THE GUIDE WA - Dianella Heights Primary...

THE GUIDE WA Nationally Consistent Collection of Data on School Students with Disability

NCCD001 The Guide WA – Nationally Consistent Collection of Data on School Students with Disability © 2016 Department of Education WA

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Title: The Guide WA – Nationally Consistent Collection of Data on School Students with Disability ISBN: 978-0-7307-4572-3 SCIS No: 1742969 © 2015 by the Department of Education

This work is made available under the terms of the Creative Commons Attribution Non-Commercial No-Derivatives 3.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ If you wish to reproduce this work in whole or part other than for non-commercial purposes and without changes please contact the Department of Education. This material is available on request in appropriate alternative formats. Department of Education, 151 Royal Street, East Perth, Western Australia 6004 W: education.wa.edu.au Further information: Department of Education You can telephone the Department’s NCCD team on 0477 741 598 or email DisabilityServicesAndSupport.ProfessionalLearning@education.wa.edu.au

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mailto:DisabilityServicesAndSupport.ProfessionalLearning@education.wa.edu.au

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Foreword

The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is in its third year of implementation across Australia. The goals and outcomes of the NCCD directly support the key elements of the Department’s focus on the four priority areas of the new Strategic plan, High Performance – High Care: Strategic Plan for WA Public Schools 2016-2019 including, success for all students, high quality teaching and effective leadership.

For the first time, this data collection process will provide accurate and complete information about the distribution of school students with disability throughout Australia for the first time while assisting schools to further develop their understanding of the Disability Discrimination Act 1992 and implement their obligations under the Disability Standards for Education 2005 (the Standards). This is the legislation that underpins this significant work.

The annual data collection asks teachers to make informed judgements by working with other teachers to decide which students meet the broad definition of disability under the Disability Discrimination Act 1992 (the Act) and then use their knowledge of the students to provide information about the reasonable adjustments being made for them. In this way school leaders and teachers are working together collaboratively to develop quality teaching practices.

School teams are provided with resources and information to help them correctly identify and accurately describe the levels of adjustments they make for students to allow them to access education on the same basis as students without disability. Resources that target increasing teacher effectiveness and improving student learning are an integral component of this initiative.

Information is also available for parents and carers about the role and processes schools are using in the data collection that support the active involvement of parents/carers and the community.

Lindsay Hale Executive Director Statewide Services


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This Guide This guide has been developed to support school leaders and their teams to meet the requirements of the NCCD in schools. It includes information on preparing, planning and implementing the data collection, with specific sections to equip school staff to complete each of the five steps required by the NCCD. The guide draws on the insight of many schools that have taken part in the phased national implementation of the NCCD, provides case studies as examples and includes links to useful resources to help schools meet their obligations in providing quality data. Digital versions of the templates and resources are available on: • The Department of Education website: http://education.wa.edu.au/supportforschools and • Connect Community – Disability Services and Support – Statewide Services. • The National NCCD website: www.schooldisabilitydatapl.edu.au

Acronyms The Department: Department of Education, Western Australia DDA: Disability Discrimination Act 1992 (the Act) DSE: Disability Standards for Education 2005 (the Standards) NCCD: Nationally Consistent Collection of Data on School Students with Disability BMP: Behaviour Management Plan RMP: Risk Management Plan IEP: Individual Education Plan LSC: Learning Support Coordinator NDS: National Disability Strategy PECS: Picture Exchange Communication SSEND: School of Special Educational Needs: Disability SIS: Student Information System

http://education.wa.edu.au/supportforschools

http://www.schooldisabilitydatapl.edu.au/


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Contents: Section One: An Overview ...................................................................................... 6

What is the Nationally Consistent Collection of Data on School Students with Disability (NCCD) and why do we need it? ....................................................................................... 6 How has the information to be collected been determined? .............................................. 6 When do we collect the data? ........................................................................................... 6 Changes to the collection model from 2015 ....................................................................... 7

Section Two: Clarifying the elements ..................................................................... 8 The Disability Discrimination Act and definitions of disability ............................................. 8 Determining imputed disability ........................................................................................... 9 Why are we using this definition? ...................................................................................... 8 The Disability Standards for Education 2005 ................................................................... 10 Disability Standards for Education: an e-Learning resource from the University of Canberra ......................................................................................................................... 10 What constitutes an adjustment? .................................................................................... 11 Meeting your legal obligations ......................................................................................... 13

Section Three: Making it happen in your school ................................................. 17 How to adopt an effective approach to the NCCD ........................................................... 17 Timeline for Schools ........................................................................................................ 19 A School step by step guide to the data collection ........................................................... 20

Appendix: ................................................................................................................ 24 APPENDIX I: NCCD Model Diagram .............................................................................. 25 APPENDIX II: Categories of Disability ............................................................................ 26 Diagnosed disabilities in school aged students ............................................................... 27 APPENDIX III: Level of Adjustment Descriptors ............................................................. 29 APPENDIX IV: Level of Adjustment Checklist Attributed to Tranby College .................... 30 APPENDIX V: Checklist – Support Provided within Quality Differentiated Teaching Practice .......................................................................................................................... 33 APPENDIX VI: Checklist – Supplementary adjustments ................................................. 35 APPENDIX VII: Checklist – Substantial adjustments ...................................................... 37 APPENDIX VIII: Checklist – Extensive adjustments ....................................................... 39 APPENDIX IX: Case Study and Matrix ........................................................................... 41 APPENDIX X: Communication to School Community – Sample One ............................. 61 APPENDIX XI: Communication to School Community – Sample Two ............................ 62 APPENDIX XII: NCCD Data Recording Sheet 1 ............................................................. 63 APPENDIX XIII: NCCD Data Recording Sheet 2 ............................................................ 64 APPENDIX XIV: Guide to Entering NCCD data into SIS ................................................. 65 APPENDIX XV: Frequently asked questions for schools ................................................ 69 APPENDIX XVI: Frequently asked questions for parents/carers ..................................... 71


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Section 1: An Overview

What is the NCCD and why do we need it? The NCCD is a count of the number of students with disability receiving educational adjustments to support their participation in education on the same basis as students without disability.

An accurate national data set that includes all students with disability has not previously been available.

Comprehensive, consistent and national data is necessary to enable governments to target support and resources in schools to help students with disabilities reach their potential and focus on the best possible teaching strategies.

To achieve this, the Australian Government and all state and territory governments have agreed to collect data annually about students with disability in a nationally consistent way.

The implementation has been phased in nationally in selected schools from 2013. From 2015, every school across Australia is required to take part on an annual basis.

How has the information to be collected been determined? The Disability Discrimination Act 1992 (the Act) and the Disability Standards for Education 2005 (the Standards) underpin the methodology of the collection.

These two pieces of Commonwealth legislation include the definition of disability and set out the legal obligations of all education providers and the rights of students with disability in relation to education. Further detail on how this legislation applies can be found in Section 2: Clarifying the elements.

When do we collect the data? The collection takes place over a term because schools must show that adjustments or supports have been provided for a minimum period of one school term, or at least 10 weeks, in the 12 months preceding the collection.

The date for submission of data will take place in the second semester census each year.


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Changes to the collection model from 2016 1. Communication to parents In previous years individual letters were sent to inform parents/carers of those students identified for inclusion in the data collection and their right to opt-out of participation. Schools were given template letters which needed to be provided to the parents/carers of those students identified for inclusion in the NCCD.

From 2015, Principals need to ensure that reasonable steps have been taken to provide information to all families within the school community. It is no longer required that individual letters be sent to the families of identified students as consent is no longer required from parents to collect NCCD data.

Principals can decide on a minimum of two forms of communication to families that are the most appropriate formats for providing this information to their school community. Formats might include one or more of the following:

a. school website b. school newsletter c. information sheets d. telephone or face to face conversations e. email or SMS f. personalised written correspondence.

2. Entering Students Data a. When entering the UDI field Disability Participant insert yes for every student. b. When entering the UDI field Date of Latest Disability Ratings please enter the date in

which you are entering the data.


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Section 2: Clarifying the elements

The Disability Discrimination Act (1992) definition of disability The definition of disability in the Act is necessarily broad because it is designed to provide protection against discrimination for a wide range of people.

In addition to providing cover to an individual with disability, the Act also covers other people, including associates of a person with a disability, people who do not have a disability but who may face disability discrimination in the future, people who are not in fact impaired in functioning but treated as impaired, and people with conditions such as mild allergies or physical sensitivities.

For the purposes of the NCCD, schools should be aware that the definition of disability being used includes a wide range of health and learning conditions.

Students with disability as defined under the Act are in mainstream or regular schools as well as special schools and specialist support classes.

The definition includes students who: 1. have been formally diagnosed with a disability; 2. may not have a formal disability diagnosis but have impairment that requires an

adjustment, that is, an imputed disability; 3. live with intellectual, physical, sensory and social/emotional disability or difficulties in

learning.

The Disability Discrimination Act 1992 offers a broad definition of what constitutes a disability: A disorder or malfunction that results in a person learning differently from a person without the disorder or malfunction. The Act defines disability as: a. total or partial loss of the person’s bodily or mental functions or b. total or partial loss of a part of the body or c. the presence in the body of organisms causing disease or illness or d. the presence in the body of organisms capable of causing disease or illness or e. the malfunction, malformation or disfigurement of a part of the person’s body or f. a disorder or malfunction that results in the person learning differently from a person

without the disorder or malfunction or g. a disorder, illness or disease that affects a person’s thought processes, perception of

reality, emotions or judgement or that results in disturbed behaviour. The Act includes a disability that: h. presently exists or i. previously existed but no longer exists or j. may exist in the future (including because of a genetic predisposition to that disability) or k. is imputed to a person – see description provided on page 9.


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The definition of disability can be found in Section 4 of the Act. Go to: http://www.comlaw.gov.au/Series/C2004A04426

Determining imputed disability • An ‘imputed’ disability is something that someone believes another person has and they

have documentation to support this.

• To impute a disability the school team must have reasonable grounds to make such a judgement. At a minimum the student’s parent/carer must have been consulted about concerns the school has and involved in identifying reasonable adjustments to address the identified concerns.

• An Individual Education Plan (IEP) or Behaviour Management Plan (BMP) does not equate to a child having a disability, but may be an indicator of an imputed disability when it documents the teaching and learning adjustments that have been made so that the child can access the curriculum.

• Social disadvantage and/or disrupted parenting can be addressed through evidence based quality teaching and in and of itself does not constitute a disability under the Act.

• The following situations may have educational impacts which require the provision of adjustments for students but are not a disability under the Act: abuse/neglect, domestic violence, out of home care, being a carer for a parent, English as an additional language or dialect, absenteeism, transience and/or poverty.

• If there is a more reasonable explanation for students’ failure to reach their potential this is not included in the ‘imputed disability’ category.

• A good test of your own confidence in the judgement is to ask “If we were challenged to explain our decision would we feel we had reasonable grounds and documentation to support our judgement?”

The definition contained in the Act was chosen because it covers a broad group of people and incorporates the multiple definitions of disability that are used by various groups across the country.

Because of this, it provides the national consistency required of this collection.

However, it is not the intention of this collection to count every student who is protected from discrimination under the Act, or every student who has a health or other condition where there is no impact on the student’s ability to participate in schooling on the same basis as his/her peers.

For example, a student who wears glasses to correct mild vision impairment and needs no further educational assessment, monitoring or support in relation to their eyesight, is not included in the data collection.


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The Disability Standards for Education 2005 The Disability Standards for Education 2005 (the Standards) came into effect on 18 August 2005. The Standards seek to ensure that students with disability can access and participate in education on the same basis as other students.

This means that a student with disability must have opportunities and choices that are comparable with those offered to students without disability. This applies to:

• admission or enrolment in an institution; • participation in courses or programs; and • use of facilities and services.

The Standards clarify the obligations of education and training providers, and the rights of people with disability under the Disability Discrimination Act 1992 (the Act). The Standards are subordinate legislation made under the Act.

Under the Standards, education providers must ensure they meet their obligations in relation to:

• consultation, • making reasonable adjustments and • eliminating harassment and victimisation.

Disability Standards for Education: an e-Learning resource from the University of Canberra

The Department has partnered with the University of Canberra to provide schools with an e-Learning resource to enhance Disability awareness within and across school communities.

Staff can access eight online modules containing:

• conceptual material to present relevant core concepts; • scenario-based learning using guided experiential instructional approach to introduce

concepts, procedures, and processes;

• online assessment exercises; and • further readings and resources.

The resource is designed so learning is self-paced and delivered at several levels to meet the needs of individual participants, schools and systems. Upon successful completion of the modules participants will receive a completion certificate.

Professional learning hours are counted towards your requirement for registration with the Western Australian Teacher Registration Board. It is highly recommended that relevant staff complete the Standards e-Learning resource that is available online at the link below.

http://dse.theeducationinstitute.edu.au/login/index.php. For the Registration key, please telephone the NCCD team helpline on 0477 741 598 or email DisabilityServicesAndSupport.ProfessionalLearning@education.wa.edu.au

http://dse.theeducationinstitute.edu.au/login/index.php



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What constitutes an adjustment?

