[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text: "Nationally Consistent Collection of Data on School Students with Disability." A white map of Australia contains the title 'Working with parents'. A marker appears on the south-east coast of Queensland. Students sit outside a building, near a sign reading "Miami SHS". The sun shines on long school buildings and play areas. A brunette woman is interviewed in an office. Text: "Julieta Thomas, Head of Special Education Services, Miami State High School, Qld."] JULIETA THOMAS: Well, to introduce the Nationally Consistent Collection of Data to our school community, we advertised that in our school newsletter to allow parents to be aware of the data collection process. But it goes beyond that. What we do is we regularly meet with parents because it's about the adjustments of their child and the types of work that we're doing at school to ensure that they have reasonable adjustments within the classroom, so despite their disability, they're able to participate and access the curriculum and the school environment. [A bearded teacher, a teacher's aide and a blond student communicate using sign language. As the teacher checks other students, the teacher's aide and student keep using sign language.] JULIETA THOMAS: To prepare for the NCCD, we often speak with families and parents to get them used to the language that we might use during meetings and discussions. So, in terms of the type of adjustments made and the complexities of the adjustments made, sometimes parents view this as just support in a classroom by a teacher aide. But what we really want to do is educate the school community about the depth of the types of adjustments that we have in place here. [A dark-haired teacher works with three students. A student labels a diagram.] JULIETA THOMAS: With parents, we try to normalise the process. We understand that they come to us with a lot of fears and a lot of doubt, so for us, it's really important that we speak to them and highlight the fact that this is an opportunity for their child to access better adjustments and feel more included and involved in the school community. [The word 'Inspire' is painted in large letters on a school building. In a classroom, a teacher works with smiling students.] JULIETA THOMAS: We often invite parents into the school, let them have a look at what adjustments in the classroom looks like and discuss the benefits for their child when reasonable adjustments are implemented. Well, parents play such a vital role in the education setting. We don't limit our communication with parents just for a period of time or during the NCCD data collection. Our communication is throughout the year and namely about what kind of adjustments are occurring in the classroom and for their child. And working with parents to have their input in the types of adjustments. Sometimes we have parents that come to us with brilliant information and suggestions about the types of adjustments that we have and we work with parents to get them on-board with the types of adjustments that we do in the classroom and allow them to see that it's about their student accessing the curriculum and being involved in the classroom environment. [In a classroom, as the bearded teacher speaks, the teacher's aide uses sign language. The blond student replies in sign language.] JULIETA THOMAS: We welcome them to have an input in terms of the adjustments that we make at school, and often they have a breadth of knowledge in terms of specialist reports, namely speech and language reports, paediatrician reports, that kind of thing that informs a lot of the adjustments that we make. We meet with them formally and also informally as we have an open door policy where we allow parents to pop in and see how their students are going in the classrooms. We also have a parent showcase. So we invite parents to see the work that they've done and the work that they have been able to do based on the adjustments that we've put in place for them. It's not about providing labels and it's not about students feeling that they're different. Every student learns differently, and it's important that parents are aware that these adjustments will ensure that their students have a sense of belonging within the classroom. [The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." Text: "Supported by the Australian Government Department of Education and Training. © 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government Department of Education and Training.]