You have applied the following 6 filters :
Russell, Supplementary, Cognitive
Russell is a Year 10 student who was diagnosed with dyslexia....
Tyra, Supplementary, Social/emotional
Tyra is a Year 6 student who was diagnosed with generalised anxiety disorder....
William, Extensive, Cognitive
William is a 16-year-old boy with a diagnosis of severe intellectual disability and autism spectrum disorder....
Jane, Extensive, Physical
Jane is a 6-year-old girl with a diagnosis of cerebral palsy and severe intellectual disability....
Tristan, Extensive, Cognitive
Tristan is a 16-year-old boy with a diagnosis of intellectual disability with autism....
- Phases Validation - click to view more resources and tools with this phase
- 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
- Year level Secondary - click to view more resources and tools with this year level
Zac, Extensive, Physical
Zac is a 6-year-old boy with cerebral palsy....
Rosie, Extensive, Sensory
Rosie is a Year 10 student who is profoundly deaf....
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...
- Phases Planning - click to view more resources and tools with this phase Implementation - click to view more resources and tools with this phase Validation - click to view more resources and tools with this phase Reflection - click to view more resources and tools with this phase
- 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
Annual school process reflection
This checklist is for optional use when reflecting on the NCCD. It could be distributed as a staff survey or completed collaboratively in a face-to-face workshop....
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...
- Phases Planning - click to view more resources and tools with this phase Implementation - click to view more resources and tools with this phase Validation - click to view more resources and tools with this phase
- 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