Glossary

The term learning differences refers to the diverse ways all students learn and the rates at which they learn. Learning differences take account of individual learning motivators, learner aspirations, interests, experience and cultural background, individual students’ strengths and individual students’ needs.

The term learning difficulties refers to factors outside of learning differences or disabilities that might affect a student’s ability to achieve at the same rate as their peers. Factors such as absenteeism, ineffective instruction, inadequate exposure to necessary curriculums, English as an additional language, socioeconomic status and personal or family trauma may affect a student’s ability to effectively engage with learning activities and meet academic expectations. These factors may lead to difficulties for the student in meeting the expected learning targets for their age and/or years of schooling.

Students are not included in the NCCD if they have learning difficulties as defined above that are not directly attributed to a disability as defined by the Disability Discrimination Act 1992 and Disability Standards for Education 2005.

Learning disabilities are defined by the Disability Discrimination Act 1992 and Disability Standards for Education 2005 as 'a disorder or malfunction that results in a person learning differently from a person without a disorder or malfunction'. Students with learning disability are a specific group of students who are considered to have learning difficulties but do not respond to appropriate intervention.

Students with learning disability as defined above, who require adjustment to address their disability may be included in the NCCD if they meet eligibility requirements described in the NCCD model.

What the law says people can expect to have. The Disability Standards for Education outline the rights of students with disability – that is, what they can expect from education providers. Students with disability have the right to opportunities to participate in education on the same basis as students without disability.

Support provided within quality differentiated teaching practice

Students with disability are supported through active monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are provided through usual school processes, without drawing on additional resources, and by meeting proficient-level Teaching Standards (AITSL).

Supplementary adjustments

Students with disability are provided with adjustments that are supplementary to the strategies and resources already available for all students within the school.

Substantial adjustments

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

Extensive adjustment

Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing.