Step 3: what is the broad category of disability? ESSENTIAL
As well as identifying the level of reasonable adjustment being provided for each student identified for inclusion in the national data collection, schools are asked to identify the broad category of disability for each student from one of four categories:
Guidance on determining the broad category of disability is provided below and in the Strategies to support decision making resource.
If a student has multiple disabilities, you should select whichever disability category has the greatest impact, based on your professional judgement, on the student’s education and is the main driver of adjustments to support their access and participation.
Definitions of disability
The table outlines the Disability Discrimination Act 1992 definition of disability, the Australian Human Rights Commission interpretation and the broad disability categories that are used in the national data collection.
Some of the DDA descriptors appear more than once, as a disability may manifest itself in different forms.
|Definitions from the Disability Discrimination Act 1992 and the Disability Standards for Education 2005||Australian Human Rights Commission interpretation of the DDA definition||Broad disability categories used in the national data collection on students with disability|
|b) total or partial loss of a part of the body||
the presence in the body of disease-causing organisms
|e) the malfunction, malformation or disfigurement of a part of the person's body|
|c) the presence in the body of organisms causing disease or illness|
|d) the presence in the body of organisms capable of causing disease or illness|