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Notify students, parents, guardians and carers of the NCCD. This notification ensures that those participating in the NCCD are made fully aware of the data collection, its purpose, legislative basis and to whom NCCD d...
Raqiya, Substantial, Sensory
Raqiya is a student in Year 6 who has been diagnosed with a mild hearing impairment....
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Anna, Extensive, Cognitive
Anna is a student in Year 2 with a diagnosis of an intellectual disability and attention deficit hyperactivity disorder....
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The school team meet to discuss the judgements they have reached in regard to a student with an imputed disability under the Disability Discrimination Act 1992. The team has collected a range of evidence to suppo...
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As part of a whole school moderation process, members of the school team at Bayswater Primary School meet to discuss the level of adjustment and the category of disability a particular student falls into. This meeting...
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Review the national support materials
The school team reviews the national support materials, including:...
Catherine, QDTP, Physical
Catherine is a Year 4 student who has been diagnosed with anaphylaxis in relation to all nut and dairy products....
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James, Extensive, Cognitive
This video shows James, a Year 4 student who would be placed in the Extensive category for the NCCD. ...
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- Roles Principals and the school team - click to view more resources and tools with this role Teachers - click to view more resources and tools with this role Related professional support - click to view more resources and tools with this role
- Year level Primary - click to view more resources and tools with this year level
Tristan, Extensive, Cognitive
Tristan is a 16-year-old boy with a diagnosis of intellectual disability with autism....
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- Year level Secondary - click to view more resources and tools with this year level
Extensive adjustments
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...
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