supports, including intensive early
childhood support.
You must consider the role you deliver to support a successful completion of the PEC so that 
the Typical Support Package (TSP) best reflects the participant and their family’s actual 
circumstances and need. 
Recent updates 
October 2023 
Current guidance 
Before you start 
You have read and understood: 
 Article 
EC: PEC – Capacity Building – Early childhood supports overview to learn
more about what we mean by developmental areas of need, levels of early childhood
support, including intensive early childhood supports.
Additional knowledge articles 
For information on the PEC case – Capacity building questions that relate to other areas, go to 
articles: 
 EC – PEC – Capacity Building – Health and wellbeing
 EC – PEC – Capacity Building – Regulated restrictive practices
 EC – PEC – Capacity Building – Hearing
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How to complete early childhood support questions 
Below are some examples on how you may answer the free text fields in the PEC Capacity 
Building questions relating to early childhood supports, including intensive early childhood 
supports. 
The free text fields have character limits. If more space is required, add the information to 
‘internal note’ in the Activity log. Please use the following tables as a guide only. 
Table 1 – Developmental areas of need 
PEC question: ‘For each developmental area below, what level of early childhood supports 
(capacity building) is needed to build capacity of the child and family?’ 
For each developmental area that is identified as needing capacity building support, select 
whether the NDIS funded support needed is medium to low or high. Describe in the free text 
field what the child can do to indicate why you have selected medium to low or high. High 
may include very substantial support that is required for intensive early childhood supports.  
Developmental 
Example wording for free text fields 
area of need 
Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal   likes playing wit
privacy
h other children but follows rules strictly. 
 
s47F- personal privacy
doesn’t cope with change, needing a lot of support. 
 learns best 
s47F- personal privacy
visually and by doing things. 
 is easily confused with verbal 
s47F- personal privacy
instructions. 
 finds it 
s47F- personal privacy
hard to get started on tasks. 
High example – 
 4 years old:
s47F- personal privacy
 
 flits between activities and lov
s47F- personal privacy
es outdoor play. 
 is starting to 
s47F- personal privacy
Cognitive 
use visual supports to help with what is coming next, to complete 
 
steps in a task, to join activities. 
 shows little awareness of 
s47F- personal privacy
 
s47F- personal privacy
safety. 
 runs across roads, climbs shelves. 
s47F- personal privacy
High example (for intensive early childhood supports) – s47F- personal   4 
privacy
years old 
Very substantial support: enjoys repetitive play (lining up cars and 
spinning wheels), needs adult support to try activities and develop 
play skills at home at childcare, to sit on a mat at group time, to follow 
routines and stay longer on tasks. 
Medium to low example – 
 4 years old:
s47F- personal privacy
 
s47F- personal privacy
s47F- personal privacy
s47F- personal privacy
s47F- personal privacy
Social skills  
 has one friend. 
 tends to follow 
 friend’s lead. 
 does 
not always like it if others try to join in. 
 sometimes needs adult 
s47F- personal privacy
support to take turns or resolve issues. 
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High example – s47F- personal   2 ½ years old:
privacy
 
s47F- personal   mostly plays on 
privacy
 own. 
s47F- personal privacy
 likes water play and watching 
s47F- personal privacy
Wiggles over and over. s47F- personal   likes rough and tumble play with 
privacy
 
s47F- personal privacy
brothers. 
s47F- personal   does
privacy
 not respond to 
 name 
s47F- personal privacy
or greet people. 
 is learning 
s47F- personal privacy
to observe others and copy their actions. 
High example (for intensive early childhood supports) – s47F- personal   4 
privacy
years old: 
Very substantial support: plays on 
 own, screams and cries when 
s47F- personal privacy
children join 
 play and take
s47F- personal privacy
s a long time to calm, needs adult 
support to join in play with others. 
 is picked up from childc
s47F- personal privacy
are early 
due to behaviours, impacting on parent’s work. 
Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal 
 wak
privacy
es frequently and co-sleeps with 
 parents. They would 
s47F- personal privacy
like 
 to sleep in 
s47F- personal privacy
 bed as this is impacting their sleep. As 
s47F- personal privacy
expected for 
 age, 
s47F- personal privacy
s47F- personal 
 mostly 
privacy
dresses, bathes and feeds s47F- personal   
privacy
with verbal reminders. 
 is toilet trained. 
s47F- personal privacy
High example – s47F- personal   4 years old:
privacy
 
s47F- personal 
 requires full support with self-c
privacy
are tasks, such as, to use a fork 
and knife, or to open containers. s47F- personal   put
privacy
s 
 feet out and raises 
s47F- personal privacy
 hands when 
s47F- personal privacy
 is helped to get dressed. 
s47F- personal privacy
High example (for intensive early childhood supports) – s47F- personal   4 
privacy
years old: 
Very substantial support required for meal times, dressing, bathing, 
Self-care skills  
toileting and sleep. Refer to Activity log. 
Activity log example (internal note) 
Capacity building - Self-care skills – high (very substantial support) 
s47F- personal 
 requires full adult assist
privacy
ance with all self-care routines: 
Meal times - is encouraged to eat a variety of foods and use cutlery 
but prefers to eat with 
 hands. 
s47F- personal privacy
 diet is limited and can take up 
s47F- personal privacy
one hour to eat. 
 parents end up feeding 
s47F- personal privacy
 the rest of his meal. 
s47F- personal privacy
Dressing - is encouraged to assist with dressing and has started to 
move 
 arms and legs into position. 
s47F- personal privacy
Bath time -   does no
s47F- personal privacy
t like to have a bath or shower. 
 will stay in 
s47F- personal privacy
the bath and have 
 body washed if a 
s47F- personal privacy
parent is in the bath with 
 
s47F- personal privacy
 kicks and has started hitting 
s47F- personal privacy
s47F- personal 
 when 
privacy
 has 
s47F- personal privacy
 hair washed, 
s47F- personal privacy
so parents are now using dry shampoo. 
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Toileting - wears nappies day and night. Toileting attempts have 
resulted in meltdowns. 
 runs and hides when it is time for a nappy 
s47F- personal privacy
change. It can take up to 30 minutes with s47F- personal   kicking and 
privacy
screaming during nappy changes. 
Sleep - enjoys having a book read to 
 but refuses to 
s47F- personal privacy
go to bed. It 
takes 
 2 hours to get to sleep. 
s47F- personal privacy
 parents pat 
s47F- personal privacy
 to sleep. 
s47F- personal privacy
 
s47F- personal privacy
wakes around midnight and gets into their bed. 
 will kick and 
s47F- personal privacy
scream if   is carried back to 
s47F- personal privacy
 own bed so it is easier to let 
s47F- personal privacy
 
s47F- personal privacy
sleep in their bed. 
Medium to low example – 
 3 years old:
s47F- personal privacy
 
 understands what is said to 
s47F- personal privacy
 and is able to follow instructions 
s47F- personal privacy
as expected for 
 age. 
s47F- personal privacy
 speech is not clear making it 
s47F - personal privacy
challenging for 
 family and friends 
s47F- personal privacy
to follow what 
 is trying to 
s47F- personal privacy
say. 
High example – 
 4 years old:
s47F- personal privacy
 
 uses up to 3 words in a sentence to communicate. 
s47F- personal privacy
 words are 
s47F- personal privacy
Language and 
not clear and   gets frustrated readi
s47F - personal privacy
ly. 
 requires short verbal 
s47F- personal privacy
communication  
prompts and visual supports to follow instructions and needs support 
to complete daily routines at home and preschool. 
High example (for intensive early childhood supports) – s47F- personal   4 
privacy
years old: 
Very substantial support: has 3 words, leads 
 parents by hand to 
s47F- personal privacy
make a request, starting to use PEC, gets frustrated and has 
meltdowns when   is not understood, 
s47F- personal privacy
follows 1 step instruction with 
adult prompting and physical support. 
Medium to low example – s47F- personal   5 years old:
privacy
 
s47F- personal 
 clings to 
privacy
 dad when dr
s47F- personal privacy
opped off at preschool. 
 often 
s47F- personal privacy
refuses to talk or play with other children, at preschool and with family 
friends. At home   is ok. 
s47F- personal privacy
 parents are concerned about him 
s47F- personal privacy
starting school next year. 
Emotional 
High example – s47F- personal privacy 3 ½ years old: 
development  
s47F- personal privacy  emotions escalate quickly - easily excitable, frustrated or 
angered. Does not like unexpected noises or movement. 
 takes 30 
s47F- personal privacy
mins to calm down. At times hurts s47F- personal   or others. 
privacy
 is learning to 
s47F- personal privacy
recognise 
 feelings
s47F- personal privacy
 and ways to calm down. 
High example (for intensive early childhood support) – s47F- personal   4 
privacy
years old 
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Very substantial support: with changes to routines s47F- personal   drops to the 
privacy
ground, hits 
 head with 
s47F- personal privacy
 fist, 
s47F- personal privacy screams, cries, kicks, and throws 
objects. 
 parents fi
s47F- personal privacy
nd it challenging to manage these behaviours 
and avoid taking 
 out of the home. 
s47F- personal privacy
Medium to low example – 
 4 ½ years old:
s47F- personal privacy
 
 scribbles on a page and copies lines, but not shapes. 
s47F- personal privacy
 holds a 
s47F- personal privacy
pencil with an immature grasp. 
 seeks help to open containers and 
s47F- personal privacy
packets, and with buttons, zips and laces on clothes. 
 plays on 
s47F- personal privacy
playground equipment as expected for 
 age. 
s47F- personal privacy
High example – s47F- personal   4 years old:
privacy
 
Physical 
s47F- personal 
 uses AFO’s to maintain 
privacy
 balance.
s47F- personal privacy
 s47F- personal   climbs up steps 
privacy
development  
one at a time, holding onto a rail for support. s47F- personal   lov
privacy
es being 
outdoors and is beginning to run, 
 typically falls after 5-10 steps. 
s47F- personal privacy
 
This impacts on 
 participation at preschool. 
s47F- personal privacy
High example (for intensive early childhood support) – s47F- personal   6 
privacy
years old: 
Very substantial support: to learn to use 
 first manual wheelchair. 
s47F- personal privacy
s47F- personal 
 nee
privacy
ds support to develop 
 strength and skills
s47F- personal privacy
 quickly so 
 
s47F- personal privacy
can use 
 wheelchair around 
s47F- personal privacy
 home and school, to maintain 
s47F- personal privacy
participation in daily activities. 
Medium to low example – s47F- personal   4 1/2 years old:
privacy
 
s47F- personal   loves
privacy
 drawing but has difficulty using low contrast materials. 
 can move about at home and pr
s47F- personal privacy
eschool, but needs support in 
new environments, especially walking down steps and on uneven 
Vision  
surfaces. 
 
High example – 
 3 years old:
s47F- personal privacy
 
 uses a long cane and requires assistance when walking in ne
s47F- personal privacy
w 
environments. 
 requires support 
s47F- personal privacy
from others to locate play 
activities at childcare (e.g. items on a table, bag from 
 locker, play 
s47F- personal privacy
areas in the room). 
Medium to low example – s47F- personal privacy 4 years old: 
s47F- personal 
 lov
privacy
es having stories read to 
 but needs 
s47F- personal privacy
 family to 
s47F- personal privacy
Hearing  
communicate on 
 right side. 
s47F- personal privacy
 can have trouble hearing people 
s47F- personal privacy
s47F- personal privacy
 
and environmental noises when the setting is noisy. 
 also needs 
support and reminders to wear 
 hearing aid. 
s47F- personal privacy
High example – s47F- personal   4 years old:
privacy
 
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s47F- personal 
 has a profound hearing los
privacy
s in both ears. s47F- personal   wears 
privacy
cochlear implants, 
 is being 
s47F- personal privacy
supported to use Auslan and speech. 
 has trouble hearing people 
s47F- personal privacy
with background noise and needs 
support when communicating. 
 is 
s47F- personal 
tired at the end of the day. 
privacy
 
