Wider support materials

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...

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

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...

Every student has their own aspirations, learning needs, strengths and interests and it is the responsibility of schools to respond to every student, and their unique characteristics, with high expectations for achiev...

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...

Determine the broad category of disability for each student from one of four categories:...

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...

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:...

The school principal verifies and confirms the accuracy of the school’s NCCD data before it is submitted. They confirm that there is evidence at the school to support the inclusion of a student in the NCCD....

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...