How Support Coordinators Can Help Clients Prepare for I-CAN v6

A practical guide for support coordinators and their clients

Disclaimer: This article is for informational purposes only and reflects publicly available information about the NDIS I-CAN v6 assessment framework and support coordination practice. It does not constitute professional disability support advice. Support coordinators should refer to their organisation's policies and the NDIS Practice Standards when working with participants.

The I-CAN v6 assessment represents the most significant change to how NDIS support needs are measured in over a decade. For support coordinators, this is both a challenge and an opportunity — the chance to add real, measurable value to the lives of the people you support by helping them arrive at their assessment genuinely prepared.

Participants who are well-prepared describe their needs clearly, provide specific examples, and arrive with supporting documentation in order. Those who are not can leave an assessor with an incomplete or inaccurate picture — and a plan that underserves their real needs. Support coordinators are often the single most important factor in determining whether a participant crosses that line. This guide gives you a phase-by-phase framework for making that difference.

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Understanding the I-CAN v6 Assessment: What SCs Need to Know First

Before you can help a client prepare, you need a thorough understanding of what they are preparing for.

The I-CAN v6 assessment is the NDIS's new standardised framework for measuring a participant's functional capacity and support needs. It replaces earlier, more subjective approaches and is grounded in the internationally recognised WHO International Classification of Functioning, Disability and Health (ICF) framework. It is conducted by an accredited assessor — typically an occupational therapist, psychologist, physiotherapist, speech pathologist, or social worker — and covers 12 life domains: Self-Care, Daily Life Activities, Communication, Mobility, Interpersonal Interactions and Relationships, Learning and Education, Employment, Health and Wellbeing, Social and Community Participation, Home and Living, Support Coordination, and Positive Behaviour Support.

The assessment results directly drive the funding levels in the participant's NDIS plan. Assessments are free — funded by the NDIA.

For a detailed overview of how the assessment works, see: What is the NDIS I-CAN v6 Assessment?. For a domain-by-domain breakdown, see: The 12 I-CAN domains explained.

Key differences from previous approaches that SCs must understand:

• Standardised, structured format — assessors across the country follow the same framework, reducing the geographic inconsistency identified in the 2023 NDIS Review
• Functional emphasis, not diagnostic — two participants with the same diagnosis may receive very different ratings based on how the disability actually affects daily life
• Evidence weighting — the quality and recency of supporting documentation directly influences ratings; this is an area where SCs can have a substantial impact
• Assessor independence — the assessor is not a treating therapist; they approach the participant without prior knowledge, which makes the participant's own communication, and the documents they bring, particularly important

The 2023 NDIS Review — "Working Together to Deliver the NDIS" — found that inconsistency in assessment outcomes was largely driven by how well, or poorly, participants were able to articulate their needs. Strategic SC preparation directly addresses this inequity.

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Phase 1 (6–12 Weeks Before): Strategic Preparation

Six to twelve weeks before the assessment is when strategic groundwork happens. This is where your knowledge of the client and your coordination skills are most valuable.

Review the current plan in detail

Analyse the participant's current NDIS plan carefully. Which funded supports are being used consistently? Which goals are being met? Where are there gaps or inadequacies? Which supports no longer reflect the participant's circumstances? Document your observations — they will directly inform what the participant needs to communicate during the assessment.

Build a backwards timeline

Once the assessment date is confirmed — or as soon as you begin the scheduling process with the NDIA — build a clear backwards timeline:

• 6–12 weeks out: strategic plan review, document audit, therapist liaison initiated
• 2–4 weeks out: evidence gathering, domain preparation, written summaries drafted
• 1 week out: practical logistics, document consolidation, client briefing

Connect the client's goals to the domains

The 12 I-CAN domains are not abstract categories — they map directly to the participant's lived experience. Work with your client to surface the connections between their daily challenges and each domain. Useful questions include:

• "What would make your daily life easier that you are not currently getting support for?"
• "What support do you rely on every day that you cannot manage without?"
• "What would happen if your current support arrangement stopped tomorrow?"

These conversations surface the real-world, specific evidence that assessors need to make accurate functional ratings.

Identify unmet needs

If your client has support needs that are not currently funded, the I-CAN assessment is an opportunity to address this. Identify these gaps now — so the participant can describe them clearly and the assessor has the opportunity to capture them in the assessment.

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Phase 2 (2–4 Weeks Before): Evidence Gathering

The I-CAN assessment is evidence-based. An assessor's functional ratings are informed not only by what the participant says, but by the quality and breadth of supporting documentation they review. This is where your role as coordinator becomes practically critical.

