School Leaver Employment Supports (SLES) are NDIS-funded, capacity-building services that help young people with disability transition from school into work. For a school-leaver with an intellectual disability, SLES can be tailored to address specific learning needs – such as slower processing, communication or memory differences – while harnessing the young person’s strengths (e.g. reliability, attention to detail or routine). Unlike one-size-fits-all programs, SLES providers work one-on-one or in small groups to show tasks through hands-on demonstration, use visual supports (checklists, diagrams), repeat and sequence steps, and match work trials to the person’s interests and abilities. A good SLES plan might include, for example, practicing daily tasks in a sheltered workshop, learning to travel independently to work, or trying out a warehouse or café placement under supervision. Throughout the journey, progress is carefully tracked (e.g. “reduced prompting” to assess independence) and support is gradually faded. This article explains how SLES can be personalised for intellectual disability, what families and coordinators should look for, and how NextGen Youth Employment can help design the right program. It also includes tables of common NDIS employment line items, key questions to ask providers, and a flowchart of steps from plan review to starting supports. For further guidance or a discussion about your situation, contact NextGen Youth Employment – our experienced team will listen to your goals and help build a practical SLES pathway.

What Is SLES and Who Can It Help?

School Leaver Employment Supports (SLES) is an NDIS capacity-building program that funds one-on-one or small-group vocational supports for young people leaving secondary school. It is intended for participants with an NDIS plan who have an explicit work-related goal (for example, “find a job” or “build job skills”) and who are in their final year of school or have just left school. SLES is typically available to NDIS participants from about age 16 up to the mid-20s (the NDIS Resources note “SLES is available…between the ages of 16–26”). It is funded for roughly two years of transition (with possible extensions if needed), and is not guaranteed for everyone – funding depends on the individual’s employment goals and support needs.

Importantly, SLES is highly personalised. It is not a generic training course with fixed hourly fees. Instead, families negotiate a lump-sum budget within the “Finding and Keeping a Job” category of the NDIS plan (often historically around $20–22K/year, though no fixed rates are set). The SLES provider then works with that budget to deliver a tailored program of coaching, training and work experience aimed at the participant’s needs.

The NDIS framework emphasises that employment is not just about a paycheque. As official guidance notes, “for people with disability, employment is not just about jobs. It’s about being valued, useful and included.”. For a young person with an intellectual disability, SLES can help achieve that inclusion by building real-world work skills and confidence. The goal is to bridge from the safety of school into the world of work through supportive, practical steps.

To summarise SLES’s purpose:

• It helps build work skills and confidence (e.g. resume writing, interview skills, teamwork).
• It provides on-the-job experience in real industries, not just classroom learning.
• It assists with independent living skills related to work (like travel training, time management).
• It is led by the participant’s employment goals and guided by their plan – for example, if their goal is a part-time retail job, SLES might include retail work trials.

NextGen Youth Employment specialises in designing these personalised SLES programs. We focus on each young person’s strengths and challenges, and we guide families through the process. Our free SLES checklist (downloadable from NextGen) explains how “NDIS-funded supports can help you build confidence, gain work experience, and start your career journey”. In other words, SLES is about setting up the young person to succeed at work on their own terms.

Understanding Intellectual Disability: Strengths and Support Needs

When designing SLES for an intellectual disability, the key is to understand how the disability affects learning and work performance. Intellectual disability can present differently in each person, but common features (especially for mild to moderate intellectual disability) include:

• Processing Speed and Learning: The individual may need more time to understand instructions, and may benefit from repetition. Multi-step tasks should be broken into smaller steps.
• Memory and Sequencing: Remembering steps and the order of tasks (sequencing) can be harder. Visual step-by-step guides or checklists often help.
• Language and Communication: Some people may have limited vocabulary or struggle with abstract language. Instructions should be concrete and possibly supported with pictures or gestures.
• Attention and Routine: Many prefer routine and predictability. Sudden changes at work or complex verbal instructions can be confusing. Having a clear routine and structure helps.
• Anxiety or Frustration: Experiencing difficulty learning can lead to anxiety or frustration. A supportive environment with patience is important.

