Resources and tools

The NCCD evidence templates are user friendly tools that can support schools by facilitating evidence collection for students included in the NCCD, consistent with t...

According to the Dyslexia–Speld Foundation, the terms learning differences, learning difficulties and learning disabilities are often used interchangeably, and definitions of these terms can vary between institutions ...

Teachers and schools rely on evidence to make professional judgements about the types of adjustments provided for students. This evidence will reflect a wide range of practices of teachers and schools in meeting the e...

Under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, schools have an obligation to ensure that students with disability are able to access and participate in school on the same...

If you have completed the NCCD before, review your school's processes and understanding in past years before you commence this year's NCCD....

Determine the broad category of disability for each student from one of four categories:...

In deciding whether identified students are to be included in the NCCD, teachers and school teams use their professional judgement, based on evidence, to determine the level of adjustment each student is currently bei...

Determine which students are receiving adjustments to access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for...

John, a Year 6 student who has attended the same large P–12 school since Year 2, is a popular and competent student. However, John’s class teacher has observed behaviour over the past two weeks ...

Max, a Year 2 student who received reading intervention in Term 4 of Year 1, continues to exhibit some difficulties with decoding, reading fluency and reading comprehension. Writing skills are d...