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In this video, educational psychologist Dr Emma Steer explains the differences between learning differences, learning difficulties and learning disabilities. ...
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For a student to be included in the NCCD, the school must have documented (physical or digital) evidence of adjustments provided to meet ongoing, long-term specific needs associated with disability that have a functio...
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In this episode, we focus on how schools can impute a disability. This is when a student is considered to have an undiagnosed disability that has a functional impact on their learning. Schools use evidence and data th...
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Refer to evidence to support decisions
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...
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Ojani, Noella and Stamati share about the importance of student voice and the home–school partnership....
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Step 2: What is the level of adjustment?
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...
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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...
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In the course of the NCCD, schools collect data about students with disability who are receiving adjustments. It is highly recommended that schools, sectors and/or jurisdictions develop protocols and processes for:...
What evidence is the NCCD based upon?
Schools are encouraged to consider and discuss the types of evidence available to support their judgements about the inclusion of students in the NCCD. Discussion and reflection on evidence of adjustments to...
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