Table 2 – Intensive early childhood supports 
PEC question: ‘Has the need for intensive early childhood supports been identified?’ 
If the need for this support is identified attach any relevant evidence including reports. 
PEC questions 
Examples for free text fields 
Please specify: (Add name e.g. parent or 
professional, profession and date of report/s (if 
available). 
Who has recommended intensive early  s47F- personal privacy (mother) 
childhood supports? 
Dr s47F- personal privacy (Paediatrician). Report date 
10/7/2022. 
s47F- personal privacy  (Speech pathologist). Report date 
11/9/2022. 
Example 1: 
 has started preschool. 
s47F- personal privacy
 teacher 
s47F- personal privacy
has asked for support to help with strategies for 
Is an additional level of early childhood  behaviour, communication and learning. 
supports required to share strategies 
Example 2: The childcare centre requires 
in mainstream settings?  
continued support to implement strategies to 
support s47F- personal privacy participation in activities with 
 
s47F- personal privacy
peers. 
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Amended 
Version 
Brief Description of Change 
Status 
Date 
by 
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article 
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DOCUMENT 7
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SGP Knowledge Article Template 
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The contents of this document are OFFICIAL. 
Record Housing information 
This article provides guidance for a local area coordinator, early childhood coordinator 
and all NDIA staff (planner, payment officer, internal review officer, complaints officer, 
participant service officer, access officer, quality officer, technical advisor, SDA officer, 
NCC officer, provider support) to: 
 understand housing information
 record responses to the Personal and Environmental Circumstances (PEC) case.
Recent updates 
Date 
What’s changed 
June 2023 
Update to system steps and language to align with PACE release 1.13. 
Before you start 
You have: 
 read 
Our Guidelines – Creating your plan
 read 
Our Guidelines – Home and living supports
 read 
article, 
Complete a Personal Environment Circumstances case
 read 
article, 
Create Personal and Environmental Circumstances case
 read 
Conversation Style Guide.
Understand and record housing information 
Understand housing information 
Completing the Housing questions in the Personal and Environmental Circumstances case 
helps us understand the person’s situation. 
Plan developers, Housing Assessors, or the Housing Panel can use this information to 
determine the right home and living supports to help the person pursue their goals. 
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We can ask for this information from the person, their authorised representative, or their allied 
health professional. 
Record responses to the Personal and Environmental Circumstances case 
Ask the person the Housing questions in the Personal and Environmental Circumstances 
case and record their answer.  
Note: Don’t read the response options to the person out loud. Instead listen carefully to their 
answers. You may need to select the most appropriate response for each question. Explain to 
the person we need the right information before we make an eligibility decision.  
You must record a response for each mandatory field marked with an asterisk. Then select 
Next to continue. 
Note: The PEC case Steps and questions are dynamic and may change. This will depend on 
the person’s situation and age, as well as the response options selected for some questions. 
Next steps 
1.
Read 
article 
Record information about Daily Support.
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 
EMN960  Draft approved by Publishing Approver (EL2)  APPROVED 
2022-11-08 
2.0 
JS0082  Approved Class 2 
APPROVED 
2023-01-24 
3.0 
JJO192  Revision for staff enhancement common 
APPROVED 2023-03-20 
capabilities micro-release 
4.0 
EMN960  Draft approved by Publishing Approver (EL2)  APPROVED 
2023-06-08 
5.0 
EMN960  Draft approved by Publishing Approver (EL2)  APPROVED 
2023-06-16 
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The contents of this document are OFFICIAL. 
Record information – daily support 
This article provides guidance for a local area coordinator, early childhood coordinator 
and all NDIA staff (planner, payment officer, internal review officer, complaints officer, 
participant service officer, access officer, quality officer, technical advisor, SDA officer, 
NCC officer, provider support) to: 
 understand daily supports in a participant’s plan
 record daily support information.
Recent updates 
Date 
What’s changed 
July 2023 
Update to system steps and language to align with PACE release 1.13. 
Before you start 
You have: 
 read 
Our Guideline – Mainstream and community support
 read 
Our Guideline - Disability-related health supports
 read 
Our Guideline – Reasonable and necessary supports, in section Is the support
something we would expect your informal supports to provide?
 read 
article, 
Complete personal and environmental circumstances
 read 
article, 
Create Personal and Environmental Circumstances case
 read 
article, 
Add disability-related health supports Appendix C – Guide to
disability related Core supports
 read 
Conversation Style Guide.
Personal and environmental circumstances - daily support 
information 
The daily support questions help us identify the supports a participant may need in their plan. 
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Understand daily supports in a participant’s plan 
Daily supports are in the participant’s core supports budget. We include daily supports when 
there is a need to support the participant’s developmental delay or disability with activities such 
as: 
  to wash, shower and dress 
 household 
cleaning 
 transport 
assistance 
 yard 
maintenance. 
To determine daily supports funding, we also consider the participant’s informal supports and 
other daily support they get from other government mainstream funding. For example, 
education and childcare services support. 
Other ways we may connect people to daily supports 
Participants can also get daily supports from: 
 post-acute 
care 
programs 
 rehabilitation 
 community 
mental 
health and nursing. To learn more, go to article, Update the 
participant’s informal, community and mainstream supports during check-in. 
Record daily support information 
Ask the person the Daily Support questions in the Personal and Environmental 
Circumstances case and record their answer.  
Note: Don’t read the response options to the person out loud. Listen carefully to their 
answers. You may need to select the most appropriate option for each question.   
Use your interpersonal skills in a guided conversation to seek answers to each question. 
Explain to the person we need the right information before we make an eligibility decision. 
You must record a response for each mandatory field marked with an asterisk. Then select 
Next to continue. 
Note: The PEC case Steps and questions are dynamic and may change. This will depend on 
the person’s situation and age, as well as the response options selected for some questions. 
Next Steps 
1.  Read article, Record information for (Carers) Informal Supports 
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2.  Read article, Record capacity building information. 
 