The Standards clarify the obligations of schools under the Act to provide reasonable adjustments for students with disability where required for them to access and participate in education on an equitable basis to their peers.

‘On the same basis’ means that students with disability are provided with opportunities and choices that are comparable to those available to students without disability.

Adjustments enable students with disability or their parents or other associates to access education in a comparable way to other students by:

1. applying and enrolling at a school or educational facility; 2. participating in the relevant learning activities, courses and educational programs; and 3. using services and facilities.

Depending on the circumstances, adjustments can be made to practices, services, policies or procedures in Australian educational settings and are fundamental to ensuring that students with disability do not experience discrimination. This directly supports the Strategic Plan for WA Public Schools as schools strive to create a culture in which every student experiences a sense of being known and understood as an individual and where staff care about each student’s overall progress and wellbeing.

What is a reasonable adjustment? Schools make adjustments every day to meet the needs of their different students. An adjustment is reasonable for the purposes of the collection when it is the product of consultation and seeks to balance the interests of all parties.

Reasonable adjustments to enable equitable access and participation by students with disability can be made across any or all of the following:

• planning, including additional personnel such as tutors or aides for personal care or mobility assistance;

• teaching and learning, including the provision of study notes or research materials in different formats;

• curriculum; • assessment, including modifying programs and adapting curriculum delivery and

assessment strategies; • reporting; • extra-curricular activities; and • environment and infrastructure, including addressing physical barriers, such as

modifying to ensure access to buildings, facilities and services.


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Reasonable adjustments can also include the provision of resources such as:

• specialised technology or computer software or equipment; • on-going consultancy support or professional learning and training for staff; and • services such as sign language interpreters, Statewide specialist services or specialist

support staff.

Examples of adjustments include:

• giving a student with low vision all necessary enrolment information in enlarged text; • providing extra sessions teaching key words for a student with an intellectual disability; • giving a speech-to-text device to a student with a broken arm to assist in preparing

assignments; • providing speech pathology services for students with communication difficulties; • allowing a student with anxiety to present her project to a small group of peers rather

than to a whole class; • adjusting activities at the annual swimming carnival to enable participation by all

students, including those with physical disability; • adjusting seating arrangements so a student with a wheelchair has enough space to

move independently around the classroom like other students; • making multiple accommodations if necessary to meet a single learner’s needs. For

example, learners who require a sign-language interpreter may also need a note-taker because watching an interpreter prevents them from taking detailed notes;

• providing high interest, low vocabulary texts for students with reading difficulties; or • teaching the vocabulary of instruction for content areas eg: in science or mathematics.


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Meeting your legal obligations

The Department recommends the nominated person or school team should consider the following in their decision making:

• identify students that have a disability as described by the Act; • consider whether reasonable adjustments have been provided to these students as a

result of a disability to support their participation in education on the same basis as students without disability;

• ask whether these students or their parents or carers have been consulted about their adjustments; and

• decide whether there is evidence that on-going, long-term educational adjustment/s have been provided for a minimum of one school term (or at least 10 weeks) in the 12 months preceding the national data collection to support the student’s inclusion in the data collection.

What evidence will need to be gathered? Schools are not required to create new or additional evidence for the purposes of the NCCD. The collection of data and evidence is at the core of a high performance – high care culture where there is effective leadership in every school and high quality teaching in every classroom. Schools will focus on the best possible teaching practices that will achieve school-wide agreements on strategies to increase consistency in teaching quality and practices.

Teachers and schools rely on evidence to make professional judgements about the types of adjustments provided for students as part of their day to day practice.

The evidence gathered will reflect a wide range of practices in meeting the educational needs of their students consistent with obligations under the Act, the Standards and best teaching practice.

For a student to be included in the collection, the school will have evidence that on-going, long-term educational adjustment/s have been provided for at least 10 weeks in the 12 months prior to Semester 2 census.

Principals are responsible for verifying or confirming that there is evidence at the school to support the inclusion of a student in the NCCD.

Examples of evidence Each school’s evidence will be contextual and reflect the individual student needs and strengths and the school’s learning and support processes and practices.

The list below is not exhaustive but provides a guide to the range of information schools can draw on for the NCCD.


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Evidence demonstrating that a student’s needs for adjustment have been identified and arise from a disability can include:

1. results of formative or summative school and/or standardised assessments over time documenting an on-going learning or socio-emotional need arising from a disability e.g. continued and high level behaviour incidents, reading assessments or end of unit assessments;

2. documentation of on-going learning needs that have a limited response to targeted intervention over time and cannot be attributed to external factors such as English as an additional language, socio-economic or non-disability related causes; or

3. specialist diagnosis or reports.

Evidence that adjustments are being provided to the student to address individual needs based on their disability can be found in a variety of school records.

Teachers document adjustments in a number of ways. Evidence of the provision, frequency and intensity of adjustments can include:

• adjusted timetable/staff timetables; • record of educational and/or social-emotional interventions provided; • individualised/personalised learning planning e.g. documented plans, individual

education plan, communication plan, behaviour plans and transition plans and risk management plans (RMP);

• therapy or disability-specific programs in place with an educational focus e.g. orientation and mobility program;

• records of meetings to plan for adjustments with specialist staff e.g. Visiting Teachers, guidance officers/counsellors, psychologists, speech-language pathologists and physiotherapists;

• adjustments or supports required in assessment settings; • adjustments to teaching and learning resources e.g. alternate format, adjusted

worksheets and reworded tasks; and/or • manual handling/personal care/health plans.

Evidence that adjustments provided to the student have been monitored and reviewed can include:

• records of meetings to review adjustments with families/carers and specialist staff, where appropriate;

• student progress data which may include both formative and summative assessments; • progress or file notes by teacher, specialist staff or paraprofessionals; • behaviour monitoring data; • evidence of interventions provided over time, with monitoring of the effectiveness of the

intervention and changes to intervention occurring as required; and • a health plan provided by medical specialist that is reviewed regularly.


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Consultation Consultations with students and parent/carers considered for inclusion in the data collection inform the type of adjustments required and explore the range of possible solutions.

The Standards require that where a student with disability needs reasonable adjustments to ensure equitable access and participation, the school must consult the student, or their parent/career, when determining the type of reasonable adjustment that may be needed. In developing a high performance – high care culture within schools, the positive and respectful relationships between school staff with students, parents and each other form part of a caring learning environment that supports student wellbeing.

It is good practice for consultations about reasonable adjustments to consider the following questions:

1. Are the adjustments necessary? 2. Will the adjustments enable the student to enrol, participate, or access services on the

same basis as other students? 3. Do the adjustments respond to the student’s needs, abilities and interests? 4. Is further advice required? 5. Are there other adjustments that would be as beneficial for the student but less

disruptive or intrusive for others? 6. When will the impact of the adjustments be reviewed?

It is advisable to review reasonable adjustments regularly as students’ needs change over time.

For some students, it may be more appropriate to consult only with the students themselves or with another associate, depending on individual circumstances.

Evidence of consultation and collaboration with the student and/or parents/carers or associates in the provision of adjustments can include:

• meeting minutes or notes; • documented meetings; • notes in diary of phone calls, conversations or meetings with parent/carer; • documented student plans signed by parent/and or student; • parent-teacher interview records; • parent-teacher communication books; and • Emails between student and/or parents/carers or associates.


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Where a student has newly enrolled in the school and has attended the school for less than 10 weeks, schools may include that student in the NCCD only if they have evidence of the continuing need for adjustments for the student. For example, evidence from the previous school of long-term adjustments together with evidence that similar adjustments are required in the new school.

Schools are encouraged to consider and discuss the types of evidence available in their setting to support their judgements about the inclusion of students in the data collection.

Discussion and reflection on evidence of reasonable adjustments to meet the learning and support needs of students with disability will help schools to determine the level of adjustment being provided for a student and their broad category of disability when completing the data collection.

In keeping with best practice, schools should retain relevant evidence of their provisions for students at the school.


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Section Three: Making it happen in your school How to adopt an effective approach to the NCCD The school principal is the facilitator of the data collection process ensuring that all staff are aware of the process and their obligations under the Act and the Standards. This may require making time available for staff to undertake professional learning. The data collection process ensures that the school’s focus is on the best possible teaching practices where schools create a more comprehensive approach to student wellbeing and support services and provide more practical and direct specialist support and advice on instructional practice for teacher of students with disability.

The principal may identify and nominate a team which will be responsible for driving the data collection process.

General information

There is no standard way to gather data. Each school will devise its own processes and ensure all staff members are aware of them.

The minimum requirements are:

1. Identify the students with disability using the definition in the Act.

2. Determine the broad category of disability under which each student best fits.

3. Determine what level of adjustment is being provided to each of these students.

4. Inform parents of the school's intention to include their child in the data collection.

5. Record and submit data in August as part of the student census.

There is no funding linked to the NCCD at present. In reflecting the Strategic Plan for WA Schools 2016-2019, the high expectations of success held for every student in every school is based on strong individual case management as well as assisting teachers to develop analytical and evaluative practices to ensure expertise and confidence in diagnosing the impact of their teaching and adapting interventions for greater success.

Most schools have taken part in the phased national implementation of the NCCD in the last two years. Collectively, our schools have suggested that the following points have assisted in the implementation of the collection in their schools:

1. The principal is responsible for ensuring the implementation of the collection in the

school, but a strong, strategic and effective school leadership and executive team that is actively engaged will strengthen the implementation process, support planning, reporting and compliance.


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2. The school leadership, executive team and team directly involved in implementing the collection must complete the relevant professional learning. This is free and take less than a couple of hours to complete. An understanding of the Disability Discrimination Act 1992 (the Act) and the Disability Standards for Education 2005 (the Standards) are essential to understanding the collection model methodology. A whole school approach to professional learning about the Act and Standards as well as regular refreshers will help to ensure that all staff remain knowledgeable about their shared responsibilities and accountabilities to students with disability.

3. The collection relies on the professional judgements of teachers about their students, and requires them to make evidence-based decisions about adjustments, consistent with obligations under the Standards. The gathering and analysis of evidence assists in decision making about the inclusion of students in the collection, including the level of adjustment and category of disability for each student.

4. A whole school or school team approach connecting teachers and support staff to the collection and its processes will strengthen the quality of the data. This strategy was used by many schools to moderate in the decision making and maximise value when additional teacher experience, knowledge and understanding of the provision of support for students with disability was needed. Discussing experiences and opinions can provide assurance within a school, within multiple campuses, or within networks of schools that interpretations or applications of the collection model don’t differ significantly. Moderation provides an element of impartiality and ‘quality assurance’ to the process and has the potential to afford a degree of uniformity and reliability, thus providing a level of confidence in the outcomes of the process.

5. Planning information sessions on the NCCD model, levels of adjustment and categories of disability with school staff and linking them to discussions about the provision of quality differentiated teaching can reinforce the value of participation.


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Timeline for Schools

TIPS FOR SUCCESS • Access NCCD professional learning • Establish a coordinated approach • Follow timeline suggestion • Access resources available in

The Guide and on the Connect Community (Disability Services and Support – Statewide Services).

TERM 3 • School team collates all the data • Principal verifies school data

collection • Data is entered onto SIS prior to or

on census day

TERM 1 • Principal nominates school team to

manage the Data collection process • School team to access professional

learning offered in region • Provide all teaching staff with relevant

NCCD information • Ensure all staff have completed the

E-learning Disability Standards for Education resource or completed the Legislation Package

TERM 2 • School team provides two forms of

communication to the school community about the data collection

• School team works with teachers to identify the students to include

• School team works with teachers to decide on category of disability and level of teaching and learning adjustment for each student

• Person entering the data to familiarise themselves with the SIS Data Entry manual

TERM 4 • Review NCCD process undertaken

in your school • Refine processes for supporting

students with disability in relation to the Disability Standards in Education


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A School step by step guide to the data collection The following steps are based on a model which involves the whole school identifying and leveling the students with disability in the school. If you are confident your school already has good identification and tracking processes for students and the staff member/s completing the NCCD data have knowledge of the students and their adjustments, the process can be undertaken by a smaller group or an individual. The data collection will still be relevant regardless of the number of staff taking part. Introduction to NCCD – Overview of NCCD: Providing staff with an overview of NCCD and its requirements 1. Go through NCCD PowerPoint presentation with staff to ensure they have an

understanding of the reasons behind the NCCD and the process required in schools. The NCCD team can support this.

2. Clarify staff understanding of Imputed Disability. 3. Clarify staff understanding of the four Categories of Disability (Physical, Cognitive,

Sensory and Social/Emotional). 4. Clarify staff understanding of the four levels of teaching and learning adjustments

(Quality teaching, Supplementary, Substantial and Extensive). 5. Provide a clear description of what is expected of staff in completing this process. Supporting resources: • NCCD Power Point Presentation – available on Connect (Disability Services and Support

– Statewide Services) and http://det.wa.edu.au/supportforschools • Frequently asked questions for schools – Appendix XV Step 1 – Identify all the students who are considered to have a disability under the Act Students should be included in the NCCD where: 1. The student’s impairment meets the Act’s broad definition of disability; and 2. The functional impact of the student’s disability results in the school actively addressing

or supporting the student’s specific individual education needs within quality differentiated teaching practice and monitoring the student or providing a ‘supplementary’ or higher level of adjustment or support.

The definition of disability under the Act and obligations under the Standards includes those students who are receiving individually targeted specialist education services and supports as well as students with disability who are supported by general resources available within the school.

Students with disability as defined under the DDA and the Standards are in mainstream or regular schools as well as special schools and specialist support classes; 1. Review the definition of disabilities in the Act and identify students who meet this

definition. 2. Review the imputed disability description and identify students who meet these

descriptors.

http://det.wa.edu.au/supportforschools


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Key points to remember: • Students who are not learning due to factors not related to disability such as

non-attendance, lack of engagement, behavioural issues not as a result of mental health are not recorded in the NCCD data.

• Adjustments must have been provided for a period of at least 10 weeks in the 12 months prior to Semester 2 census.

Supporting resources: • DDA definition of Disability including Imputed Disability – Page 8, 9. • NCCD Model Diagram – Appendix I. Step 2 – Identify which category of disability students are in Schools may draw on a range of evidence to support their decision about which disability category to select, including medical and other specialist reports available to the school. However, the selection of a disability category in this data collection does not rely on a formal medical diagnosis but on the professional judgment of the teachers about the aspect of the student’s learning need that has the greatest impact on their education. The disability category selected will be the area of disability that is the main driver or focus of the adjustments being provided for the student to support their learning. There are four broad disability categories that are used as part of the NCCD: 1. Physical 2. Cognitive 3. Sensory 4. Social/Emotional Multiple disabilities If a student has multiple disabilities or does not readily fit within one category, schools should select the disability category that requires the greatest extent of reasonable adjustment, based on professional judgement, to support the student’s access and participation in education.

Supporting resources: • Categories of Disability – Appendix II.


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Step 3 – Understanding the levels of teaching and learning adjustments and allocating a level to each student Decision making about the level of adjustment should be based on evidence, for example documented plans, individual education plans, group education plans or any other way the school decides to document its teaching and learning adjustments. It is important that all school staff refer to the definitions and descriptors of the levels of adjustment for national consistency.

Once it is determined that a student with disability is having their individual disability needs actively addressed by differentiation of the curriculum, teachers and school teams use their professional judgment to determine the level of adjustment that each student is being provided to address the educational impact of disability.

There are four levels of adjustment: 1. Support provided within Quality Differentiated Teaching Practice 2. Supplementary Adjustments 3. Substantial Adjustments 4. Extensive Adjustments

Key points to remember: • The ranking of teaching and learning adjustments may change year to year. • If the student has a diagnosed disability they are recorded but may be ranked as Support

Provided within Quality Differentiated Teaching Practice. • If the student has an imputed disability then the school must have teaching and learning

adjustments in place as their evidence that they have an imputed disability. • A student no longer requiring teaching and learning adjustments need no longer be

recorded in the data collection. Supporting resources: • Level of Adjustment Descriptors – Appendix III. • Level of Adjustment Checklist, Tranby Primary School – Appendix IV. • Checklist - Quality Differentiated Teaching Practice – Appendix V. • Checklist - Supplementary Adjustments – Appendix VI. • Checklist - Substantial Adjustments – Appendix VII. • Checklist - Extensive Adjustments – Appendix VIII. • Case Studies and Matrix – Appendix IX.

NOTE: To obtain as accurate data as possible it is ideal to moderate between teachers and ideally other schools in your network.


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Step 4 – Inform the school community about the data collection process

1. Parent/carer consultation is imperative for all students identified. Key points to remember: • Parents/carers have been consulted about teaching and learning adjustments required. • A minimum of two forms of communication is required.

Supporting resources: • Sample communication to school community: Sample One – Appendix X. • Sample communication to school community: Sample Two – Appendix XI. • Frequently asked questions for parents/carers – Appendix XVI.

Step 5 – Record the NCCD data at Semester 2 Census.

All schools are required to participate in the data collection each year.

The Department recommends the nominated person or school team undertake the following actions:

1. Provide the school principal with the opportunity to verify the processes undertaken and that evidence is available to support the decisions that have been made during the implementation of the collection;

2. Provide a collation of data for entry to the staff member entering the verified data into SIS; and

3. Ensure that the staff member entering the verified data into SIS has been provided with the SIS Guide for instructions on entering the NCCD data.

KEY POINTS TO REMEMBER: It is recommended that schools keep their own records of the data they have identified. Schools can produce reports from SIS called Disability Export Report (see Appendix XIV for further instructions). SUPPORTING RESOURCES: • NCCD Recording Sheet, Waikiki Primary School – Appendix XII. • NCCD Recording Sheet, Eaton Primary School – Appendix XIII. • SIS Guide for entering data – Appendix XIV.


24

Appendix: Appendix I NCCD Model Diagram Appendix II. Categories of Disability Appendix III. Level of Adjustment Descriptors Appendix IV. Level of Adjustment Checklist, Rivervale P.S (Tranby P.S) Appendix V. Checklist - Quality Differentiated Teaching Practice Appendix VI. Checklist - Supplementary Adjustments Appendix VII. Checklist - Substantial Adjustments Appendix VIII. Checklist - Extensive Adjustments Appendix IX. Case Studies and Matrix Appendix X. Sample communication to schools: Sample One Appendix XI. Sample communication to schools: Sample Two Appendix XII. NCCD Recording Sheet, Waikiki Primary School Appendix XIII. NCCD Recording Sheet, Eaton Primary School Appendix XIV. SIS Guide for entering data Appendix XV. Frequently Asked Questions for schools Appendix XVI. Frequently Asked Questions for parents/carers


25

APPENDIX I: NCCD Model Diagram Throughout the school year, school teams use evidence, including discussions with parents/carers, to inform decisions about the educational adjustments that they make for students with disability. For this data collection, you should have evidence that shows you have made adjustments or incorporated support within quality differentiated teaching practice for each student. This should cover a minimum period of at least 10 weeks, in the 12 months preceding the national data collection.


26

APPENDIX II: Categories of Disability The table below outlines the definition of disability under the Act, and broad disability categories that are used as part of the NCCD.

Disability Discrimination Act 1992 AHRC

interpretation of the DDA definition

Disability categories used

in the NCCD

total or partial loss of a part of the body Neurological

Physical

the malfunction, malformation or disfigurement of a part of the person’s body Physical

the presence in the body of organisms causing disease or illness

Physical disfigurement

the presence in the body or organisms capable of causing disease or illness

The presence in the body of disease causing organisms

total or partial loss of the persons bodily or mental functions

Intellectual

Cognitive a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction

Learning disabilities

total or partial loss of the persons bodily or mental functions

Hearing and vision impairments

Sensory the malfunction, malformation or disfigurement of a part of the person’s body

a disorder, illness or disease that affect a person’s thought processes, perception of reality, emotions or judgements or that results in disturbed behaviour

Psychiatric Social/Emotional

Students may have previously diagnosed conditions that would be considered disabilities within the Act (1992).


27

Diagnosed disabilities in school aged students Some of the more commonly diagnosed conditions within the NCCD categories are listed below; however this list is not intended to be exhaustive.

NCCD Category: PHYSICAL

Diagnosis

Agenesis of the Corpus Collosum Diabetes Muscular Dystrophy

Achondroplasia Ectrodachtyly Osteogenisis Imperfecta

Anaphylaxis Ehlers Danlos Syndrome Prader-Willi Syndrome

Asthma Hirschprung’s Disease Premature Birth

Cancer Juvenile Arthritis Spina Bifida

Cerebral Palsy Kawasaki Disease Stroke

Charcot Marie Tooth Disorder Klinefelter Syndrome Talipes Equinovaries

Chronic Fatigue Disorder Lupus Tuberous Sclerosis

Cri du Chat Marfan Syndrome Velo Cardio Facial Syndrome

NCCD Category: COGNITIVE

Diagnosis

ADHD Dystonia Niemann Pick Type A

Aphasia/Dyspraxia Epilepsy Nonverbal Learning Disorder

Apraxia Foetal Alcohol Syndrome Scotopic Sensitivity Disorder

Arnold Chiari Malformation Freidrich’s Ataxia Selective Mutism

Autism Global Developmental Delay Severe Language Disorder (SLD)

Central Auditory Processing Disorder

Intellectual Disability Social Pragmatic Communication Disorder

Down Syndrome Lander Kleffner Specific Language Impairment (SLI)


28

Diagnosis

Dyscalculia Language Disorder Specific Learning Disability

Dysgraphia Lissencephaly Sturge Weber Syndrome

Dyslexia Macrocephaly Stuttering

Dysphasia Microcephaly Tourette’s/Tic Disorders

Dyspraxia Multiple Sclerosis

NCCD Category: SENSORY

Diagnosis

Amblyopia Otitis Media Sensorineural hearing loss

Cataracts Retinitis Pigmentosis Strabismus

Glaucoma Sensorineural

NCCD Category: SOCIAL/EMOTIONAL

Diagnosis

Anxiety Conduct Disorder Obsessive Compulsive Disorder

Bipolar Disorder (I, II) Depression Oppositional Defiance Disorder

Bulimia Nervosa Intermittent Explosive Disorder Reactive Attachment Disorder


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APPENDIX III: Level of Adjustment Descriptors

Quality teaching practice is responsive to the differential needs of all students. Some students with disability may not need educational adjustments beyond those that are reasonably expected as part of quality teaching or school practice to address disability related needs. These students may have been considered for some level of active support (i.e. active monitoring or provision of adjustments). Their identified needs would be subject to close monitoring and review. If the school team, in consultation with the student, their parent or carer, has agreed that the student’s needs as a result of the disability are being met through quality differentiated teaching practice then these students should be counted under this level of adjustment. Changes to student needs that require changes to the level of adjustment would be reflected in the next data collection period.

Quality differentiated teaching practice caters to the needs of a diverse student population. Students in this category do not require the sorts of adjustments that are captured in the other three levels. However, their teachers are conscious of the need for explicit, albeit minor, adjustments to teaching and school practice that enable them to access learning on the same basis as their peers. This category would include general adjustments that have been made in a school as part of developing or maintaining a culture of inclusion. Examples for this category could include: • a differentiated approach to curriculum delivery and

assessment that anticipates and responds to students’ learning differences

• personalised learning that is implemented without drawing on additional resources

• a student with a health condition or a mental health condition that has a functional impact on their schooling and requires ongoing monitoring but who does not require a higher level of support or adjustment during the period they are being considered for the data collection

• whole school professional learning for the management of health conditions such as asthma or diabetes. This forms part of a school’s general, ongoing practice to equip teachers and education staff with the skills and knowledge to support students’ health needs

• a facility such as building modifications, that already exists in the school and caters for a student’s physical disability, where no additional action is required to support the student’s learning.

The student’s identified needs do have a functional impact on their schooling and require active monitoring. However, the student is able to participate in courses and programs at the school and use the facilities and services available to all students, on the same basis as students without a disability, through support provided within quality differentiated teaching practice. Examples might include: • students with health conditions such as asthma

and diabetes, that have a functional impact on their schooling, but whose disability related needs are being addressed through quality differentiated teaching practice and active monitoring

• a student with a mental health condition who has strategies in place to manage the condition in consultation with medical professionals, that can be provided within quality differentiated teaching practice

• a student who has been provided with a higher level of adjustment in the past or may require a higher level of adjustment in their future schooling.

The needs of all students, but in particular students with disability, should be regularly monitored and reviewed to enable the school and teachers to respond with an appropriate adjustment should the level of need change.

Supplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school. These adjustments are designed to address the nature and impact of the student’s disability and any associated barriers to their learning, physical, communication or participatory needs.

Adjustments to teaching and learning might include modified or tailored programs in some or many learning areas, modified instruction using a structured task-analysis approach, the provision of course materials in accessible forms, separate supervision or extra time to complete assessment tasks and the provision of intermittent specialist teacher support. Adjustments might include modifications to ensure full access to buildings and facilities, specialised technology, programs or interventions to address the student’s social/emotional needs and support or close supervision to participate in out-of-school activities or the playground. These adjustments may also include the provision of a support service that is provided by the education authority or sector, or that the school has sourced from an external agency.

Students with disability and lower level additional support needs access and participate in schooling on the same basis as students without disability through the provision of some personalised adjustments. Accessing the curriculum at the appropriate year level (i.e. the outcomes and content of regular learning programs or courses) is often where students at this level have particular learning support needs. For example, many of these students will have particular difficulty acquiring new concepts and skills outside a highly structured environment. The needs of other students at this level may be related to their personal care, communication, safety, social interaction or mobility, or to physical access issues, any of which may limit their capacity to participate effectively in the full life of their mainstream school.

Substantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to their engagement, learning, participation and achievement.

These adjustments are generally considerable in extent and may include frequent (teacher directed) individual instruction and regular direct support or close supervision in highly structured situations, to enable the students to participate in school activities. They may also include adjustments to delivery modes, significantly modified study materials, access to bridging programs, or adapted assessment procedures (e.g., assessment tasks that significantly adjust content, mode of presentation and/or the outcomes being assessed). Other adjustments may be the provision on a regular basis of additional supervision, regular visiting teacher or external agency support, frequent assistance with mobility and personal hygiene, or access to a specialised support setting. Close playground supervision may be required at all times or essential specialised support services for using technical aids, or alternative formats for assessment tasks, to enable these students to demonstrate the achievement of their intended learning outcomes.

Students with disability who have more substantial support needs generally access and participate in learning programs and school activities with the provision of essential measures and considerable adult assistance. Some students at this level require curriculum content at a different year level to their same-age peers, while others will only acquire new concepts and skills, or access some of the outcomes and content of the regular learning program, courses or subjects, when significant curriculum adjustments are made to address their learning needs. Other students at this level might have limited capacity to communicate effectively, or need regular support with personal hygiene and movement around the school. These students may also have considerable, often associated support needs, relating to their personal care, safety, self-regulation or social interaction, which also impact significantly on their participation and learning.

Extensive adjustments are provided when essential specific measures are required at all times to address the individual nature and acute impact of the student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.

These adjustments will generally include personalised modifications to all courses and programs, school activities and assessment procedures, and intensive individual instruction, to ensure these students can demonstrate the development of skills and competencies and the achievement of learning outcomes. Other adjustments might be the provision of much more accessible and relevant curriculum options or learning activities specifically designed for the student. They may involve the use of highly specialised assistive technology, alternative communication modes, the provision of highly structured approaches or technical aids to meet their particular learning needs, and some students may receive their education in highly specialised facilities.

Students with disability and very high support needs generally access and participate in education with the provision of extensive targeted measures, and sustained levels of intensive support. The strengths, goals and learning needs of this small percentage of students are best addressed by highly individualised learning programs and courses using selected curriculum content tailored to their needs. Many students at this level will have been identified at a very young age and may have complex, associated support needs with their personal care and hygiene, medical conditions and mobility, and may also use an augmentative communication system. Students may also have particular support needs when presented with new concepts and skills and may be dependent on adult support to participate effectively in most aspects of their school program. Without highly intensive intervention, such as extensive support from specialist staff or constant and vigilant supervision, these students may otherwise not access or participate effectively in schooling.


APPENDIX IV: LEVEL OF ADJUSTMENT CHECKLIST Attributed to Rivervale P.S (Tranby P.S) STUDENT NAME: YEAR: DATE: QUALITY TEACHING STRATEGIES SUPPLEMENTARY ADJUSTMENTS SUBSTANTIAL ADJUSTMENTS EXTENSIVE ADJUSTMENTS

PLAN

NING

Do you group students according to educational need? Do you provide extra time to complete work tasks? Do you use a number of support services to implement the curriculum eg: therapists, consulting teachers, school psychologists?

Do you require a high level of input from support services to implement the education plan eg: therapists, school psychologist and external agencies?

Do you link new information to background knowledge? Do you involve support services in planning eg: LSC? Do you regularly meet the school team and support services to discuss individual learning needs?

Do you collaborate with departmental support and therapists daily/weekly?

Do you negotiate with students, whenever possible, regarding their requirements?

Do you use a risk management plan? Do you collaborate with departmental support staff eg: behaviour centre, SEND?

Do you collaborate on teaching and learning strategies with external agency support frequently?

Do you use whole class programs to address specific student needs eg: PATHS program?

Do you use a Health care plan? Do you collaborate with external agencies at least monthly?

Do you use strategies to support the students’ organisational skills?

Do you use student specific data collection? Has an emergency/critical incident plan been developed as part of a treatment plan?

Do you cater for student’s learning strengths when planning adjustments?

Do you provide students with work ahead of time?

Have you met with parents to discuss the child’s program? Do you regularly review and refine adjustments? Have you met with previous teachers to discuss transition? Do you prearrange frequent breaks for the student? Do you collaborate with departmental support staff? Do you integrate key speech or occupational therapy

strategies into your lesson?

Do you organise regular case conferences?

TEAC

HING

Do you break down instructions into small steps? Is teaching reinforcing resilience embedded in all programs? Do you use an interpreter for the students to access the curriculum?

Do you develop, monitor and review individualised strategies for resilience for students in collaboration with support staff?

Do you highlight key words/concepts? Do you decrease the amount of oral and written information? Do you allow frequent breaks from work tasks pervasive throughout the day?

Do you provide individual/physical prompting pervasive throughout the day?

Do you modify the complexity of the task to meet different student needs?

Do you reduce the amount of workload expectation of the student?

Do you provide an individualised program for part of the day?

Do you use concrete materials to implement the curriculum?

Do you reward students individually? Do you limit amount of choice? Do you provide intensive individualised social skills instruction eg: one on one task mastery of individual skills?

Do you use individual teaching strategies eg: discrete trial training, TEACCH, Applied Behaviour Analysis?

Do you use a cool off strategy? Do you use key cues – pictorial/colour coding or tactile? Do you use another form of communication eg: augmentative communication, Auslan, PECS?

Do you provide an alternative curriculum eg: functional/life skills program?

Do you use a class based behaviour management plan? Do you assign a peer tutor to support the student? Do you use individualised visual/tactile supports for implementing the curriculum?

Do you provide work skills/community access programs?

Do you use pre-teaching of vocabulary and concepts? Do you provide additional time to complete work tasks? Do you provide some level of support with personal care needs eg: toileting, dressing, eating?

Do you provide sensory diets?

Do you use basic curriculum visual supports eg: timetables, phonic charts, graphs

Do you provide course information prior to the commencement of the course, where appropriate?

Do you provide support for students travelling to and from school?

Do you use alternative methods of communication eg: Auslan, Braille, AAC?

Do you use multi-level instructions? Do you use a Sound Amplification System (SAS)/FM system? Do you provide individualised instruction over a number of areas of the curriculum for part of the day?

Do you use 1 or 2 stage instructions throughout the day?

Do you use a variety of teaching styles eg: modelling, rephrasing, repetition, chunking?

Do you provide access to online versions of course outlines and/or relevant material where appropriate?

Do you provide individualised toileting support? Do you use 1 or 2 stage instructions throughout the day?

Do you present information in a variety of modes? Do you teach self-regulation strategies in your class program? Do you use individual prompting throughout the school day to target a range of social skills?

Do you use intensive reinforcement schedules eg: every 1-3 minutes?

Do you use pair/group discussions? Do you use strategies such as role-play, social stories, Do you create opportunities for generalisation daily?


levels of prompting and task analysis to explicitly teach social skills?

Do you create the opportunity for student/teacher discussions?

Do you break down target skills into 1 or 2 stage instructions?

Do you have an intensive individualise behaviour management plan that requires additional training?

Do you link pedagogies to curriculum goals? Do you use a reinforcement schedule to teach targeted skills?

Do you have an intensive individualised risk management plan that requires additional training?

Do you adjust the pace of presentation? Do you allow structured opportunities for generalisation or targeted skills?

Do you have an intensive individualised health care plan that requires additional training?

Do you use cooperative learning groups? Do you require support in addition to the classroom teacher to manage a health condition on a daily basis?

Do you include highly individualised self-care strategies in the curriculum eg: toileting, hygiene eating, dressing?

Do you use transition cues eg: topic changes? Do you implement therapy program goals in the individual education plan?

Do you use approved restraint techniques at least once per day?

Do you use preferred activities to motivate students? Do you use highly individualised strategies including functional behaviour analysis and input from support services to support complex behavioural need, including self harm?

Do you require one on one physical support for the student to access the curriculum?

Do you take into account different learning styles in your course/teaching delivery?

Do you teach, monitor and review strategies for resilience for students in collaboration with support staff?

Do you use highly individualised strategies including functional behaviour analysis and input from support services to support complex behavioural for mental health needs?

Do you build background by linking concepts to student’s background, past learning and key vocabulary?

Do you use strategies to manage sensory input/integration?

Do you use significantly reduced learning outcomes in all learning areas?

Do you link learning to real world purposes? Do you provide alternative programs to suit individualised needs?

Do you use real life or photograph symbols pervasive throughout the day?

Do you use questioning strategies to encourage student’s development of critical thinking?

Do you need additional trained support pervasively throughout the day to manage a health condition?

Do you provide written instructions? Do you allow think time (take up time) before expecting an answer?

Do you prompt students to use equipment properly eg: science equipment, hearing aides?

Do you remind students to use any necessary medical equipment eg: asthma puffer after lunch?

ASSE

SSME

NT &

RE

PORT

ING

Do you use a portfolio where appropriate? Do you set practical tasks for assessments? Do you have daily communication with parents/carers? Do you provide finely sequenced individualised assessment and reporting?

Do you use checklists? Do you provide ongoing feedback on academic performance? Do you provide finely sequenced individualised assessment and reporting?

Do you use an intensive communication process in regards to reporting?

Do you provide immediate, specific and constructive feedback?

Do you offer assignments in alternative formats eg: role-play, oral presentation?

Do you provide multiple opportunities for students to demonstrate what they know to do?

Do you substitute assignments in specific circumstances?

Do you use a range of assessment methods? Do you provide individual advanced notice of assignments? Do you use the standard reporting format?

ENVI

RONM

ENT

Do you use specific seating arrangements to support students?

Do you adjust the physical surroundings eg: lighting, furniture positioning?

Do you provide individualised support for movement around the school eg: buddy system/escort by class teacher/EA

Do you use an alternative learning environment?

Do you provide opportunities for your students to move around the room?

Does your student sit near the door so they can access breaks outside the classroom?

Do you provide support for the student to access all areas of the school environment?

Do you use low stimulus/focus stimulus areas?

Do you provide individual and group seating where Do you provide a number of accessible safe/quiet areas Have you made significant adjustments to the school Do you use protective isolation room (with approval from


appropriate? around the school? environment to meet the students’ needs eg: painted boundary markers, adjusting timetables and room access to suit students with restricted mobility?

Director School)?

Do you provide a quiet area within your classroom where appropriate?

Do you provide separate learning areas? Do you use a withdrawal space/low stimulus to support your student needs?

Do you provide support to enable students to move around the school eg: maps, colour coding?

Is an adult mentor provided to support students?

RESO

URCE

S

Do you ensure all text and materials are clear and legible? Do you use specific classroom equipment eg: pencil grip, positional seat, and electronic dictionaries?

Do you use assistive technology devices to allow access to the curriculum eg: notetaker, braille writer, speech recognition software?

Do you use highly specialised assistive technology eg: eye gazing technology, switch access to on-screen keyboards, head tracking?

Do you integrate technologies to support curriculum? Do you colour code books and materials? Do you require highly individualised equipment for the student to access the curriculum eg: hoist, standing frame?

Do you use a task schedule and daily calendar? Do you use graphic organisers eg: visual representation of task?

Do you provide equipment or support to move around and access all the areas of the school environment?

Do you enlarge print or change font size and line spacing? Do you support the student by photocopying other notes? Do you use adaptive computer software eg: audio book? Do you use concrete examples to explicitly teach certain

skills?

Do you allow think time before expecting an answer? Do you use supports to introduce changes in routing eg:

social story, advanced warning given?

Do you provide a daily timetable eg: visual/pictures? Do you plan for the student to move towards independently

managing their health care needs?

Do you use an individual behaviour plan to modify behaviour? Do you record daily incidences of behaviour eg: SIS? Do you use a boundary training program? Do you use on desk goals and reminders? Do you use social stories to teach concepts? Do you use a help card/time out/ or respite card? Do you use picture cues to support the student? Do you support students in appropriately using equipment eg:

orthotics, hearing aids?

Do you use assistive technology to allow access to the curriculum eg: braille, computer, notetaker?


33

APPENDIX V: Checklist – Support Provided within Quality Differentiated Teaching Practice Students may be counted in this category where they meet the DDA’s broad definition of disability and the functional impact of their disability is addressed by the school actively responding to their specific individual education needs within quality differentiated teaching practice. The functional impact of disability for these students would generally require ongoing monitoring by the teacher and school staff. Such students may have been provided with a higher level of adjustment in the past or may require a higher level of adjustment in their future schooling, but for the period they are being considered for the data collection, they are receiving support that actively addresses their specific individual education needs through quality differentiated teaching practice.

Planning � Do you group students according to educational need?

� Do you link new information to background knowledge?

� Do you negotiate with students, whenever possible, regarding their requirements?

� Do you use whole class programs to address specific student needs eg: PATHS program?

