ESA - Imputing Disability
[Text reads: Imputing disability for the NCCD] [NCCD logo of spinning wheel appears and Text reads: NCCD Nationally Consistent Collection of Data on School Students with Disability] 

[NARRATOR] The Nationally Consistent Collection of Data on School Students with Disability (the NCCD) is an annual collection of information about Australian school students with disability, which is provided to the Australian Government. 

[Trees and uneven ground appear. Students are standing at different points across uneven ground near the trees] 

[NARRATOR]  Schools implement reasonable adjustments that enable students with disability to access and participate in learning on the same basis as their peers.

[The ground is flattened, and all the students are standing together in front of the school building. Question marks appear above select students’ heads.] 

[NARRATOR]  Some students will not be formally diagnosed with disability and the school team may ‘impute’ that a disability exists based on reasonable grounds, supported by evidence collected over time.

[Four members of the school team are sitting at a table. The feature student appears on the board.]

[NARRATOR] An ‘imputed disability’ is an undiagnosed disability that someone considers another person has. It’s important to note that imputing a disability is not the same as diagnosing a disability, as formal diagnosis can only be made by medical or allied health professionals.

[A doctor is diagnosing a student. A check mark appears on the screen.]

[NARRATOR] All students with disability either diagnosed or imputed are counted in the NCCD if they receive adjustments for a minimum of 10 weeks over the 12 months prior to Census Day.

[Circle icons with the student images appear, turning into abacus beads that fall into place.] [Text reads: Physical, Cognitive, Sensory, and Social/Emotional. A calendar appears from the month of August and each month page flies away to the back one by one until month of July.]

[NARRATOR] When imputing disability for the NCCD, the following questions must be considered. Does the student have an imputed disability that has a functional impact on their learning?

[Four school team members are conducting a moderation meeting. The student’s image and the document with title Disability of Discrimination Act 1992 appears on the board. ]

[NARRATOR] There are two elements to consider: Firstly, based on reasonable grounds, does the school team believe that the student has a disability as defined by the Disability Discrimination Act 1992? If the answer is yes, does that disability have a functional impact on the student’s learning? Both are required for the NCCD.

[NARRATOR] Which broad category of disability has the greatest functional impact on the student's learning?

[Abacus beads fall into the place.]  [Text reads: Physical, Cognitive, Sensory, Social/Emotional]

[NARRATOR] The NCCD does not require the school to impute a specific disability, but collects information about the broad category of disability, for example, whether it be physical, cognitive, sensory or social/emotional. So, the imputed disability must align with one or more of these categories.

[Student with her parents walking together.]

[NARRATOR] Have the parents, guardians, carers, or associates been informed of the student's inclusion in the NCCD?

[Meeting with the school team, student and her parents.]

[NARRATOR] Consulting with the student and their support network about the student's functional needs and inclusion in the NCCD can add valuable knowledge that supports better decision-making and outcomes for the student.

However, as the NCCD is authorised by law, consent is not required to include a student.

[Five members of the school team appear in a moderation meeting.]

[NARRATOR] All consultation outcomes, including records of refused invitations should be documented. Does the student receive reasonable adjustments due to disability? Many students receive adjustments to enable them to access and participate in the curriculum. However, students who receive adjustments for reasons other than Disability are not counted in the NCCD. Factors such as English as an additional language or dialect, social disadvantage, family disruption, ineffective instruction or absenteeism are not sufficient reasons to impute disability.

[NARRATOR] Does the school have evidence that the adjustments support the imputed disability? Like students who have a formal diagnosis, the decision to impute disability must be supported by documented evidence in four key areas. Assessed needs, Consultation, Adjustments provided, and Ongoing monitoring and review.

[A calendar appears from the month of August and each month page flies away to the back one by one until month of July.]

[NARRATOR] The NCCD requires evidence that the student has received adjustments to support the imputed disability for a minimum of 10 weeks over the 12 months prior to Census Day. Without a formal diagnosis, evidence may include school-based data rather than medical diagnostic evidence. Some examples of school-based evidence might include school-based assessments, progress data, classroom observations, personalised plans, risk assessments, and case conference notes. If the school does not have sufficient evidence to support imputing disability, the student is not included in the NCCD. A good test of the decision is for the school to ask, if we were challenged to explain our decision would we feel we had reasonable grounds and evidence to support our judgement? 

[A laptop showing the NCCD Portal appears with text reading at top: www.nccd.edu.au]

[NARRATOR] More detailed advice is available on the NCCD Portal at www.nccd.edu.au, then search 'imputing disability'

[NCCD logo of spinning wheel appears and Text reads: NCCD Nationally Consistent Collection of Data on School Students with Disability] 

[Text reads: Supported by the Australian Government Department of Education and Training. 2022 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated.] 

[Logo of Australian Government and Education Services Australia appear.] [Black screen appears, and animation is finished.]