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 EMN960 
Director 
approval APPROVED 
2022-11-02 
2.0 
EMN960  Director approval. Minor language 
APPROVED 2023-02-16 
updates to align with the personal and 
environmental circumstances case 
3.0 EMN960 
Director 
approval APPROVED 
ND 
4.0 EMN960 
Draft approved by Publishing Approver (EL2)  APPROVED 2023-06-21 
 
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The contents of this document are OFFICIAL. 
Record carers information  
This article provides guidance for a local area coordinator, early childhood coordinator 
and all NDIA staff (planner, payment officer, internal review officer, complaints officer, 
participant service officer, access officer, quality officer, technical advisor, SDA officer, 
NCC officer, provider support) to: 
 record a person’s informal supports information.
Recent updates 
July 2023 
 Update to system steps and language to align with PACE release 1.13.
 Article name Record information about informal supports updated to Record carers
information.
Before you start  
You have: 
 read and understood Our Guidelines – Mainstream and community supports
 read 
article, 
Complete personal and environmental circumstances
 read 
article, 
Create Personal and Environmental Circumstances case
 read 
article, 
Record support coordination information
 read 
Conversation Style Guide.
Understand the carer questions 
What are informal supports 
Informal supports are the ways family and friends, peer networks or people in the community 
help a person with disability. These supports can be important for people with disability in 
keeping them safe and well. They provide emotional support or help with participating in work, 
study, or social outings. 
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We don’t fund informal supports. Supports we do fund will often work alongside informal 
supports. 
Sometimes the friends or family who support a person with disability may not be available. The 
person may also want some time apart. We can help in these situations like funding short 
breaks, which we also call respite care. 
Informal supports, for example friends, family, neighbours, and workmates, are different to 
community supports or mainstream supports. Examples of community supports include 
sporting clubs or community groups. Examples of mainstream supports include health 
professionals or education providers. 
What is support coordination 
Go to article, Record support coordination information. 
Record carers information 
Ask the person the Carers questions in the Personal and Environmental Circumstances 
case and record their answer.  
Note: Don’t read the response options to the person out loud. Listen carefully to their 
answers. You may need to select the most appropriate option for each question.   
Use your interpersonal skills in a guided conversation to seek answers to each question. 
Explain to the person we need the right information before we make an eligibility decision. 
You must record a response for each mandatory field marked with an asterisk. Then select 
Next to continue. 
Note: The PEC case Steps and questions are dynamic and may change. This will depend on 
the person’s situation and age, as well as the response options selected for some questions. 
Next steps 
There are no further steps. 
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 
EMN960  Draft approved by Publishing Approver 
APPROVED 2022-11-08 
(EL2) 
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Brief Description of Change 
Status 
Date 
by 
2.0 
JJO192  Revision for staff enhancement common 
APPROVED 2023-03-17 
capabilities micro release  
3.0 
EMN960  Draft approved by Publishing Approver 
APPROVED 2023-06-21 
(EL2) 
 
 
 
 
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The contents of this document are OFFICIAL. 
Record information for Capacity Building 
This article provides guidance for a local area coordinator, early childhood coordinator 
and all NDIA staff (planner, payment officer, internal review delegate, complaints officer, 
participant support officer, access delegate, quality officer, technical advisor, National 
Contact Centre (NCC) to: 
 understand 
capacity 
building supports
 record capacity building information.
Recent updates 
Date 
What’s changed 
June 2023 
Update to system steps and language to align with PACE release 1.13. 
March 2023 
Language updates to align with the Personal and Environmental 
Circumstances case. Updates to the capacity building questions. 
Common capabilities staff enhancement content updated to reflect 
latest PACE release functionality. 
December 2023  Minor hypercare update to links in “Before you start” 
Before you start 
You have: 
 read 
article, 
Complete the Personal and Environmental Circumstances case
 for applicants younger than 9, read article EC PEC - General overview
 read 
Conversation Style Guide.
Personal and Environmental Circumstances - capacity 
building information 
The capacity building support questions help identify what supports a participant may need in 
their plan. 
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Understand capacity building supports 
What is functional capacity? 
Functional capacity is the ability to carry out tasks in a variety of everyday situations. 
When we look to build a person’s capacity, we focus on how they can pursue their goals and 
develop their skills, such as: 
 self-care 
 communication 
 household 
contribution 
 community 
involvement 
Why are capacity building supports important? 
Capacity building supports help a participant build their skills and maximise independence and 
participation. This helps them to pursue their goals and may reduce their dependence on the 
NDIS over time. 
We consider funding capacity building supports to be an early investment. This is one of the 
NDIS principles. 
Learn more in Our Guidelines - What principles do we follow to create your plan? 
A participant can also get funding for capacity building supports from: 
  another government scheme, such as a motor vehicle or a workers compensation 
scheme 
  compensation or lump sum payment from a judgement or settlement for their 
disability or impairment. 
Record capacity building information 
Ask the person the Capacity Building questions in the Personal and Environmental 
Circumstances case and record their answer. 
Note: Don’t read the response options to the person out loud. Listen carefully to their 
answers. You may need to select the most appropriate response for each question. 
Use your interpersonal skills in a guided conversation to seek answers to each question. 
Explain to the person we need the right information before we make an eligibility decision. 
You must record a response for each mandatory field marked with an asterisk. Then select 
Next to continue. 
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Note: The PEC case Steps and questions are dynamic and may change. This will depend on 
the person’s situation and age, as well as the response options selected for some questions. 
Next steps 
1.  Read article Record Employment and Training information 
2.  Read article Record Equipment and Consumables information. 
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 
EMN960  Director review and approval 
APPROVED 
2022-11-07 
2.0 
EMN960  Director approved. Minor language updates 
APPROVED 2023-02-16 
to align with the personal and environmental 
circumstances case. Updates to the capacity 
building questions. 
3.0 
JJO192 
Revised for staff experience common 
APPROVED 2023-03-17 
capabilities micro-release  
4.0 
EMN960  EL2 Approval to publish  
APPROVED 
2023-06-21 
5.0 
EMN960  EL2 Review and approval to QA and publish 
APPROVED 
2023-12-11 
6.0 
EMN960  EL2 Review and approval to publish 
APPROVED 
2023-12-14 
 