At the same time, individuals with intellectual disability often bring valuable strengths to work: they tend to be very reliable, diligent at routine tasks, and highly motivated when they find meaningful work. They may also be very focused on interests (for example, loving animals, art, or tech) and can excel in roles that play to those interests.

SLES addresses both sides: it supports the areas of difficulty while leveraging strengths. For instance, if a youth with intellectual disability is meticulous and enjoys order, their SLES plan might include warehouse stocking or library work where those talents shine. If another loves cooking at home, a supported work trial in a café kitchen could be arranged. The provider’s job is to identify these strengths early on, often through interviews with the family and the student. NextGen’s coaches conduct a thorough strengths-and-interests profile before designing a plan.

“Living with an intellectual disability hasn’t stopped [Nell] from pursuing her dreams; rather, it has driven her to seek out opportunities that align with her interests,” according to Scope Australia’s story of Nell, a young woman who became a professional makeup artist through supported employment. This highlights the key point: with the right SLES supports in place, an intellectual disability need not limit someone’s ambitions. The focus is on what a person CAN do and building on that.

Key takeaway: Intellectual disability affects the way a young person learns and works, but with adaptations (demonstration, repetition, visual aids, supportive coaching) SLES can turn potential barriers into stepping stones. Now let’s look at the concrete strategies that SLES programs use.

Tailored SLES Strategies for Intellectual Disability

A personalised SLES program for a school-leaver with intellectual disability will mix various supports. These are not rigid curricula – each plan is unique – but below are common elements you’ll likely see:

• Hands-On Demonstration of Tasks: Instead of only talking about a task, the SLES coach will show it. For example, at the first session in a café kitchen, the coach might physically demonstrate making a coffee, slicing fruit, or restocking shelves. Seeing the task in action helps with understanding. Over time, the young person is encouraged to try each step themselves, building mastery.

• Repetition and Sequencing: New skills are taught step-by-step, one piece at a time. The coach will repeat key steps regularly (for instance, “First you tie the apron, then take this tray…”) so the participant can memorise the sequence. They might practice the same routine each session until it becomes second nature. Short daily tasks (like cleaning a table or counting stock) are repeated until confident.

• Visual Instructions and Checklists: Many people with intellectual disability benefit from visual supports. The coach might provide a simple illustrated checklist (e.g. pictures of “wash hands – cut vegetables – stir kettle”) or use a whiteboard to outline steps. These visual cues allow the person to follow a routine independently. As one autism-specific SLES coach explains (but the method is useful for ID too): “They might use visual supports (checklists, picture schedules) to teach tasks and gradually reduce support (fade prompts) as the participant gains independence.”. For example, a flowchart poster might hang in the workplace to remind the person of the order of operations.

• Real Worksite Experience: Crucially, SLES is not confined to the classroom. Providers arrange real industry exposures. For example, a short paid work trial at a local supermarket or a volunteer shift at a community garden. Evidence shows the value of this: participants who spend over 90 hours in on-the-job experience are about 1.4 times more likely to achieve open employment. At NextGen, we embed these regular placements (in retail, hospitality, admin, etc.) because we know real practice is the bridge to paid work. For instance, a young person might spend every Wednesday morning working a shift at a pizza shop under a coach’s guidance, or every Friday at a nearby warehouse sorting inventory.

• Identifying Strengths (Career Matching): A good SLES plan looks at what the person enjoys and does well. The coach might ask: “What school subjects did you like? What do you do in your free time?” If the student loves animals, the plan might include a work trial at a pet supply store or animal shelter. If they enjoy technology, a trial in a dispatch or administration role (scanning barcodes, filing paperwork) could be motivating. As one SLES provider noted about autism (but it applies broadly), the plan should “explore jobs that match interests and strengths”. This keeps the young person engaged: they are more likely to stick with a task that feels meaningful.

• Supported Work Trials (“Try Before You Buy”): Instead of relying solely on an interview, SLES often uses structured work trials. This means the student tries a job for a short period (e.g. a week of mornings at a café or warehouse) under supervision, to see if it’s a good fit. These trials are carefully set up – for example, at the start, the coach might shadow the participant and offer prompts, but gradually step back. This approach “lets them demonstrate skills directly, without having to guess the ‘right answer’ in an interview.”. It also gives the student real feedback: they experience a workplace, learn from mistakes in a low-stakes way, and often get immediate encouragement when they succeed. At the end of the trial, the team (participant, coach, employer) can decide whether to extend or try a different setting.

• Travel Training (Independence in Getting There): Many young people with intellectual disability can travel on public transport with support. SLES typically includes travel training to help them get to a job site. A coach might ride the train or bus with the participant, gradually teaching the route. They might practice using a transit app to check schedules, or simulate an unexpected change (e.g. a delayed train) so the person learns what to do. The NDIS explicitly lists learning independent travel as an example of employment support. Building this skill increases confidence and makes future employment more sustainable.

• Workplace Communication Support: SLES also works on practical communication skills. The coach might role-play common work interactions – for example, how to greet a supervisor, how to ask a co-worker for help, or how to ask for a break. If a person has difficulty expressing themselves, they might be taught simple phrases or taught to use pictures/app to communicate needs at work. The plan may also involve having conversations with the employer about making the workplace clear and supportive (e.g. showing the employer how to give clear step-by-step instructions or written reminders).

• Job Carving and Task Matching: Sometimes, a standard job description needs to be adjusted. This is called job carving. For example, if a participant is great at one aspect of café work (like wiping tables quickly) but struggles with others (taking orders), the provider might negotiate with the employer to create a role focused on that one strong task. SLES providers often work closely with employers to customize roles in this way. The result is a job that plays to the person’s strengths (making them more successful) and relieves the employer of tasks that are a poor fit.

• Employer Education: Part of SLES is helping employers understand how to support the participant. The coach might give the employer tips – for example, how to give clear feedback or when to check in. Sometimes, a short on-site coaching session is provided: the SLES coach might be present during the first few shifts at a new job to help all parties communicate. Education could also mean having the employer sign a simple communication plan (like the person’s best way of learning). By involving the workplace, SLES breaks down barriers and sets everyone up for success.

• Gradual Fading of Support: Over weeks and months, the goal is for the participant to do more on their own. Initially, tasks might be done with full prompting (verbal or physical). As skills improve, the coach will fade prompts. For example, a coach might initially stand beside the participant and say “Now stir clockwise” at every step. Later, the coach might just gesture from across the room. Eventually, the participant should perform tasks with minimal or no prompts. Progress is measured by this independence. As one NextGen example puts it, the young person should move from “full prompting” to doing things solo. Each new milestone (e.g. “can pack 5 bags without a checklist”) is tracked.

These strategies are not academic guesses – they are backed by data and best practice. For example, a recent NDIS report highlighted that “participants who spent over 90 hours in on-the-job experience were about 1.4 times more likely to achieve employment”. This is why NextGen Youth Employment’s SLES program prioritises real work placements in fields like retail, hospitality, logistics and admin. In each placement, we assign a coach who uses exactly these methods (demonstration, visual tools, repetition) and who liaises with the employer to adapt the work as needed. We also regularly review progress (for example, by recording how many prompts are needed for a task) and adjust the plan if goals change.

Embedded work placements are key. NDIA data shows that substantial work trials (90+ hours) significantly boost employment outcomes, so SLES providers like NextGen build real on-site experience into the plan.

Examples of Supported Work Placements

To make this concrete, here are some typical examples of how SLES might play out in different industries:

• Retail Assistant: A young person helps stock shelves in a supermarket. The coach shows them exactly where each product goes (using visual labels on shelves). Tasks are repeated daily until routine. Communication is simplified to key phrases (“next”, “fill”, “finished”). The coach fades prompts as the youth learns to check inventory lists. Progress is recorded by an increasing count of items stocked independently each week.
• Cafe or Hospitality Worker: The participant works a shift wiping tables and taking cleaned dishes back. They learn the order of table setup through a pictorial sequence. The coach practices the coffee machine steps by demonstration (and written instructions), gradually letting the person try. Travel training might involve taking a bus route to the café. Each week, the number of tables the youth can clear without being reminded is noted.
• Warehouse Worker: The participant assists in packing boxes or sorting products. The coach first physically sorts several items, then watches the participant replicate the sorting. A simple checklist of boxes to fill is given. This placement leverages any strength in organization and routine. Feedback is given visually (e.g. a chart showing how many boxes done). As skills grow, the supervisor gradually steps back.
• Trade Workshop or Gardening: If the person is strong with routine physical tasks, they may be placed in a workshop. For example, they might assist with basic woodworking (measuring wood, hammering nails) or gardening (weeding, watering plants) under supervision. The coach uses picture cards to list safety steps (wear goggles, use gloves) and has checklists for tool use. Each session builds confidence for the person to try larger tasks gradually.
• Office/Admin Support: For someone with an interest in computers or admin, a supported placement might involve simple data entry or photocopying documents. The coach demonstrates scanning documents and saving files. Written step sheets guide the participant through tasks like “open folder, click new file.” As they become more independent, they can take on more items per day.

These examples are illustrative; an actual SLES plan might include several placements or rotate between them. The key is that each placement is supervised by a trained coach and matches the individual’s profile. Over time, the young person will gain not just specific skills (like counting stock or typing) but also general soft skills – punctuality, following instructions, communicating at work – all in a supportive setting.

SLES Eligibility and Planning: What Families Need to Know

It’s natural for parents to wonder if SLES is the “right fit” for their child with intellectual disability. Two important points clear up confusion:

• Diagnosis vs. Needs: Having an intellectual disability does not automatically qualify someone for SLES. As one guide notes for autism (a similar situation), “eligibility depends on individual needs, not just diagnosis.” In other words, the NDIS planner will look at what the disability-related barriers are to employment. If the young person has real difficulty learning work tasks, travelling or communicating at a job that stems from their disability, then SLES can be justified. For example, if a student can already perform most work-related tasks independently (even with their intellectual disability), they might not need SLES funding. But if they truly cannot do tasks like travelling alone or understanding multi-step instructions without support, SLES may be the “reasonable and necessary” support to include.

• School Leaver Stage: SLES is intended for young people in their final year of secondary school or just out of school. It is usually the plan in effect during that last school year (or immediately after). Some students may start the NDIS at age 17 so SLES can begin as they finish Year 12. The official line is that “SLES is an NDIS program… designed only for participants in their final year of secondary school”. In practice, most participants are roughly 17–22 years old, although some plans do extend up to age 26 if needed.

During planning, it’s crucial to connect the dots between the disability and the need for support. For example, if your child has an intellectual disability and anxiety, you might document that they currently take three buses to get to school but couldn’t handle a longer route alone – thus travel training is needed. Or if they freeze when faced with new tasks, note that in the plan. The NDIA particularly looks for how SLES (within the Finding and Keeping a Job category) will specifically address those issues.

For further reading on eligibility, see NextGen’s SLES eligibility guide or the free SLES Checklist, which answers common questions like “Who qualifies and how do I get funding?”. Remember: eligibility is always decided on a case-by-case basis. The good news is that if funding is agreed, it will be tailored to exactly what your child needs to transition to work.

Finding and Keeping a Job: NDIS Plan Categories (Table)

When you get an NDIS plan that includes employment funding, the line items may use different names. The table below compares common “Finding and Keeping a Job” line items and what they typically pay for. (If you see “School Leaver Employment Supports (SLES)” or any of these terms, this table can help decode them.)

Table: Common NDIS employment-related plan categories and typical uses. (These categories often come under the “Finding and Keeping a Job” section of an NDIS plan.)

Each of these categories is just a name. The key question is: What can I actually use my funding for? That depends on your child’s goals and the detail in the service agreement. For example, even if “SLES” isn’t listed verbatim, your plan’s “Finding and Keeping a Job” budget can be used by a SLES provider to deliver the supports above. If you’re unsure, check with your support coordinator or planner. (They can explain which line items can buy the services you need.)

Questions to Ask When Choosing a SLES Provider

When looking for a provider to deliver SLES (especially for a student with intellectual disability), it pays to ask detailed questions. The right answers will reveal whether the provider truly offers individualised support. Below is a checklist of key questions for coordinators, parents or participants to ask a prospective SLES provider:

Table: Key questions to ask a SLES provider or planner, with reasons to ask them. Asking these helps you ensure the program will be truly individualised.