� Do you use strategies to support the student’s organisational skills?

� Do you cater for student’s learning strengths when planning adjustments?

� Have you met with parents to discuss the child’s program?

� Have you met with previous teachers to discuss transition? Teaching � Do you break down instructions into small steps?

� Do you highlight keywords/concepts?

� Do you modify the complexity of the task to meet different student needs?

� Do you reward students individually?

� Do you use a cool off strategy?

� Do you use a class based behaviour management plan?

� Do you use pre-teaching of vocabulary and concepts?

� Do you use basic curriculum visual supports eg: timetables, phonic charts, graphs?

� Do you use multi-level instructions?

� Do you use a variety of teaching styles eg: modelling, rephrasing, repetition, chunking?

� Do you present information in a variety of modes?

� Do you use pair/group discussions?

� Do you create the opportunity for student/teacher discussions?

� Do you link pedagogies to curriculum goals?

� Do you adjust the pace of presentation?

� Do you use cooperative learning groups?

� Do you use transition cues eg: topic changes?

� Do you use preferred activities to motivate students?


34

� Do you take into account different learning styles in your course/teaching delivery?

� Do you build background by linking concepts to student’s background, past learning and key vocabulary?

� Do you link learning to real world purposes?

� Do you use questioning strategies to encourage student’s development of critical thinking?

� Do you provide written instructions?

� Do you allow think time (take-up time) before expecting an answer?

� Do you prompt students to use equipment properly eg: science equipment, hearing aids?

� Do you remind students to use any necessary medical equipment eg: asthma puffer after lunch?

Assessment and Reporting � Do you use a portfolio where appropriate?

� Do you use checklists?

� Do you provide immediate, specific and constructive feedback?

� Do you provide multiple opportunities for students to demonstrate what they know to do?

� Do you use a range of assessment methods?

� Do you use the standard reporting format? Environment � Do you use specific seating arrangements to support students?

� Do you provide opportunities for your students to move around the room?

� Do you provide individual and group seating where appropriate?

� Do you provide a quiet area within your classroom where appropriate?

� Do you provide building modifications for students to access building, facilities and services? Resources � Do you ensure all text and materials are clear and legible?

� Do you integrate technologies to support curriculum?

� Do you use a task schedule and daily calendar?


35

APPENDIX VI: Checklist – Supplementary adjustments Supplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school. These adjustments are designed to address the nature and impact of the student’s disability and any associated barriers to their learning, physical, communication or participatory needs.

Planning � Do you provide extra time to complete work tasks?

� Do you involve support services in planning eg: LSC?

� Do you use a risk management plan?

� Do you use a health care plan?

� Do you use student specific data collection?

� Do you provide students with work ahead of time?

� Do you regularly review and refine adjustments?

� Do you prearrange frequent breaks for the student?

� Do you collaborate with departmental support staff?

� Do you integrate key speech or occupational therapy strategies into your lesson?

� Do you organise regular case conferences? Teaching � Is teaching reinforcing resilience in students and is embedded in all programs?

� Do you decrease the amount of oral and written information?

� Do you reduce the amount of workload expectation of the student?

� Do you limit amount of choice?

� Do you use key cues – pictorial/colour coding or tactile?

� Do you assign a peer tutor to support the student?

� Do you provide additional time to complete work tasks?

� Do you provide course information prior to the commencement of the course where appropriate?

� Do you provide a study guide for students with key terms and concepts where appropriate?

� Do you use a Sound Amplification System (SAS)/FM system?

� Do you provide access to online versions of course outlines and/or relevant material where appropriate?

� Do you teach self-regulation strategies in your class program? Assessment and Reporting � Do you set practical tasks for assessments?

� Do you provide ongoing feedback on academic performance?

� Do you offer assignments in alternative formats eg: role-play, oral presentation?

� Do you substitute assignments in specific circumstances?

� Do you provide individual advanced notice of assignments?


36

� Environment

� Do you adjust the physical surroundings eg: lighting, furniture positioning?

� Does your student sit near the door so they can access breaks outside the classroom?

� Do you provide a number of accessible safe/quiet areas around the school?

� Do you provide separate learning areas?

� Do you provide support to enable students to move around the school eg: maps, colour coding?

� Is an adult mentor provided to support students? Resources � Do you use specific classroom equipment eg: pencil grip, positional seat, electronic

dictionaries?

� Do you colour code books and materials?

� Do you use graphic organisers eg: visual representation of task?

� Do you enlarge print or change font size and line spacing?

� Do you support the student by photocopying other notes?

� Do you use adaptive computer software eg: audio book?

� Do you use concrete examples to explicitly teach certain skills?

� Do you allow think time before expecting an answer?

� Do you use supports to introduce changes in routine eg: social story, advanced warning given?

� Do you provide a daily timetable eg: visual/pictures?

� Do you plan for the student to move towards independently managing their health care needs?

� Do you use an individual behaviour plan to modify behaviour?

� Do you record daily incidences of behaviour eg: SIS?

� Do you use a boundary training program?

� Do you use on desk goals and reminders?

� Do you use social stories to teach concepts?

� Do you use a help card/time out/or respite card?

� Do you use picture cues to support the student?

� Do you support students in appropriately using equipment eg: orthotics, hearing aids?

� Do you use assistive technology to allow access to the curriculum eg: braille computer, notetaker?


37

APPENDIX VII: Checklist – Substantial adjustments Substantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to engagement, learning, participation and achievement.

Planning � Do you use a number of support services to implement the curriculum eg: therapists,

consulting teachers, school psychologists?

� Do you regularly meet the school team and support services to discuss individual learning needs?

� Do you collaborate with departmental support staff eg: behaviour centre, SSEND?

� Do you collaborate with external agencies at least monthly?

� Has an emergency/critical incident plan been developed as part of a treatment plan? Teaching � Do you use an interpreter for the students to access the curriculum?

� Do you allow frequent breaks from work tasks throughout the day?

� Do you provide an individualised program for part of the day?

� Do you provide intensive individualised social skills instruction eg: one on one task analysed mastery of individual skills?

� Do you use another form of communication eg: augmentative communication, Auslan, PECS?

� Do you use individualised visual/tactile supports for implementing the curriculum?

� Do you provide some level of support with personal care needs eg: toileting, dressing, eating?

� Do you provide support for students travelling to and from school?

� Do you provide individualised instruction over a number of areas of the curriculum for part of the day?

� Do you provide individualised toileting support?

� Do you use individual prompting throughout the school day to target a range of social skills?

� Do you use strategies such as role-play, social stories, levels of prompting and task analysis to explicitly teach social skills?

� Do you break down target skills into 1 or 2 stage instructions?

� Do you use a reinforcement schedule to teach targeted skills?

� Do you allow structured opportunities for generalisation or targeted skills?

� Do you require support in addition to the classroom teacher to manage a health condition on a daily basis?

� Do you implement therapy program goals in the individual education plan?

� Do you use highly individualised strategies including functional behaviour analysis and input from support services to support complex behavioural need, including self-harm?

� Do you teach, monitor and review strategies for resilience for students in collaboration with support staff?

� Do you use strategies to manage sensory input/integration?


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� Do you provide alternative programs to suit individualised? Assessment and Reporting � Do you have daily communication with parents/carers?

� Do you provide finely sequenced individualized assessment and reporting? Environment � Do you provide individualised support for movement around the school eg: buddy system or

escort by the class teacher or education assistant?

� Do you provide support for the student to access all areas of the school environment?

� Have you made significant adjustments to the school environment to meet the students’ needs eg: painted boundary markers, adjusted timetables and room access to suit students with restricted mobility?

� Do you use a withdrawal space/low stimulus to support your student needs? Resources � Do you use assistive technology devices to allow access to the curriculum eg: notetaker,

braille writer, speech recognition software?


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APPENDIX VIII: Checklist – Extensive adjustments Extensive adjustments are provided when essential specific measures are required at all times to address the individual nature and acute impact of the student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.

Planning � Do you require a high level of input from support services to implement the education plan eg:

therapists, school psychologist, external agencies?

� Do you collaborate with departmental support and therapist’s daily/weekly?

� Do you collaborate on teaching and learning strategies with external agency support frequently?

Teaching � Do you develop, monitor and review individualised strategies for resilience for students in

collaboration with support staff?

� Do you provide individual/physical prompting pervasive throughout the day?

� Do you use concrete materials to implement the curriculum?

� Do you use individual teaching strategies eg: discrete trial training, TEACCH, Applied Behaviour Analysis?

� Do you provide an alternative curriculum eg: functional/life skills program?

� Do you provide work skills/community access programs?

� Do you provide sensory diets?

� Do you use alternative methods of communication eg: Auslan, Braille, Augmentative communication?

� Do you use 1 or 2 stage instructions throughout the day?

� Do you use intensive reinforcement schedules eg: every 1 – 3 minutes?

� Do you create opportunities for generalisation daily?

� Do you have an intensive individualised behaviour management plan that requires additional training?

� Do you have an intensive individualised risk management plan that requires additional training?

� Do you have an intensive individualised health care plan that requires additional training?

� Do you include highly individualised self-care strategies in the curriculum eg: toileting, hygiene, eating, dressing?

� Do you use approved restraint techniques at least once per day?

� Do you require one on one physical support for the student to access the curriculum?

� Do you use highly individualised strategies including functional behaviour analysis and input from support services to support complex behavioural for mental health needs?

� Do you use significantly reduced learning outcomes in all learning areas?

� Do you use real life or photograph symbols pervasive throughout the day?

� Do you need additional trained support pervasively throughout the day to manage a health condition?


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Assessment and Reporting � Do you provide finely sequenced individualised assessment and reporting?

� Do you use an intensive communication process in regards to reporting? Environment � Do you use an alternative learning environment?

� Do you use low stimulus/focus stimulus areas?

� Do you use protective solation room (with approval from Executive Director, Schools)? Resources � Do you use highly specialised assistive technology eg: eye gazing technology, switch access

to on-screen keyboards, head tracking?

� Do you require highly individualised equipment for the student to access the curriculum eg: hoist, standing frame?

� Do you provide equipment or support to move around and access all the areas of the school environment?


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APPENDIX IX: Case Study and Matrix

Case study Age/Type of Disability (Not included in data this is just for your information if you want to tailor the case studies you choose

for your staff).

Category Level of Adjustment

Case Study 1 13 year old student with anxiety Social/Emotional QDTP

Case Study 2 Year 1 child with anaphylaxis Physical QDTP

Case Study 3 Year 7 child with Cerebral Palsy Physical QDTP

Case Study 4 Year 4 child, very poor attendance Not included in NCCD

Not Included in NCCD

Case Study 5 Two Year 2 students, one with a diagnosis of intellectual disability, one with an imputed intellectual disability

Cognitive Supplementary

Case Study 6 Pre-primary student with imputed anxiety Social/Emotional Supplementary

Case Study 7 Year 10 student with behaviour management concerns

Not included in NCCD

Not included in NCCD

Case Study 8 Year 2 student with Dysgraphia Cognitive Supplementary

Case Study 9 Year 9 student with diabetes Physical Supplementary

Case Study 10 Year 11 student attending an Education Support School who has ASD and an intellectual disability

Cognitive Extensive

Case Study 11 Year 11 student with attending an Education Support Centre with and intellectual disability

Cognitive Substantial

Case Study 12 Year 11 student with anxiety Social/Emotional Substantial

Case Study 13 Year 10 student with Muscular Dystrophy Physical Substantial

Case Study 14 Year 1 student with Cerebral Palsy Physical Extensive

Case Study 15 Year 10 student with Dyslexia Cognitive Supplementary

Case Study 16 Year 12 student with mental health condition Social/Emotional Extensive

Case Study 17 Year 6 student with generalised anxiety disorder

Social/Emotional Substantial

Case Study 18 Year 10 student who is profoundly deaf Sensory Substantial

Case Study 19 Year 9 student who is profoundly deaf Sensory Extensive


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Case Study 1 Kyle has generalised anxiety disorder. He was diagnosed at 13 years old and attends a large mainstream high school. When Kyle was diagnosed three years ago the school met with all the relevant internal and external agencies to develop a mental health plan to support him. Kyle had a private psychiatrist and psychologist team supporting himself and his family. Through this team he underwent cognitive behaviour therapy that helped Kyle to learn relaxation techniques, replace negative thought patterns with positive thoughts and developed his problem solving skills. During this time, the school supported Kyle by: • identifying step-by-step procedures to assist Kyle when he was feeling anxious; ensuring

access to key staff members and areas he could remove himself to when overwhelmed; • informing his teachers and staff of his needs, the strategies he was using and how to prompt

