Steps for data collection

Step 1, Is there an adjustment?

IS THERE AN ADJUSTMENT?

Step 2, What is the category of adjustment?

WHAT IS THE LEVEL OF ADJUSTMENT?

Step 3, What is the category of the disability?

WHAT IS THE CATEGORY OF DISABILITY?

Step 4, How do you record and submit the data?

HOW DO YOU RECORD AND SUBMIT THE DATA?

Do you have evidence to support the student's inclusion in the data collection?

READ MORE

Resources

These resources are important reading for people involved in the collection of data. Select the ‘Essential’, ‘Recommended’ and ‘Optional’ tabs to see essential, recommended and optional resources.

.
  • School team engages with the student, their family/carer to identify the student’s aspirations, goals, strengths and needs.
  • School team seeks expert advice where relevant.
  • Ongoing consultation as student’s needs change.
  • School team identifies areas in which the student requires further support.
  • School team identifies options, interventions and other adjustments to address the identified learning or other needs, building on the student’s strengths.
  • School team implements adjustments to help the student participate on the same basis as other students.
  • School team embeds differentiated classroom practice within teaching programmes.
  • School team regularly reviews adjustments being provided to ensure they are still relevant and required for the student and whether further support needs to be incorporated.

New features in this release of the website include:

  • a design refresh, incorporating a more interactive ‘look and feel’ – to provide a more engaging experience for teachers and support staff and easier navigation around the site
  • a new title and descriptor for the lowest level of adjustment, formerly 'No adjustment at this time' but now 'Support provided within quality differentiated teaching practice'
  • additional resources, including case studies on the social/emotional category of disability, exemplar videos looking at the provision of learning and support for students with disability at the classroom level, and a checklist of key activities and timeframes for 2016
  • a Reflection Tool – developed for school teams to reflect on their practices and processes for supporting students with disability and how improvement in these practices will facilitate the completion of the national data collection
  • a search functionality.

Key activities and timeframes

Supporting students with disability

The national data collection captures the work of schools in the provision of personalised learning and support for students with disability. There are four key elements that teachers and school staff address in delivering personalised learning and support over the course of the school year.

Completion of the NCCD

TERM 1 TERM 4
Completion of the NCCD TERM 1 TERM 4 Preparation ( T erm 1) Application of the NCCD Model ( T erm 2) Monitoring and checking data ( T erm 3) Process review and reflection ( T erm 4)

Preparation (Term 1)

To find out more about the Key activities and timeframes, click on the button below.

FIND OUT MORE

TRANSCRIPT QUICK GUIDE