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Q Does evidence need to come from across all KLAs or just from Literacy and Numeracy?

I don't know where my school came up with the idea that evidence had to be submitted only through Literacy and Numeracy - maybe it was a COVID year thing? Should there be evidence in programs from all KLAs such as HSIE, Science etc to prove substantial need?

Posted by JillSculthorpe
Role: Other school executive (e.g. Deputy principal, Assistant principal)
Date: Tuesday, June 15, 2021 - 07:54
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A Answers (1 available)

Reply from NCCDhelpdesk - Other (including pre-service teachers, private consultants, other non-school based roles)

Hi Jill,

The NCCD guidelines state that students counted in the NCCD must have educational needs directly related to their disability and for which an adjustment(s) is made in order for the student to access and participate fully in schooling. Decision-making for the NCCD relies on the judgement of teachers and evidence of adjustments for students to meet ongoing, long-term specific needs associated with disability that have a functional impact on their schooling.

The adjustment(s) provided:

  • may vary from infrequent or occasional (for example, for a specific class or activity) through to all school hours and days of the week
  • do not need to take place each and every school day over the 10 weeks 
  • may comprise weeks that are not consecutive and may be split across school terms 
  • may include time when a student is participating in a school-based activity during holidays (for example, a camp, excursion) where the school is providing adjustments.

The evidence will reflect a wide range of practices in schools for meeting the educational needs of students with disability. Each school’s evidence will be contextual and reflect individual student needs and the school’s learning and support processes and practices. This includes evidence in four general areas:

  • assessed individual needs of the student 
  • adjustments being provided to the student to address their assessed needs associated with disability – this includes support provided within quality differentiated practice 
  • ongoing monitoring and review of the adjustments 
  • consultation and collaboration with the student and/or parents, guardians or carers, or associates. 

The evidence may include, but is not limited to, school team judgements based on observation, medical or allied health professional diagnostic reports, individualised/personalised learning plans, records of assessments, and records of discussions with parents/guardians and carers and (if appropriate) the student as part of the process for determining and providing adjustments.

The NCCD guidelines do not state that evidence is required for only Literacy and Numeracy.

Examples of evidence to support a student's inclusion can be found here. 

If the above information does not help answer your enquiry, or you have a specific case/scenario in mind, it is advised that you reach out to your state/jurisdiction key contact. The details can be found at, however feel free to contact [email protected] if you require any assistance with this.

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