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This document provides guidance about strategies that will support principals and teachers in planning and implementation of the NCCD and in making effective and consistent decisions....

Determine which students are receiving adjustments to access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for...

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...

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 supported through active monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are prov...

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

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

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...

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...

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