Conduct a documentation audit

Work through the following checklist for your client:

Prioritise reports dated within the last two years. If key reports are outdated or missing, begin the referral process immediately — it can take several weeks to schedule, complete, and receive a written report.

Liaise with the treating team

Contact treating therapists and medical professionals to:

• Request updated reports where older documentation is the only available evidence
• Ask whether they can write a letter specifically addressing the participant's functional limitations across the I-CAN domains in plain language
• Ensure any upcoming therapy appointments are scheduled before the assessment, so fresh observations can be documented

Frame your requests in functional language: "How does [client's] condition affect their ability to manage self-care tasks independently?" is more directly useful to an assessor than a general clinical update.

Introduce the domain framework to the client

Help your client understand the 12 domains in plain language. This does not require a formal session — a structured conversation works well. Walk through each domain and ask the participant to describe how it relates to their life. Take notes. These notes become the foundation of the participant's preparation document.

Use The 12 I-CAN domains explained as a reference to support these conversations.

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Phase 3 (1 Week Before): Practical Preparation

The week before the assessment is about consolidation, logistics, and confidence-building.

Compile and organise supporting documents

Gather all documents into a single, clearly labelled folder — physical or digital. Label each item descriptively (e.g., "OT Functional Assessment — March 2026"). Check that nothing identified in the earlier audit is missing.

Review the preparation document with the client

If your client has prepared a written functional summary — or if you have helped them draft one — review it together. Does it accurately reflect their needs across each domain? Are specific examples included? Is the language concrete and descriptive rather than vague?

The how to prepare for your I-CAN v6 assessment guide provides detailed guidance on what a strong preparation document includes.

Briefly rehearse key descriptions

You are not coaching the participant to perform — you are helping them articulate what is already true. A brief, conversational review of the key things they want to make sure the assessor hears can prevent important information from being omitted due to nerves.

For each domain where the participant has significant needs, help them develop a clear, specific description:

1. What the activity or task is
2. What makes it difficult or impossible
3. How much help or how long it takes
4. How often the difficulty occurs
5. What happens if support is not available

Confirm logistics

• Assessment date, time, and location confirmed with the NDIA or assessor
• Transport arrangements in place
• Support persons confirmed and briefed on their role
• Participant has any medications, communication aids, or equipment they need
• Assessment scheduled at a time of day that is representative of the participant's typical functioning — not their best time

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On the Day: Supporting Without Speaking For

If you attend the assessment as the participant's support person, your role is facilitative — not directive.

Your role includes:

• Providing comfort and reassurance before and during the assessment
• Adding factual context or observations when the assessor invites your input
• Helping the participant understand a question if communication difficulties make it necessary
• Managing practical logistics — AAC devices, documentation, communication supports

Your role does not include:

• Speaking for the participant or answering questions on their behalf
• Correcting or overriding their self-reported experiences
• Minimising or qualifying what they say
• Directing the flow of the conversation

Assessors are trained to distinguish between supported communication and speaking for the participant. In most cases, allow the participant to respond to each question first, and only add context when invited by the assessor or when clearly relevant information is at risk of being omitted.

An example of appropriate context-adding: After the participant describes their showering routine without mentioning a recent fall, you might say — when there is a natural pause — "May I add something? [Name] had a fall in the shower in February that they may not have mentioned."

Managing distress or communication difficulties

If the participant becomes distressed, fatigued, or overwhelmed:

• Calmly ask the assessor for a short break
• Remind the participant that they can refer to their written preparation document
• Offer gentle redirection: "Take your time — we can come back to that"

If the participant uses AAC or requires an interpreter, ensure these supports are in place before the assessment begins. Brief the assessor in advance about the participant's communication method and pace. If an AUSLAN interpreter is required, contact the NDIA well in advance — availability can be limited in some regions.

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After the Assessment: Reviewing Results and Next Steps

Your support coordination role does not end when the assessment concludes.

Understand the plan review process

After the assessor submits their report, the NDIA uses the results to determine what supports are reasonable and necessary under section 34 of the NDIS Act 2013. The participant will receive a new or revised plan.

Review the plan with the participant

When the plan arrives:

• Compare it against the participant's goals and documented support needs
• Check whether the funded supports reflect what was discussed and assessed
• Identify any gaps or reductions that appear inconsistent with the evidence provided

If the outcome is unsatisfactory

The participant has clear options:

1. Internal NDIA review — must be requested within 3 months of receiving the decision
2. Administrative Review Tribunal (ART) — if the internal review outcome is also unsatisfactory
3. Disability advocacy support — consider referring the participant to a local disability advocacy organisation for independent support

The preparation documentation you developed together — functional summaries, gathered reports, carer statements — is directly valuable as evidence in a review process. Keep copies of everything.

