CASE STUDY Freya, not included in the NCCD

Year level
Primary
Educational setting
Mainstream school

Level of adjustment
Not included
Category of disability
Not included
Included in data collection
No

Freya's story

Freya is in Year 2 at a new school on the outskirts of a major city. Her school has a large percentage of students who are newly arrived to the country and have English as an additional language. Freya moved to Australia midway through Year 1 and speaks a language other than English at home. At school, she is socially well adjusted and has a wide group of friends within her class group.

The school received no information about any support provided to Freya at her previous school. However, Freya experiences problems processing information and making connections. Literacy presents challenges for her, as she is unable to blend sounds and finds it difficult to retain sounds or words. The possible causes for her current presentation have not been confirmed. She has recently completed a cognitive and language assessment with the school psychologist but the results are not yet available.

The classroom teacher has developed a personalised learning plan in consultation with Freya and her parents. It includes visual prompts and check-ins both before initiating a task and before task completion. Freya participates in additional small-group sessions that are implemented in the classroom, targeting literacy development. 

In addition, Freya has also participated three and four times a week in small-group English as an Additional Language sessions provided by the learning support teacher. Although she is making progress, her teacher has completed a series of literacy and numeracy assessments with Freya that indicate she is more than one year behind her peers.

Freya’s teacher meets with her parents once per term, updating them concerning Freya’s progress and recording meeting notes on her personalised learning plan.

Information that supports inclusion in the NCCD What's this?

  • Step 1. Is there an adjustment to address disability? No

    As defined by the Disability Discrimination Act 1992, Freya is not receiving adjustments due to disability and should not be included in the NCCD.

  • Do you have evidence? No

    The evidence provided is not addressing a disability. There is a personalised learning plan, which includes records of once-per-term meetings with parents.

  • Step 2. What is the level of adjustment? Not included

    Although the student is provided with adjustments at the supplementary level, the adjustments are not to address a disability under the Disability Discrimination Act 1992.

  • Step 3. What is the category of disability? Not included

    There is not enough evidence to support Freya's inclusion under a category of disability. The indications suggest that Freya’s learning issues arise as a result of her unfamiliarity with the English language. This is not, in itself, a disability.

  • Step 4. Record and submit the data No (Student is not included)

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