Steps for the data collection OPTIONAL
An important component of the data collection model is that teachers use their professional, informed judgement to identify:
- which students are being provided with a reasonable adjustment to access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Step 1)
- the level of adjustment being provided for each student with disability, in both classroom and whole of school contexts (Step 2)
- the broad category of disability the student best falls within (Step 3).
Decision making for the data collection relies on evidences of personalised adjustments and reflects the wide range of practices in schools for meeting the educational needs of students with disability.
Having established which students are eligible to be counted in the national data collection, the model then requires school teams to record and submit the data (Step 4).
Principals are responsible for confirming that there is evidence at their school to support the inclusion of a student in the data collection.