Resources and tools

Under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards), Australian students with disability must be able to access and participate in education on the same b...

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...

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...

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

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

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

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 prov...

As part of the NCCD process, schools should evaluate the application of the NCCD model and consider how school practices and processes could be improved to facilitate next year’s NCCD....

Extend or build the school’s understanding of the NCCD and its relationship to personalised learning and support through professional learning and available resources....