Enrolment Process for A Child with Additional Needs

The enrolment process should be the same for all families.  Whilst saying this it is important to remember that individual needs and circumstances of each family have to be considered- for instance, parents who have limited literacy may need to have all policies and proceedures explained verbally in detail, other families may need the assistance of an interpretor.

Written information about your services policies and proceedures should be provided to all families accessing, or considering accessing, your service.  This reinforces the information discussed in the interview and can avoid misunderstandings later.  Some families will benefit if your service has translated the service handbook/ information into other languages.

The enrolment forms and interview are your opportunity to gather information about the child/ren and their family.  Make the most of the enrolment forms by giving consideration to the questions you include in it.

In the interview: -

• Encourage open communication by creating an atmosphere in which the child and family will feel welcomed.  Assure parents that confidentiality will be maintained.
   
• Explain to parents that you are seeking information to assist you to provide the best possible care for their child.  Let them know that you are interested in their goals for their child whilst in care.
   
• Make the interview at a time when you can talk with minimal disruption and allow enough time for purposeful discussion.
   
• In some situations an interpretor will be necessary (talk with ACCESS or your local multicultural SUPS service for more information)
   
• Some parents will wish to invite a member of their extended family or community representative to attend the interview with them, to support them, or to speak on their behalf.  That's O.K., too.
   
• Discuss the parents and the services' responsibilities, values and expectations so that they are clear and any differences can be identified and talked through.
   
• Talk to parents about the needs/ habits of their child and what they see as their child's strengths.
   
• Ask if the parents are able to provide any assistance or ideas that will help promote the settling in and inclusion of their child.
   
• If the child has a disability or other special needs ask if their child is accessing any educational or early intervention type services.   If they are, ask if they would consent to your having contact with that service to ensure a unified approach to meeting their child's needs.
   
• If you perceive that you might benefit from accessing additional support services, or resources, to enhance your service delivery to their child, then let parents know about these services and what they offer.  Seek parent's permission to discuss their child's needs with the specified service/s.
   
• If the initial interview time proves insufficient, suggest that you continue discussions at another time and fix a date.  Assure them that you welcome and invite ongoing communications.

Consider offering the child and parents an opportunity to visit before confirming the enrolment so that the parents can see what your program offers and how their child responds.   Such visits may help the staff and parents to see how the child copes and what their needs will be when the child commences care.  For some children it may be helpful to start the child with shorter periods of time in care, say one or two days a week and build up to five days - if parents work/study commitments permit.

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