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.
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.
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.
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 clearl