Kyle to utilise the strategies in his plan; and • pre-warning Kyle of any changes to routine and arranged for Kyle to pre-visit or ‘walk through’

significant new events 1 to 1 with a staff member. At this time the school considered Kyle to be a child with a Social/Emotional Disability who required supplementary adjustments. Kyle is now 16 years old and has numerous strategies to manage his thoughts and feelings and reduce his anxiety. He is displaying appropriate behaviours for his age within the school environment. He can self-monitor his thoughts and feelings, problem solve and has developed a range of relaxation techniques he can utilise independently. At the beginning of the school year the student services team, including his homeroom teacher, school psychologist and deputy principal organized a meeting with Kyle and his parents where all of Kyle’s self-management techniques were discussed. Kyle stated he felt confident in managing any challenges at school as long as the school continued to provide the timetable and gave him reasonable notice of upcoming assignments and new events, as per the usual school system. He was aware that as per the usual school processes, he could access the school psychologist and his homeroom teacher at any point and stated that he no longer needed any further intervention from the school outside of the usual supports offered to the students. The staff continue to actively monitor Kyle’s progress throughout quality differentiated teaching practice. It was agreed that a review meeting would be held at the beginning of the next semester. The School would enter Kylie on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 2 Ella is a Year 1 child attending a mainstream school. Ella was diagnosed at 4 years old with anaphylaxis to peanuts and shellfish. In collaboration with the deputy principal, Ella’s parents have completed the Student Health Care Risk Management Plan and provided the school with a signed Anaphylaxis Management Plan from their general practitioner and an auto-injector. Staff have been informed of Ella’s medical needs and her management plans and Ella is actively monitored by the staff during break times, cooking activities and excursions to ensure she is not sharing food. The school has a general policy about not sharing food and Ella’s parents state that she is aware of her allergies and is generally wary of trying new foods. To manage Ella’s risk on a daily basis the school has: • ensured Ella’s anaphylaxis management plan is on the staffroom wall and in the duty file; • ensured teachers, including relief teachers, are aware that it is a school rule that children are

not to share food and they actively monitor the students of this during break times; • stored Ella’s auto-injector in a medical cabinet known to all staff; • informed all of Ella’s teachers of her allergy and identified the need to take this into

consideration when planning any activity involving food; and • incorporated anaphylaxis management into their excursion planning policy including that

anaphylaxis management plans and medications are always taken on excursions. Ella’s Student Health Care Risk Management Plan and medication are reviewed and updated on an annual basis.

The School would enter Ella on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 3 Eddy is a Year 7 child with cerebral palsy. He has weakness in his left hand but has no other physical impairments. Eddy is a happy, social child who is working at grade level. The weakness in Eddy’s left hand creates some difficulty when handwriting as while he can write with his right hand, steadying the paper with his left hand causes him to position himself poorly, creating postural issues. To assist Eddy the school: • utilises a slope board with a clip to steady paper when writing/drawing; • has discussed with Eddy strategies he can use to get assistance if required; • ensures all door handles are well maintained so they can be opened with one hand; and • has discussed with teachers the need to consider Eddy’s requirements when planning their

program, for example, providing a ‘tee’ and a lighter bat for Eddy when playing softball.

Eddy’s parents and the teacher communicate via email where necessary and the school support team meets with Eddy and his parents annually unless required sooner.

The School would enter Eddy on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 4 Billy is a Year 3 child attending a primary school in a large country town. Billy is working approximately two years behind grade level in most areas. While Billy’s teachers have not ruled out a Specific Learning Disability they believe his consistent non-attendance at school has had a significant impact on his literacy and numeracy development, this in turn impacts on his achievement in areas such as science and humanities. The school has discussed their concerns with regards to academic achievement and attendance with Billy’s parents. Billy is on an IEP to address his attendance, literacy and numeracy issues. The IEP has been sent home to his parents. The strategies in place to address Billy’s attendance have had some success and he now attends approximately three days per week. The key strategies the school is using to support Billy include: • a small group intervention program for literacy; • a differentiated maths program to target the gaps identified in his maths concepts; and • allowing Billy to demonstrate his content knowledge in a range of formats such as giving

verbal answers to content based questions in Science. The school is waiting to see the impact of their teaching and learning adjustments now that Billy is attending more frequently. They will make a judgment and possibly discuss testing with the school psychologist depending on Billy’s progress over the next year, as at this stage his non-attendance could be a more reasonable explanation for his low achievement levels. The School would enter Billy on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 5 Jayden and Connor are both Year 2 students at a metropolitan primary school. They both have significant delays in their academic achievement in all areas of the curriculum. Jayden has been diagnosed with a mild intellectual disability while Connor’s parents have chosen to not have him assessed. Jayden requires greater support than Connor to manage social situations and undertake activities of daily living. Connor and Jayden are in the same class and often work in a small group on a differentiated program with and without direct support. To support the boys to access the curriculum the teacher: • has an IEP for each student targeting skills at each child’s current literacy and numeracy level

and implements a program targeting these skills; • uses a task reward system with the boys combining both direct instruction and independent

activities to consolidate skills; • supports the boys to access content material on the same topic as other students by providing

material at their reading level or providing alternate means of accessing content such as a screen reader for specific content.

Both boys take part in regular classes for specialist subjects such as music and library but an education assistant supports Jayden at this stage while he learns self-management skills in less structured environments.

The School would enter Jayden on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________ The School would enter Connor on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 6 John is a pre-primary student in a regional school. He was enrolled in kindy last year but attended rarely as he became upset and his mother decided not to persevere with sending him as she felt he was too young. John has been attending Pre-primary for a term and a half but still refuses to leave his mother, is reluctant to try new activities at school and often becomes upset and refuses to participate. John has seen an occupational therapist to address sensory processing issues in the past and the school has observed that John appears anxious at times. His mother does not want him to be referred to Child and Adolescent Mental Health Services or a private psychologist. The teacher, principal and school psychologist have met with John’s mother to develop a management plan they can put in place to assist John to manage his anxious behaviours. Strategies include: • identifying cues and triggers and assisting John to manage these as they arise. For example,

pre-warning John of new activities and talking him through how he will manage them, in-particular the management of noisy situations;

• a morning routine including John’s mother handing him over to a staff member who talks through the day’s visual timetable with John;

• taking into account John’s sensory needs when planning class activities for example, placing John on the edge of the group for an activity involving a lot of movement; and

• teaching John strategies to manage his anxiety such as, asking for help and breathing exercises.

The class teacher has a communication book with John’s mother to keep communication open but still allowing John’s mother to come and go with the other parents. A meeting at the end of Term 3 has been arranged to review John’s progress. The School would enter John on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 7

Aaron is a Year 10 student at a District High School. His belongings are never organised and he often asks to leave the class to look for personal items. Aaron will often become defiant and raise his voice when told he can’t do something. He has a small group of friends, who tend to encourage this behaviour. In the playground Aaron is often involved in bullying. He is verbally abusive towards other groups of students, provoking arguments, although they rarely escalate to any physical confrontations. Aaron will regularly return to class highly agitated and verbally defiant of teachers’ instructions to calm down. He can often be heard muttering swear words under his breath within adult hearing. Aaron has a very difficult home life and the school believes a lot of these behaviours are due to Aaron’s parents reactive parenting style based on physical discipline. Aaron’s parents have not reported any previous mental health or medical issues that may explain his current behaviour. To assist Aaron to manage his behaviour the school, in conjunction with the school psychologist, have developed a documented plan targeting a range of behaviours. Aaron’s parents chose not to come to the meeting but have been sent a copy of Aaron’s documented plan and invited to give feedback. To assist Aaron in managing his behaviour the school: • has implemented ‘Stop, Think, Do’ strategies; • reinforces observed positive interactions with Aaron; and • has assigned seating arrangements to reduce triggers. All teachers have been updated and advised on Aaron’s behaviour goals and current strategies for the classroom and playground. Consequences and incident reporting is undertaken as per the usual school Behaviour Management Policy. A review meeting will be held in three months time unless there is a need for an earlier review. Given Aaron’s needs remain constant, the School would enter him on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 8

Joseph is a Year 2 child with a diagnosis of dysgraphia. He has a history of attending physiotherapy and occupational therapy for fine and gross motor skill development. As a result Joseph’s pencil grip is appropriate and he uses a seating wedge to improve his posture while sitting at the desk. After considerable occupational therapy intervention, Joseph has developed cutting skills and can form the letters of the alphabet. His writing remains slow and is often difficult to read due to inconsistent letter size, incorrect use of upper and lower case letters and poor spacing. Joseph’s teacher often finds that while Joseph has great ideas when the class is sitting on the mat and can answer comprehension questions from his reading when asked orally, his written output is minimal, lacks organisational structure and is significantly different to the knowledge he displays when asked questions. Joseph’s spelling is progressing slowly but he often requires more exposure and practice than other children with a similar reading age. Joseph is in the lower spelling group, all of whom are on a Group Education Plan. Joseph’s teacher has discussed Joseph’s needs with his parents. To support Joseph his teacher ensures he: • provides Joseph with planners to assist him to organise his ideas when writing; • ensures Joseph’s program is pitched at his level in all areas, ie not reducing expectations of

content knowledge, maths and reading while providing writing, spelling and organisational supports;

• allows Joseph to focus on the key skills/content by reducing unnecessary parts of an activity ie. providing pre-ruled and dated paper in diary writing; and

• where appropriate, allows Joseph to use alternative forms of assessment such as giving oral answers to demonstrate knowledge or using letter cards/keyboard when spelling.

As a result of his teacher’s strategies, Joseph is progressing well and maintaining confidence in his abilities. The School would enter Joseph on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 9

Charlotte is a year 9 student at a large District High School. Charlotte was diagnosed as having Type 1 diabetes when she was 4 years old and has moved to a significant level of independent management of her medical condition. Charlotte is insulin dependent and has a health care plan in place that is reviewed by the school nurse, her year co-ordinator, Charlotte and her parents at the beginning of each year. Her plan is reviewed and signed by her medical practitioner and additional meetings take place if changes need to be made throughout the year. However, in the last six months, Charlotte’s insulin levels have been unstable. Her medical team is working with the school to stabilize her levels. This requires hourly testing of her blood sugar levels, which are monitored and recorded by her teacher. The teaching staff have noticed the impact of this on her ability to concentrate in class, which in turn impacts on her participation and completion of classroom activities. Currently, the strategies in place to support Charlotte include: • Professional Learning from the Diabetes Education Officer provided staff with education

regarding diabetes in adolescents and training in the implementation of Charlotte’s Emergency Response Plan,

• Teachers ensure Charlotte attends to her hourly blood sugar testing, • Teachers use their PL training to observe and identify possible changes to her behaviour which

might indicate hyperglycemia or hypoglycemia, • Teachers to reduce workload dependent on how Charlotte is feeling, • Classroom teachers report updates on Charlotte’s progress via email on a weekly basis to the

year coordinator, • In particular, the Physical Education teacher has a care plan to address Charlotte’s needs when

participating in physical activities, both on and off school site.

Given Charlotte’s needs remain constant, the School would enter her on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 10 Flynn is a 16 year old boy with a diagnosis of severe intellectual disability and autism. Flynn attends a mainstream secondary school in a large regional city but accesses some specialised programs at the onsite Education Support Centre. Flynn is nonverbal and typically communicates his needs using gestures, some basic signing and visual–pictorial communication systems. He enjoys attending school but finds it difficult to manage his sensory integration and requires significant supervision and assistance to recognise when he needs to take a break from an activity, communicate his feelings or make a request for assistance. His current IEP and BMP are focused on learning to learn behaviours, functional skills in the community and transition to community based activities over the next three years. His functional program centres on self-care, hygiene, communication and personal safety. Flynn requires full adult assistant for all aspects of his program. Key learning outcomes for Flynn include: • daily routines such as help to unpack his school bag upon arrival, and pack upon departure; • tolerate touch/speech cues used in the routines for greeting, meal time, toileting and home time; • relate concrete objects to a particular classroom activity such as nappy – toilet or bowl and

spoon – cooking; and • indicating his needs and responding to verbal interactions. Flynn requires extensive support to manage his behavioural responses to sensory stimuli. He will not always act predictably to any given sensory input and therefore regular functional behaviour analysis is performed with all staff across both sites to re-evaluate his engagement with all aspects of his environment across all settings (school, community and home) to ensure that Flynn is provided with a consistent set of responses and strategies that support his changing behaviour needs. Flynn has as one of his goals to increase his engagement with the disability service provider in his community as chosen by his family. This requires cross training between disability service staff and school staff to ensure that there is consistent and detailed understanding of Flynn’s individual program. Shared professional learning, planning and collaborative case meetings occur monthly to ensure a highly individualised transition program for Flynn. The School would enter Flynn on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 11 Tara is a Year 11 student enrolled at a large metropolitan secondary education support centre. She has attended the same school since Year 8. Tara has a confirmed diagnosis of moderate intellectual disability; she lives at home with her parents and younger sister. Tara is very keen on becoming as independent as possible and has a goal of living independently from home possibly in a supported, shared setting with other young people for at least part of the time. Her individual education plan is focused on providing her with the literacy, numeracy and independent living skills necessary to reach her goal. Her individual education program is therefore focused on alternate literacy and numeracy around reading for living in the community, accessing travel timetables, filling in forms and safe community access. Tara currently attends her work placement one afternoon a week at McDonald’s. She has 1:1 support while at work and her employer reports she is becoming more confident completing her set work routines such as clearing and cleaning the restaurant tables with minimal support. To support her current work placement Tara’s program includes: • ASDAN Work Right Program; • participation in the People First Protective Behaviours Program; • taking part in a weekly small group with the Community Nurse focusing on understanding

sexuality and personal care/hygiene and body functions; • travel training to and from work; • structured social skills program in the classroom, 1:1 skill development, structured small group

opportunities to develop the target skills and then generalisation of target skills in the community/work settings; and

• structured social activities to support implementation of social skills at all break times and before and after school.