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Supporting Vulnerable and High-Needs Clients

Standard preparation approaches may need to be adapted for clients with more complex presentations.

Clients with cognitive disability or acquired brain injury

• Use simple, concrete language when explaining the domains and process
• Build in extra time for preparation conversations — shorter, more frequent sessions work better than a single long session
• Engage a trusted person (family member, key support worker) as a co-preparer
• Ensure preparation documents use plain language and, where possible, images or symbols
• Advocate for the assessment to be conducted at a familiar location — such as the participant's home — where they are most comfortable and functioning is most representative

Clients with complex mental health conditions

• Discuss the assessment well in advance to reduce anticipatory anxiety
• Acknowledge that being asked repeatedly to describe limitations can be emotionally taxing
• Be explicit that preparation is not about exaggerating — it is about ensuring genuine challenges are communicated clearly
• Ensure the participant has mental health support available in the days following the assessment
• Consider whether a mental health advocate or specialist support coordinator (Level 3) should be involved

Clients with significant communication needs

• Ensure AAC devices are fully charged and operational on the day
• Brief the assessor in advance about the participant's communication method and pace
• Consider whether a written statement prepared by the participant in advance can be provided directly to the assessor, reducing the verbal load during the session

Clients from culturally and linguistically diverse (CALD) backgrounds

• Arrange a professional interpreter if English is not the participant's primary language — do not rely on family members to interpret, as this can compromise the accuracy and independence of the participant's account
• Be mindful that some CALD participants may minimise needs due to cultural norms around asking for help or disclosing disability
• Ensure culturally sensitive explanations of the assessment process, particularly around concepts of disability that may carry different meanings across cultures

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Prepare Your Clients for I-CAN v6 with ICANReady

As a support coordinator, the tools and resources you recommend to clients matter. Your clients need practical, structured support to prepare — not generic advice about talking to their assessor.

ICANReady is a document preparation tool built specifically for NDIS participants and carers preparing for the I-CAN v6 assessment. It guides you through all 12 I-CAN domains in plain language and generates a structured preparation document you can bring to your assessment — available at launch for AUD $29.

Join the ICANReady waitlist — it's free →

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Frequently Asked Questions

Can a support coordinator attend the I-CAN v6 assessment with their client?

Yes — a support coordinator can attend as a support person. Their role is to support the participant, not to answer questions on their behalf. They can add factual context after the participant has spoken, when invited by the assessor, but should not speak over or for the participant. The assessor will typically direct all questions to the participant first.

What is the difference between support coordination and case management in this context?

Support coordinators focus on building participant capacity and connecting people to services — they are not case managers who direct the participant's choices. In I-CAN v6 preparation, the support coordinator's role is facilitative and participant-led. The participant should remain the decision-maker throughout the preparation process, with the coordinator providing information, structure, and support rather than taking over.

Does support coordination funding cover assessment preparation activities?

Yes — preparation for an NDIS review or assessment is a legitimate support coordination activity, provided it is within the participant's plan. Support coordinators should document their preparation activities clearly in progress notes and ensure time is billed against the appropriate line item in the participant's plan.

What if a client is reluctant to engage in preparation?

Reluctance is often rooted in anxiety, prior negative experiences with the NDIS system, or concern about being disbelieved. Acknowledge these concerns directly and explain clearly that preparation is not about coaching the participant to exaggerate — it is about ensuring their real, daily challenges are communicated clearly. Offer flexible formats (phone, face-to-face, written questions answered at the participant's own pace), involve a trusted person if helpful, and respect the participant's ultimate decision about how much preparation they want to do.

What documentation should a support coordinator help gather before the I-CAN assessment?

The most valuable documentation includes functional capacity reports from allied health professionals (particularly occupational therapists), psychology or neuropsychology reports, medical specialist letters, speech pathology assessments, physiotherapy reports, existing Behaviour Support Plans, hospital letters or discharge summaries, support worker progress notes, and a carer statement where applicable. Prioritise documentation dated within the last two years — older reports may still be useful as background, but recent assessments carry significantly more weight.

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Sources: NDIS website — Support needs assessment, NDIS Practice Standards — NDIS Quality and Safeguards Commission, NDIS Review Final Report 2023 — Working Together to Deliver the NDIS, Disability Advocacy Network Australia