Resources and tools

The information collected as part of the NCCD will not explicitly identify individual students. In any event, at all stages of the NCCD data collection and reporting, the privacy of both students and their families is...

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...

The Disability Discrimination Act 1992 (DDA) defines disability broadly as:

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 ...

The NCCD model relies on the professional judgement of teachers and administrators to determine which students to include in the NCCD....

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...

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

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....