Tara and her parents meet with school staff every semester, and sometimes more regularly if any of her support team requests it. During these meetings Tara’s progress towards her goals discussed, any refinements made and the team members provide feedback. The School would enter Tara on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 12 Andrew is a Year 11 student at a large rural senior high school. Andrew was diagnosed with major depression, generalised anxiety and obsessive compulsive disorder 12 months ago. Andrew meets with his psychiatrist every six months to review his medication which he administers himself. He accesses a clinical psychologist weekly to receive Cognitive Behaviour Therapy. Andrew’s teachers are aware that he has been diagnosed with a severe mental health disorder and are very supportive of his attendance at school. Andrew has granted permission for the School Psychologist to liaise with his doctor and clinical psychologist to consult on school based adjustments and teacher understanding. Andrew is currently working on a reduced curriculum focusing on core subjects with alternate assessments. Due to his high levels of anxiety he has not attended school consistently for the past 12 months. Andrew has developed strong functional relationships with his year coordinator and the learning support coordinator in the school and is able to attend half days with regular “touch base” times with either of these mentors. Andrew’s sessions with his clinical psychologist have focused on identifying unhelpful thoughts and replacing them with positive adaptive ones. Andrew monitors his thinking while at school and attempts to replace thoughts and emotions that interfere with his engagement in schooling. When he feels his thoughts are becoming compulsive he seeks out “safe “people and areas of the school such as the school psychologist’s office before leaving the school site. Andrew understands that if teachers notice he appears distressed or demonstrates anxieties based behaviours that they can approach him and ask if he would like to take a break. Andrew’s parents, year leader, clinical psychologist and school psych communicate fortnightly regarding adjustments to Andrews’s curriculum and self-management program in school. The current program has seen him increase his attendance from two half days to five half days over a 10 week period. The next term is considered by his support team to be a stabilisation period. He is not expected to increase this attendance over the next 10 week period. The School would enter Andrew on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 13 Daniel is a Year 10 boy with Duchenne Muscular Dystrophy. He has attended the same district high school since he started school. The school has adapted to Daniel’s changing needs as his physical condition has deteriorated. In 2013 Daniel was in a wheelchair but was still able to toilet himself with minimal support to transfer to the toilet. While he would become fatigued when writing and typing he was able to keep up with the mainstream curriculum. In the 2013 census the school rated Daniel as having supplementary needs. During 2014 Daniel has experienced a rapid deterioration in his physical condition. He now experiences significant weakness in his arms and can no longer transfer to the toilet as before and will require a hoist and change table. The school has recognised that Daniel will now require further support with his self care as well as more significant changes to the way he accesses the curriculum. The school has held case conferences each term with Daniel, his parents, his occupational therapist, school psychologist LSC and year coordinator for several years as well as using email to communicate between all parties when necessary. To ensure Daniel’s needs are being met given his recent deterioration the school discussed and implemented the following: • contacted the consulting teacher from School of Special Education Need Disability (SSEND)

and occupational therapist to access the required equipment such as hoists and change tables; • accessed training for staff and implemented Daniel’s new toileting/manual handling plan

provided by the therapists; • accessed technology and training in the utilisation of software and hardware such as onscreen

keyboards, adapted trackpads and electronic text books/books to enable Daniel to access the curriculum;

• modified class notes, worksheets, timetables etc so Daniel can access classroom resources on his laptop;

• teachers where appropriate, allow alternate assignment or assessment formats such as oral assessments; and

• school psychologist liaises with school staff and parents to discuss what school-supports and strategies staff can put in place to assist in addressing Daniel’s social-emotional needs.

The school has updated Daniel’s IEP and Health Care Plans to reflect these changes and will continue termly case conference meetings to review Daniel’s progress as well as the usual communication through emails between key parties. The School would enter Daniel on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 14 Zac is a 6 year old boy with Cerebral Palsy. He is in a wheelchair and totally dependent on staff for all his self-care needs. Zac is non-verbal and currently has no reliable form of communication apart from smiling for ‘yes’, head shaking for ‘no’ and some eye pointing for simple choice making. Zac does not appear to have an intellectual disability and his teacher is working hard with his therapists to develop a communication system and the ability to better access the curriculum through assistive technology. To cater for Zac’s needs: • the school holds termly case conferences with Zac’s parents and when required his therapists,

to review his IEP goals and any issues/progress; • his teacher meets frequently with Zac’s therapists and is actively implementing therapy

programs including daily mat sessions and standing frames as well trialling communication options;

• Zac’s staff are trained in manual handling and follow the manual handling plan provided by the therapists for all transfers and toileting procedures;

• Zac is dependent on staff for all mealtimes and his staff are trained to implement his meal-time Management Plan. Zac also has a Risk Management Plan to manage choking risks;

• while Zac’s teacher finds it difficult to ascertain the extent of Zac’s ability, she ensures that Zac is part of the regular class curriculum by modifying all questions directed to Zac so he can answer either yes/no or can eye point between two options;

• provides Zac with a switch that he can press to gain attention; and • Zac’s teacher also ensures that she takes into consideration physical access for Zac and adapts

when necessary. In the short term Zac’s program will remain focused on his self-care, developing a way for Zac to communicate and increasing his access to the curriculum. It is envisaged that once Zac has a reliable communication system and is utilising assistive technology to enable him to demonstrate his skills and knowledge that he will be able to access a mainstream curriculum. The School would enter Zac on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 15 Russell is a Year 10 student who was diagnosed with dyslexia in Year 5. In the past Russell has had extensive private tutoring for him at different points in his education and while his ability to spell and his reading fluency and accuracy have improved he still has difficulty with these skills, particularly when there are large volumes of text, he is expected to work under time pressure or when having to remember a large number of steps/instructions in an activity. Russell’s school is aware that although he has difficulties in specific areas of literacy and organisation, he is very capable in other areas. The school aims to provide a variety of accommodations for Russell that focus on modifications and other accommodations to promote his learning rather than reducing the academic standards and expectations. The teaching and learning adjustments provided for Russell include: • the use of assistive technology including screen readers and word prediction software; • assessing content not spelling errors where the task is not a specific spelling task; • allow the examination questions to be read to Russell and providing extra exam time in a

separate room to reduce distractions; • provide practice exam questions that demonstrate the format of questions; • allow for alternative presentation of exams such as less information on a page or split exam

papers to reduce fatigue; • consider Russell’s academic load and ensure he is given assignments in advance and assist

him to time plan; • where appropriate allow alternative assignment formats ie recorded oral reports or allow dot

points’ in writing etc; • provide scaffolding to ensure that Russell is able to demonstrate knowledge, skills and

understanding; and • provide explicit teaching of essay-writing formats and provide examples of well-structured

essays to the students. While Russell still finds literacy tasks a struggle he is currently keeping up with the curriculum requirements expected of a Year 10 student.

Given Russell’s needs remain constant until the next census, the School would enter him on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 16 Jamie has had very poor attendance at school having an attendance rate of 51% and having missed the last six weeks of school. His teachers reported that when he was at school he was having trouble concentrating in class, was easily distracted and had dropped out of his football and basketball teams. He often complained that he was finding everything in Year 12 too hard. At home Jamie was displaying such behaviors as staying in his room, only coming out late at night, not attending family meals and choosing to isolate himself from friends. After being assessed by a psychiatry registrar he was admitted into hospital. Jamie spoke to the medical team about the voices he was hearing and described the auditory hallucinations he was having. He was put on medication and supported on a daily basis through counseling sessions. A hospital teacher worked with Jamie on a reduced curriculum but reported Jamie was having problems concentrating and he was very lethargic. As Jamie started to improve the school teams were meeting regularly to develop a plan to support Jamie’s return to school. The pastoral care team at school liaised regularly with the hospital team to ensure they were up to date with his progress. They were provided with professional learning by the hospital to support their understanding of Jamie’s condition. The school provided all the upper school staff with a half day professional learning session on signs of psychosis and recovery. A case conference was called with the hospital staff, relevant school staff and Jamie’s parents to discuss his plan for a gradual return to school. Jamie would start with a couple of lessons a week whilst he was still an inpatient at the hospital. He would be given one on one support. Weekly case meetings would be held with both school and hospital staff to monitor his progress and support strategies to increase his school attendance. Jamie’s teachers met with his parents to develop an Individual Education Plan with a vastly reduced curriculum load. This involved making decisions on Jamie’s future and whether or how he would be able to complete Year 12. A career counselor was present at this meeting to provide Jamie’s parents with a range of options that would be available to Jamie for his future chosen pathway. It was decided that when Jamie felt ready a Person Centered Planning session would be arranged to support Jamie in making new choices for his future. Jamie’s’ parents had decided that they would then relay this information to Jamie. The school nurse liaised closely with the hospital team to understand Jamie’s medication and possible side effects. A risk management plan was developed to address any concerns. All staff involved with Jamie were made given a copy of the Individual Education Plan and Risk Management plan and were communicated with regularly on his progress at school.

The School would enter Jamie on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 17 Tyra is a year 6 student in a large mainstream metropolitan primary school. Tyra was diagnosed with generalised anxiety disorder in year 4. Since this diagnosis Tyra’s parents have worked collaboratively with the school psychologist, her clinical psychologist, the classroom teacher and the deputy principal to discuss ongoing support and the implementation of a risk management plan. Tyra demonstrates anxiety mostly around social situations. The classroom teacher has observed the following: • Tyra does not enter the classroom with all the other students; • At recess and lunch breaks Tyra does not move far from the classroom entrance; • Tyra avoids social interactions with most students in the class and seeks reassurance from one

student in particular; • Tyra struggles to complete tasks given to her as she focuses on perfecting her work to a very

high internal standard; • Tyra displays on a daily basis physical symptoms of her anxiety including short shallow

breathing, stiffening of the body and limbs, leading to reduced cognitive functioning and emotional regulating.

The agreed strategies in the management plan are: • Two formal case conferences will be held each term with all stakeholders present; • A reduced workload and Tyra is given alternative options to present her work; • Tyra’s teachers consider varied assessment methods to suit Tyra’s needs eg: oral

presentations to the teacher only, not the whole class; • Tyra attends weekly sessions with the clinical psychologist to access cognitive behaviour

therapy; • The school psychologist in consultation with her clinical psychologist had developed sessions

for school staff regarding the use of support languages and strategies that complement the ongoing cognitive behaviour therapy;

• Tyra’s classroom teacher communicates regularly with her parents regarding Tyra’s triggers and responses to strategies;

• Tyra’s classroom teacher has worked with the school psychologist to understand the constructs and principles of cognitive behaviour therapy and reflect those with her communication with Tyra and model helpful thinking processes in trigger situations;

• Tyra engages in the PATHS program which is delivered in a small group situation twice a week;

• Tyra has an identified staff member who is her safe person who understands her worries and with whom she checks in with on a daily basis;

• A buddy system has been established for recess and lunch for Tyra to encourage her to participate in organised structured activities eg: netball game, board games. The duty staff have been made aware of strategies to assist Tyra in the playground;

• Tyra has had seven episodes this year where she has not been able to regulate her emotions resulting in these instances where she has not been able to reach a level of calm for over two hours both physically and verbally.

The School would enter Tyra on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 18 Rosie is a Year 10 student who is profoundly deaf. She attends a mainstream school full time and is an Auslan user. She has the support of school based Teachers of the Deaf, SSEND school psychologists and Audiologists and Educational Interpreters to implement and provide access to the curriculum. This team also meets regularly with the mainstream teachers and Rosie’s family. Staff from SSEND provide at least monthly support with Rosie’s mental health as she comes to terms with her identity of being Deaf in a hearing world. The Deaf centre staff and Rosie’s parents, communicate with each other in writing on a weekly basis. Rosie receives a mainstream school report and it is accompanied by a report from the Deaf centre. She has regular auditory and psychological assessments that Teachers of the Deaf use to fine tune their individual lessons. Rosie requires an Educational Interpreter at all times when she is in classes with mainstream staff, and also with deaf education staff (psychologists, audiologists, speech teachers) who don’t use Auslan and to access the curriculum. This also extends to her after hours sport as well as socials and concerts. She tires in the afternoon, as her visual concentration requires more muscles than using the auditory channels. Rosie requires support with the vocabulary of her mainstream classes. She has to learn new words as well as the new concepts being taught in the class. The level of concentration Rosie requires is both intense and concentrated but Rosie is capable of this with appropriate assistance. She receives additional time and support for the core subjects. As Rosie cannot take notes and watch the Interpreter at the same time, she requires an Educational Notetaker for her core subjects. Rosie has an individual social skills program as well as working with the principal of the Deaf centre once a week for individual support targeted towards appropriate and subtle social commentary which is a linguistic issue. Role play, social stories and analysis of behaviour in the home and at school need to be reviewed and practised each week. Mainstream staff have attended regular professional learning regarding working with Deaf students so that they too can remediate clumsy linguistic responses from Rosie. Rosie does not require any assistance with personal care and travels to and from school independently. Rosie will require surgery in the near future which may interrupt her school program significantly. In the past, Rosie has self-harmed so all staff have received training in four mental health programs. The school has an emphasis on teaching resilience and positive thinking. These programs are ongoing.