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The contents of this document are OFFICIAL. 
Record employment and training information 
This article provides guidance for a local area coordinator, early childhood partner and all 
NDIA staff (planner, payment officer, internal review officer, complaints officer, 
participant service officer, access officer, quality officer, technical advisor, SDA officer, 
NCC officer, provider support) to: 
 understand work and study supports
 record work and study supports in a Personal and Environmental Circumstance
(PEC) case.
Recent updates 
December 2023 
Updates to work and study supports, including: 
 updated links to the Our Guidelines – Work and study and new article Understand
work and study supports.
Before you start 
You have read and understood: 
 Our Guideline – Work and study (external)
 article 
Understand work and study supports
 article 
Complete personal and environmental circumstances case
 article 
Create Personal and Environmental Circumstances case
 Guide - Conversation style guide.
Understand work and study supports 
Work and study are an important part of life for most people. If an NDIS participant wants to 
work or study, we want to support them. We can fund work and study supports for the 
participants disability-related needs. All NDIS funded supports must meet the NDIS funding 
criteria (external). To access work and study funded supports, a participant will have a work or 
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study goal in their NDIS plan. To learn more about work and study supports, go to article 
Understand work and study supports. 
When will we fund work and study supports? 
When we think about what work or study supports we can fund, we'll consider if it: 
  relates to the person’s disability 
  helps the person pursue their goals 
  is effective and beneficial for the person 
  is legal and safe 
  is value for money 
  is something we don’t expect informal supports or the community to provide 
  is funded or provided by another program or service. 
The Let’s talk about work booklet (external) will help the participant get ready to think and talk 
about work. 
We might not be able to fund all the supports a participant needs for work and study. Some 
supports might not meet our NDIS funding criteria (external). Some supports might be better 
funded or provided through: 
  other mainstream services. For more information, go to Our Guideline - Mainstream 
and community supports 
  government programs, such as Disability Employment Services (DES) or JobAccess 
Department of Employment and Workplace Relations 
  other government departments, like your state or territory government 
  school, university or TAFE 
  a business or employer. 
Record work and study supports in a Personal and 
Environmental Circumstance (PEC) case  
We complete the Personal and Environmental Circumstances (PEC) case when a person 
is applying to the NDIS. Completing the questions in the PEC case helps us to understand: 
  the person’s support needs 
  how the person manages daily life. 
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Ask the person the employment and training questions in the PEC case and record their 
answers. 
Note: Don’t read the response options to the person out loud. Instead, listen carefully to their 
answers. You may need to select the most appropriate response for each question. 
Use your interpersonal skills in a guided conversation to seek answers to each question. 
Explain to the person we need the right information before we make an eligibility decision. 
You must record a response for each mandatory field marked with an asterisk. Then select 
Next to continue. 
Note: The PEC case Steps and questions are dynamic and may change depending on the 
person’s circumstances and age, as well as the response options selected for some questions. 
Next steps 
Read article Record Equipment and Consumables information  
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 EMN960 
Director review and approval 
APPROVED 
2022-11-08 
2.0 JS0082 
Director review and approval 
APPROVED  
2023-01-17 
3.0 EMN960 
Director Approval with no feedback from 
APPROVED 
2023-06-21 
Partners and SD 
4.0 
ED0024  Class 1 approval 
APPROVED 2023-11-23 
Updates to work and study content and 
new article. Update OG links to national. 
 
