Now, when thinking about imputing a disability, it's helpful to understand that why we would want to, or why we would need to impute a disability. In some cases, a diagnosis might not be available. For example, if the student hasn't seen a medical professional or a diagnosis is pending, or when a parent might deny that their child has a disability or a parent doesn't want their child to be labelled as having a disability. In those cases, imputing a disability ensures that these students don't miss out on the educational adjustments that they need. Understanding a disability helps teachers to understand the students' needs so they can better tailor support for them. And the NCCD process is really useful here. Activities like determining the factors that impact on learning, maintaining evidence and consulting with relevant people. These things can really help when imputing a disability. And imputing a disability isn't just a matter of, "well, I think this student has a disability". School staff have to have reasonable grounds to make the decision and the evidence to back it up. And as with all students with disability, the needs of the students with an imputed disability should be reviewed on an ongoing basis. And new decisions made on whether the adjustment is appropriate or perhaps in some cases, if the condition requires adjustments at all. So, it can be difficult to decide which category to put an imputed disability into if there's no diagnosis and what's more, a student may have a disability or disabilities that could be in more than one category. The key is to answer the question: what's the main driver of the adjustments being provided to the student? And there's two things to keep in mind. The disability has to be ongoing and long-term, and that would exclude, for example, a broken hand, and the disability must have a functional impact on the schooling and adjustments are being provided. So wearing glasses, for example, addresses a functional impact on learning but the school doesn't have to make an adjustment. So, the student is not included in the NCCD. It's also important to understand what is a disability and what isn't. Things like social disadvantage, disrupted home life, poor school attendance- these things all may impact on a student's learning, but they're not in themselves disabilities. They may, or they may not, lead to a disability. For example, a disrupted home life might lead to depression or anxiety which would be classified as a disability. And there's some great case studies on the NCCD portal that can help. And they're short, they're easy to read, and they step out the pathway to making a good decision. So, I encourage you to get on the portal and check them out. Imputing a disability doesn't mean a defacto diagnosis. All that school teams have to do is to decide that a disability exists and the broad category of that disability. School teams aren't qualified to diagnose. This should be left to medical or allied health professionals. You have to consult with a student or their associate when providing adjustments for a student. And that includes a student, of course, with imputed disability. Remember that broad definition of an associate I mentioned before? And this is where the difference between associate and parents, guardians carers comes into play. It's not mandatory to consult with parents, guardians or carers when providing adjustments. And in most cases though, consulting with the family would be entirely appropriate and would be best practice. Involving the family helps school teams to fully understand student needs and therefore to provide the most appropriate adjustments for them. While the NCCD doesn't mandate consulting with families, some school authorities may do so. So, you should check with your principal or the key contacts listed on the NCCD portal just to confirm the local policies.