Good answers to these questions will reassure you that the provider has thought through the details. If any answer is vague (“Oh, we just do general job training”), keep asking for specifics. Personalized SLES programs will come up with clear examples and processes – that’s exactly what NextGen Youth Employment prides itself on.

Working Towards Independence and Employment

The ultimate goal of SLES is to move the young person towards a real job (or job readiness). As supports are delivered, providers regularly review the participant’s progress. Milestones might include:

• Skill mastery: e.g. packing inventory without prompts, riding a bus alone, or successfully completing a mock interview.
• Increased hours or responsibilities: e.g. extending a work trial from once a week to twice, or adding new tasks.
• Reduced support needed: e.g. moving from 1:1 coaching to checking in once a day.

The SLES provider (like NextGen) will report these outcomes to the NDIA. As one article notes, the NDIA “expects providers to report on outcomes so that progress is clear when plans are renewed.”. If your child is making steady progress, the NDIS will typically continue funding up to the two-year limit. If the plan is not working, you can revisit goals. For example, if the youth mastered the first placement quickly, the plan might shift to a new industry or even transition towards mainstream support like Inclusive Employment Australia (IEA) after SLES ends.

Throughout SLES, the idea is gradual fading of support. Providers will look for small signs of independence – for example, [NextGen’s coaches] celebrate a milestone when a participant follows a checklist without verbal reminders. These steps are all guided by the participant’s own timeline: some may be ready for competitive employment within months, others need the full two years to develop skills. The support is customised, but always goal-oriented: progress is measured by real actions (new tasks learned, hours worked) rather than theoretical checkboxes.

How NextGen Youth Employment Can Help

NextGen Youth Employment specialises in creating personalised SLES programs for young people with disability, including those with intellectual disability. Here are some ways we can assist you and your school-leaver:

• Personalised Assessments: We start by learning about your child’s unique profile: their strengths, interests, and current skills. We ask you and your child detailed questions about what they enjoy and where they struggle (e.g. learning travel routes, managing money, interacting at work).
• Customised Support Plan: Using that assessment, we set clear, measurable goals (e.g. “Complete a 4-week retail work trial” or “Independently follow a bus route on three consecutive trips”). We outline exactly how many hours of support will be provided, what tasks will be practiced, and how progress will be tracked.
• Trained Youth Coaches: Our coaches are skilled in working with neurodiverse young people. They communicate clearly and patiently, using methods like visual schedules, role-play and apps when helpful. They also stay in touch with schools, therapists and families to keep everyone aligned.
• Real Work Placements: We have a network of local employers in retail, hospitality, logistics, trades and administration who partner with us. We arrange supported work trials in these settings – for example, our participants might learn warehouse packing, kitchen prep, office filing or café service. An SLES coach is present on-site if needed to provide on-the-job guidance.
• Transition Planning: As your child grows, we plan the shift towards independence. We regularly review performance (how many prompts were needed, new tasks achieved, etc.) and adjust the supports. For example, once a young person can travel independently to the workplace with minimal guidance, we may reduce the number of travel-training sessions and focus on other goals.
• Family Involvement: We keep you (and your child) in the loop. We explain what a good SLES plan looks like so you can advocate in plan meetings. We welcome your feedback after each session. We also coach families on how to reinforce learning at home (for example, using the same visual schedules or communication strategies).

NextGen’s goal is to turn the funding in your NDIS plan into meaningful outcomes. We work hand-in-hand with each family to ensure supports fit the person, not the other way around. Many parents have found that with our help, their child moved confidently from uncertainty about “what comes next” to clear job-ready skills.

Ready to start? If your school-leaver has intellectual disability and you’re exploring employment support, contact NextGen Youth Employment. We can answer your questions about the SLES program, discuss your young person’s situation, and explain how our personalised approach can make the transition to work smoother. There’s no obligation – just a conversation to see how we can help your young person build their future.

Contact NextGen Youth Employment today to learn more about how our SLES program can support your child. We look forward to helping your young person take the first steps into the workforce.