Completion of the NCCD in the context of ongoing support for students with disability

Supporting Students with Disability

Evidence of schools’ practices and processes for supporting students with disability fall into four key areas outlined below, reflecting the elements of personalised learning and support.

Effective engagement of teachers and school staff with these four key elements of personalised learning and support helps to ensure schools are focusing on the core practices that can deliver the best possible learning outcomes for their students and are consistent with obligations under the Disability Standards for Education (2005). It is important to note that these four elements are not necessarily sequential. Activities may occur across the elements concurrently or at different points in time, reflecting individual needs and contexts.

Practices supporting the four elements of personalised learning and support are ongoing and embedded, throughout the school year, with feedback informing continuous improvements to program delivery. Improvements in these key areas also facilitate the completion of the NCCD and assist schools to incorporate the data collection process into their teaching and learning schedules from early in the year.

Record management forms part of each school’s accountability. Evidence of teacher and school team activities associated with each of the four key elements of personalised learning and support is recorded and maintained in accordance with school, sector and/or jurisdiction policy and practice requirements for records keeping. Sound supervisory practices and consistency throughout the year, in relation to the four key elements, will ensure that evidence is readily accessible to be drawn on to complete the data collection process and the principal’s verification of their school’s data for the NCCD.

The school team provides structures and coordinates a whole school approach that supports students and assists teachers to implement quality learning and support. It is essential that teachers understand obligations in each of the four key areas of personalised learning and support.

For ease of reading, “teacher” is used below to refer to the work of individual teachers as well as the school team that supports them, as relevant.

  1. Consultation and collaboration with the student and/or their parent or carer
    • Teacher engages with the student and their family/carer to identify the student’s aspirations, goals, strengths and needs. Records of these consultations, including agreed actions and expected outcomes, are maintained.
    • Teacher seeks expert advice, where applicable, on the student’s needs including medical, personal, physical, communication, sensory and learning needs. The school team ensures advice is made available to all relevant staff, making sure that any personal information, its storage and distribution, complies with privacy requirements.
    • Ongoing consultation as student’s needs change.
  2. Assessing and identifying the needs of the student
    • Teacher draws on available evidence, including consultation with parents/carers to identify areas in which the student requires adjustments or further support (these can relate to access, participation, behaviour support, medical needs or learning supports). Records of the analysis of this data provide a benchmark for ongoing assessment.
    • Teacher identifies options, interventions and other adjustments to address the identified learning or other needs, building on the student’s strengths.
    • Teacher may seek expert advice when assessing and designing adjustments – e.g., from inclusive schooling consultants or other relevant support personnel, such as the student’s therapist.
  3. Providing reasonable adjustments to the student to address their identified needs
    • Teacher implements adjustments to help the student participate on the same basis as other students. Adjustments implemented have clearly defined outcomes.
    • Teacher embeds adjustments and differentiated classroom practice within teaching and learning programs and whole school activities occurring outside the classroom.
  4. Monitoring and reviewing the impact of the adjustments provided
    • The teacher regularly reviews the effectiveness of adjustments and differentiated classroom practice, including adjustments being provided outside the classroom, to ensure they are still relevant and required for the student and to determine whether further support measures need to be incorporated. Review of adjustments should incorporate consultation with the students, their parent/carer.

Completion of the NCCD

The timeframe below provides guidance on how schools can best prepare for completion of the NCCD. The timeframe acknowledges the relationship between learning and support practices and implementation of the NCCD model. Implementing quality learning and support practices places schools in a strong position to complete the NCCD.


Preparation (may continue into Term 2)
  • Identify the staff in the school responsible for implementation of the NCCD (school team).
  • School team maintains or builds an understanding of the NCCD and its relationship to personalised learning and support through professional learning and available resources.
  • School team ensures that agreed learning and support practices and processes, including evidence of personalised learning and support and its maintenance, are understood by all staff and implemented with consistency across the school. Each school’s evidence will be contextual and reflect the school’s policies and learning and support processes and practices.
  • School team consolidates understanding of the Disability Discrimination Act 1992 (DDA) and requirements under the Disability Standards for Education 2005 (the Standards), including by completing professional learning on the DDA and the Standards that is available to the school. Provision is made for new and beginning teachers who may have missed introductory training.
  • School team commences discussions and establishes processes for the data collection.
  • School team begins communicating with parents, carers and students (where applicable) about the national data collection using the most appropriate and effective communication methods.
  • School team starts identifying evidence of reasonable adjustments being provided to meet the learning and support needs of individual students with disability.
  • School team reviews the national support materials (frequently asked questions, case studies, fact sheets). Updated support materials will be available in Term 1 on the Australian Government Department of Education and Training’s website at http://education.gov.au/nationally-consistent-collection-data-school-students-disability.
  • School team seeks assistance from its state or territory authority or sector representatives as needed. Contact details are available here Contact Us.
Application of the NCCD model (may continue into Term 3)
  • School team refers to available evidence to support the application of the NCCD model around which students will be included and determining the level of adjustment and category of disability. School teams can refer to the NCCD model here The Data Collection Model Diagram.
  • School team engages with the data collection tool provided by their education authority or sector.
  • Prior to the NCCD submission date, the school team identifies and confirms NCCD information for students with disability.
  • School team leads professional discussions to confirm that decision making has been applied consistently e.g. meetings with teachers at the school/with other schools. Discussions and moderation meetings should reference the latest national professional learning material as the primary source.
Monitoring and checking data
  • School team confirms appropriate notification requirements (to parents/carers) are met before submission of data, where applicable. (Information/advice about the notification requirements that may apply to your school in relation to this data collection is available through your education authority/sector and school principal.)
  • School team enters data into relevant system/tool.
  • School principal verifies and confirms NCCD data, backed by evidence held in the school, prior to submission.
  • NCCD information is submitted as per education authority requirements.
4 Aug 2017
Census date for the 2017 national data collection, that is, the date upon which schools identify the student population for the purposes of the data collection in 2017. The NCCD census date will fall on the first Friday of August each year.
22 Sept 2017 / 13 Oct 2017
Dates by which approved authorities for non-government schools (22 Sept) and government schools (13 Oct) must provide the information required for the national data collection for 2017 to the collection agency (in 2017, this is the Australian Government Department of Education and Training).
Process review and reflection
  • School team evaluates the application of the NCCD model and how school practices and processes could be improved to facilitate next year’s NCCD. School teams can refer to the Reflection Tool here Reflection tool.
  • Key questions for reflection:
    1. What can the school team do to build understanding and knowledge of the DDA, DSE and NCCD within the school? Does the school team need to access additional professional learning or support materials to further develop its (or the school’s) understanding?
    2. What ‘good practices’ has the school team seen from other staff or other schools that the school could adopt in the future?
    3. Are there documents or records that the school team would encourage other school staff to maintain in future that would help their understanding of support provided for students and assist in collating information for the NCCD?
    4. How can the NCCD promote effective teaching and learning practices and ensure that all students that require additional support are provided with reasonable adjustments?
    5. How can the school team build on the evidence collected this year to make next year’s collection easier?