 
 
 
 
 
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DOCUMENT 12
SGP Knowledge Article Template 
For Internal Use Only
The contents of this document are OFFICIAL. 
Understand functional capacity assessments 
This article provides guidance for a local area coordinator, early childhood coordinator 
and all NDIA staff (planner, payment officer, internal review officer, complaints officer, 
participant service officer, access officer, quality officer, technical advisor, SDA officer, 
NCC officer, provider support) to understand:  
 a functional capacity assessment
 the purpose of a functional capacity assessment
 the difference between a new and manual assessment
 what to do before completing a new assessment
 completing a new assessment.
Recent updates 
Date 
What’s changed 
June 2023 
Updated definition and purpose of functional capacity assessments 
Understand and record a functional capacity assessment 
Understand functional capacity assessments 
A functional capacity assessment is how we assess the impact a person’s disability or a child’s 
developmental delay has on their daily activities. Depending on their developmental delay or 
disability, the type of functional capacity assessment that we complete may vary. 
The purpose of a functional capacity assessment 
Functional capacity assessments are a form of evidence. We use them to understand the 
needs of a person. We complete this assessment to: 
 help us identify the level of support and funding they will need in their plan
 understand how they manage everyday activities
 assist us in making decisions.
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Partners can also use this information to understand the person’s situation. This helps them to 
support the person to connect with the right supports. 
New assessment and manual assessment 
A new assessment refers to you completing a new PEDI-CAT or WHODAS assessment in 
PACE. To learn more, go to articles: 
  Record assessment – PEDI-CAT 
  Record assessment – WHODAS. 
A manual assessment refers to any previously completed functional capacity assessments. 
For example, a person might give you a report from their doctor. You will enter the scores from 
the report in PACE. 
The participant, their nominee or child representative, or their treating health professional can 
provide the score of an external assessment. 
Before completing the assessment 
Before completing the assessment, check for any exceptions, including: 
  if the person does not want to complete assessment 
  if the person has a priority situation 
  if there are any identified risks 
  if they have reapplied within the last 6 months. 
When contacting an applicant, participant, their provider, or authorised representative, you 
must:  
  check their preferred communication method and authorisations    
  log an activity. 
Read the articles: 
  Checking and updating a participant’s preferred communication method  
  Using the activity panel for logging an activity or internal note. 
Complete a new assessment 
You need to make the person feel comfortable when communicating. When you are talking to 
them face to face or over the phone, make sure you: 
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  prepare for the conversation 
  understand the person-centred approach 
  understand the question you are asking 
  tailor wording from assessment questions 
 build 
rapport 
 actively 
listen 
  manage expectations with the individual that this does not mean they will get a funded 
NDIS plan. 
For more information, go to the Conversation Style Guide. 
To begin a functional capacity assessment, you must create a new Functional Capacity 
Assessment case. To do this, follow the steps in the article Create a new functional 
capacity assessment case. 
Types of functional capacity assessments 
There are many types of functional capacity assessments. We use them to help assess the 
level of impact a person’s developmental delay or disability has on their lives. 
For more information, go to articles: 
General  
  Record information – life skills profile (LSP - 16) 
  Record assessment – WHODAS 
  Record assessment – PEDI-CAT 
Hearing loss 
  Record information – Functional Impact of Hearing Loss 
Vision loss 
  Record Information – Functional Impact of Vision Loss 
Spinal Injury 
  Record Information – Level of Lesion 
Traumatic brain injury 
  Record information – The care and needs scale 
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Intellectual and development disability 
 Record information – Vineland
 Record information from the DSM5 – Autism
 Record information from the DSM5 – intellectual disability
Cerebral palsy 
 Record gross motor functional classification scale
 Record information – Manual Ability Classification System.
 Record a communication function classification score
Multiple Sclerosis  
 Record information – Disease Steps assessment
 Record information – Expanded Disability Status Scale
Stroke / Neurological disability 
 Record information – Modified Rankin Scale
Next steps 
1.
Read the article, Create a new functional capacity assessment case.
Version control 
Version  Amended 
Brief Description of Change 
Status 
Date 
by 
1.0 
EMN960  Director approval 
APPROVED 
2022-10-31 
2.0
Confluence 
download
3.0 EMN960 
 
Director approval 
APPROVED 
2023-06-09 
4.0 EMN960 
 
Director approval 
APPROVED   2023-06-16 
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