Assistive Technology Funding NZ: Equipment and Modification Services Explained

A power wheelchair, an augmentative communication device, a bathroom hoist, a modified vehicle — these are not luxuries. For many disabled young people transitioning into adult life, they are what makes independence possible. In New Zealand, the primary government pathway for funding this equipment is the Equipment and Modification Services (EMS) programme, though several funding streams may apply depending on the disability type and context.

Knowing which pathway applies, what documentation is required, and how to navigate the assessment process prevents the expensive gap that occurs when a piece of equipment breaks down or a transition to a new living environment creates new needs.

What Is Equipment and Modification Services (EMS)?

Equipment and Modification Services is administered through Disability Support Services (now under MSD following the 2024 restructure) and, in some cases, through Te Whatu Ora (Health New Zealand) for health-related equipment. EMS funds:

• Assistive technology: Communication devices (AAC), screen readers, alternative input devices, hearing technology, visual aids.
• Mobility equipment: Wheelchairs (manual and powered), hoists, transfer boards, standing frames, walking aids.
• Home modifications: Ramps, widened doorways, accessible bathrooms, grab rails, shower chairs.
• Vehicle modifications: Hand controls, wheelchair hoists, modified seats — for eligible individuals or their primary caregivers.

Funding is needs-based, not means-tested. The test is whether the equipment or modification is necessary for the person to live in the community, participate in daily activities, and maintain health and safety.

Who Conducts the Assessment?

EMS assessments must be conducted by credentialed health professionals — typically an occupational therapist (OT) for daily living equipment and home modifications, or a physiotherapist for mobility equipment. The OT or physio assesses the person's functional needs, identifies the appropriate equipment, specifies the requirements, and submits a funding request to EMS.

You cannot self-refer directly to EMS for funding. The process requires:

1. A referral to an OT or physio (through your GP, specialist, or NASC)
2. A functional assessment
3. A written specification of the required equipment
4. EMS approval (sometimes with a quote from a supplier)
5. Procurement and delivery

For complex or high-cost items (such as powered wheelchairs or vehicle modifications), additional approval steps apply and the timeline can extend to several months. Factor this into your transition planning — if your child will need new equipment when moving from the school environment to an adult day service or supported living arrangement, initiate the EMS process well in advance.

The Transition From School Equipment to Adult Funding

A common and frustrating gap occurs at school exit. Some assistive technology used in school — communication devices, specialist software, specific seating — is funded by the Ministry of Education through ORS or the school's learning support budget. When the student leaves school, that equipment stays with the school or the ORS funding ends.

If your child has been using AT funded by the MoE during school years, explicitly confirm at least 12 months before exit:

• Does the school own this equipment, or does your child/family own it?
• If school-owned, what is the process for transferring it or funding a replacement through EMS?
• Has the NASC been notified of this need as part of the adult transition funding package?

This handover should be documented in the transition plan and coordinated between the school, the NASC, and the EMS provider.

Individualised Funding and Assistive Technology

For smaller AT items — noise-cancelling headphones, sensory equipment, specific apps or software subscriptions — Individualised Funding (IF) may be a faster and more flexible pathway than the formal EMS system.

Post-April 2026, with the restrictive 2024 purchasing rules removed, IF budgets can once again be used for a broader range of supports including appropriate AT items that assist with daily living, communication, and community participation. This is particularly useful for families managing evolving needs where the formal EMS process would be disproportionately slow.

ACC-Funded Equipment

If a young person's disability is the result of an accident (traumatic brain injury, spinal cord injury), they follow a completely separate pathway through ACC rather than DSS/EMS. ACC covers rehabilitation equipment, home modifications, and ongoing supported living costs for accident-related conditions. The process, eligibility criteria, and funding levels differ significantly from the disability support system.

If your situation involves ACC, engage with your ACC case manager specifically around the transition to adult living — the systems do not automatically coordinate, and the transition plan must explicitly address the ACC pathway.

School-Based AT: What Changes at Year 13+

For ORS-verified students remaining in school until Year 21, the school continues to provide access to AT within the educational context. However, as the curriculum shifts toward community-based learning in the final years, the equipment needs often shift too — from academic AT to functional daily living technology.

Work with the school's SENCO and the NASC to ensure that any AT used in community-based learning during the Year 13+ period is assessed under the adult EMS framework, not just covered informally through school resources. This creates the documentation trail that supports the adult funding application.

The New Zealand Post-School Transition Roadmap covers the full transition from school-funded supports to adult DSS and EMS funding, including the NASC preparation checklist and equipment handover planning.

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