The School would enter Rosie on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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Case Study 19 Alistair is a profoundly deaf student who attends a specialist Deaf centre at a mainstream secondary college. He is in year 9. He undertakes study in the core subjects within the Deaf centre and participates in mainstream options with extensive support. Alistiar is non-verbal and uses Auslan based signs with prompting. He does not understand facial expression, body language or other social cues nor can he lip read. He also finds it difficult to read sign language. He uses the support services of school based Teachers of the Deaf, SSEND school psychologists and audiologists, Educational Interpreters and Deaf mentors to implement and provide access to the curriculum. This team also meets regularly with mainstream teachers and Alistair’s family to ensure he is motivated and “comfortable”. “Comfort” for a deaf student means that they are not stressed by the environment and can therefore maintain eye contact. He appears stressed when over stimulated and prefers not to watch and/or mix with others. Alistair has sensory and socialisation issues. Officers from SSEND provide monthly support with Alistair’s mental health as he learns how to deal with each new context he faces. Communication between his Teacher of the Deaf and with Alistair’s family occurs daily or weekly as deemed necessary, as Alistair has very low communication skills. Alistair receives a report from the Deaf centre as well as a report from his mainstream options classes. These reports are also translated into sign language on disc so he can understand his own progress. Alistair requires an Educational Interpreter at all times. In addition, he requires a deaf mentor to relay the Educational Interpreter’s message. He tires easily in the afternoon as many deaf students do, because his visual concentration requires more muscles than the auditory channels. Alistair requires support with the vocabulary of his mainstream classes. He is learning new words at the same time as new concepts which hearing students do not need to do. Alistair requires tuition in a small class of six students but must be accompanied by his Educational Interpreter and Deaf mentor. He will work quietly on task if he has the appropriate support. Alistair initially required 1:1 support 100% of the time, but this has reduced slightly to 90–95% and he responds positively with that amount of support. He finds it difficult to work independently at any time. His intellectual functioning indicates good non-verbal skills which allow the school to build on this skill to give Alistair challenges at school. His literacy and numeracy skills are at a very low primary school level. However, with support, his photography skills are excellent. Alistair has access to a small withdrawal room if he requires a break and time away from other people. This is particularly useful if he cannot make it through the whole of the mainstream classes. The Deaf centre rooms do not have the visual or auditory distractions found in the mainstream classes. At recess times Alistair prefers to stay by himself and just observe the other students. He does not attempt to communicate with others without being prompted. The Deaf centre provides staff on duty to encourage him to communicate with his peers. The School would enter Alistair on the Census as: Category of Disability: ___________________________________________ Level of Adjustment: ___________________________________________


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APPENDIX X: Communication to School Community – Sample One

From the Principal:

All schools in Australia, including Independent and Catholic schools, will participate in the Nationally Consistent Collection of Data on School Students with Disability every year. The Data Collection is an annual count of the number of students with disability receiving educational adjustments to support their participation in education on the same basis as students without disability. All education agencies are now required under the Australian Education Regulation 2013, to provide information on a students’ level of education, disability and level of adjustment to the Australian Government Department of Education. Data will continue to be de-identified prior to its transfer and no student’s identity will be provided to the Australian Government Department of Education. The collection of this information from states and territories will inform future policy and program planning in relation to students with disability. If you have any questions, please do not hesitate to contact (INSERT PRINCIPAL’S NAME) on (INSERT PHONE NUMBER) or the Western Australian Department of Education NCCD Helpline on 0477 741 598.


Nat

iona

lly C

onsi

sten

t Col

lect

ion

of D

ata

for

Scho

ol S

tude

nts

with

Dis

abili

ty



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Nat

iona

lly C

onsi

sten

t Col

lect

ion

of D

ata

for

Scho

ol S

tude

nts

with

Dis

abili

ty

If you would like to learn more about the Nationally Consistent Collection of Data for School Students with Disability you can visit this website: http://det.wa.edu.au/supportforschools

From the Principal:

Our school is part of a national project about students with disability and/or learning difficulties. We have been asked to provide data about the number and learning needs of children at our school. The name of the school and the name of the students will not be reported. Information about the different types of needs and the programs and resources the school uses to overcome barriers and support children with special educational needs will be collected. We believe it is important to contribute to this because it will help Governments and the Department develop better policies that acknowledge the level of resources needed in schools to meet the needs of all students in Western Australia.

APPENDIX XI: Communication to School Community – Sample Two




APPENDIX XII: NCCD Data Recording Sheet 1 Attributed to Waikiki Primary School

Name Year Room Adjustments made Adjustment

Type Category


APPENDIX XIII: NCCD Data Recording Sheet 2 Attributed to Eaton Primary School

Category of Disability P – Physical C – Cognitive S – Sensory SE – Social/Emotional

The

stud

ent h

as re

quire

d ed

ucat

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ustm

ents

to

be

mad

e

Pare

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care

rs h

ave

been

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out t

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for a

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Adju

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e be

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for a

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st 1

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eeks

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onth

s

Cate

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ility

Leve

l of

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g an

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ng A

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t

Eg: d

ocum

ente

d pl

ans,

con

sulta

tion

with

alli

ed

heal

th p

rofe

ssio

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alte

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adju

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o sc

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pr

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ures

, alte

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Eg: d

iffer

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alte

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at,

alte

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, pos

itive

be

havi

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uppo

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nolo

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, ac

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to sp

ecia

list t

each

er su

ppor

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Eg: r

educ

ed o

utco

mes

, diff

eren

t con

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, al

tern

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curr

icul

um, a

cces

s to

alte

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mod

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f com

mun

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ion

Eg: a

ltern

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asse

ssm

ents

, alte

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iteria

, ad

ditio

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ime

durin

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tern

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Eg: a

ltern

ate

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ted

repo

rtin

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rmat

s

Eg: b

uild

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mod

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, pla

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t, se

curit

y fe

ncin

g/ga

tes

Level of Teaching and Learning Adjustment Quality Differentiated Teaching Supplementary Substantial Extensive

Admin No Surname Preferred Name

Form Planning Teaching & Learning

Curriculum Assessment Reporting Environment


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APPENDIX XIV: Guide to Entering NCCD data into SIS PLEASE NOTE THERE HAV E BEEN SOME CHANGES TO THESE INSTRUCTIONS Four disability User Defined Information (UDI) fields are available in Integris. They are:

• Disability Participant – Insert yes for every student • Main Category of Disability

• Level of Adjustment Provided

• Date of Latest Disability Ratings – Put the date you are entering the students data

Student Details To view, add or edit information in the student disability UDI fields located in Integris open Student

Details and select the required student. Click on the UDI icon.

The User Defined window will open displaying all available UDI fields.

Edit Student Details

Select the required UDI field and click on the edit UDI Pencil.

PLEASE REMEMBER ALL STUDENTS MUST HAVE YES ENTERED


66

Edit UDI Field

Disability Participant is a Yes/No stet with the default set to No. Select Yes and click OK.

Main Category of Disability is Look Up field and only one selection can be made. Select the

required category and click on OK.

Level of Adjustment Provided is also a Look Up field and only one selection can be made. Select

the required category and click on OK. “None” – will read QDTP.

Date of Latest Disability Ratings is a date field. Enter the date that you are entering the data and

click OK.

Save Student Details

After adding or editing Student UDI fields click on OK to save the changes.

The User Defined Information window will display the saved information.


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Speed Edit To enter Disability Participant information for more than one student at a time go to Admin > Speed

Edit.

Select **Student UDI Fields** from the Area drop down list and then the required UDI in the UDI

Field list.

Select the required group of students using the Select Students (binoculars) icon.

Highlight students and check the New Value button. Click on the tick icon to change the selection

from No to Yes. Select Save to save the details.


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Remaining disability UDI fields can be selected from the UDI Field drop down list and information

updated as required.

Reports Schools can print a “Disability Export Report” to identify students with NCCD data entered

previously.

Support If you require support with the NCCD process, please contact:

Helpline 0477 741 598

Email DisabilityServicesAndSupport.ProfessionalLearning@education.wa.edu.au

If you require support entering information into the disability UDI fields, please log a call with the

customer service centre on:

Email [email protected]

Metro 9264 5555

Regional 1800 012 828


mailto:[email protected]

mailto:[email protected]


69

APPENDIX XV: Frequently asked questions for schools 1. Do all staff have to do the training and be part of the decision making processes

identifying students and determining levels of adjustment? No. It is recommended that staff participating in the data collection complete the relevant e-Learning module to get an understanding of the key principles within the Disability Discrimination Act 1992 (DDA) and the Standards, however it is the responsibility of each school to determine the make-up of the school based decision making team.

2. Do we record students that meet the criteria of having a disability but who have not required adjustments in the last ten weeks?

Yes. Students identified as having a disability under the Act should be included in the data collection regardless of whether they are receiving adjustments at the time of data collection. For example, a student that has had a medical care plan in place since the start of the year but the plan has not been activated in the last ten weeks would still be recorded in the data collection.

3. We are an Education Support Centre/School. Do we compare students to typically

developing students to determine the level of adjustment, or do we compare students to the rest of our school population to determine the level of adjustment?

Yes. Education Support Centres and Education Support Schools need to compare students to a typically developing student when determining the level of adjustment. It is expected that students enrolled in education support will typically require substantial or extensive adjustments.

4. Is there a difference between ‘Quality differentiated teaching practice’ level and the ‘Supplementary’ level of adjustment categories?

Yes. The national data collection on students with disability reinforces the existing obligations that schools have towards students under both the Act and the Standards. Where a student has a disability as defined by the Act and their needs are met by effective teaching practice within general resourcing they would be counted in the ‘Quality differentiated teaching practice’ category.

Examples might include students with well managed health conditions such as asthma and diabetes that require no adjustments beyond the usual practices and resources of the school, or a student with a mental health condition who has strategies in place to manage the condition in consultation with medical professionals.

Supplementary adjustments are modifications to teaching practices beyond normal teaching practice and general resources that are made so that students can participate in schooling on the same basis as other students. An example of a supplementary adjustment might include the provision of intermittent specialist teacher support.

5. We have kindergarten programs. Do we include students from these programs? No. At this time data is only being collected for full time equivalent attendance.


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6. Can consulting teachers be part of the school based team? No. Consulting teachers from the School of Special Educational Needs: Disability provide support to schools based staff in the development of educational programs for students with disabilities and ensure schools have access to relevant and targeted professional learning opportunities. Consulting teachers for participating schools have been provided with information regarding the data collection process and may assist schools in identifying students and determining level of adjustment, however would not typically be part of the team.


71

APPENDIX XVI: Frequently asked questions for parents/carers 1. Why is my child being included in the Nationally Consistent Collection of Data on School

Students with Disability (data collection)? She/he does not have a disability. The data collection is designed to identify and count school students with additional educational needs, who may need extra support at school to ensure they have the same learning opportunities as other students. The focus of the data collection is primarily what level of additional support or adjustment a student requires. An adjustment is a measure or action taken to help a student participate in education on the same basis as other students. Adjustments might include extra tuition, modified learning tools and programs or adjustments to the school such as ramps. Adjustments are made in consultation with parents and carers. These are the things that schools do now and this won’t change.

2. What information is included in the data collection and will my child’s personal details be included? The data collection is underpinned by the Disability Discrimination Act 1992 (DDA) and the Standards for Education 2005. It relies on the professional judgement of school staff to determine if a student is included in the data collection. Every year, schools will collect the following information for each student with disability: 1. whether the student is in primary or secondary school 2. the student’s broad type of disability and 3. the level of adjustments made for the student.

All individual identifiers are removed by the Department of Education. No information that could reasonably enable the Australian Government Department of Education and Training to identify individual students will be provided by the Western Australian Department of Education.

3. What definition of disability is used? The definition of disability used in the national data collection is drawn from the Disability Discrimination Act 1992 (DDA) which includes a definition of disability which is also adopted in the Disability Standards for Education 2005. If your child’s school thinks your child falls within this legal definition of disability they may seek to include them in the national data collection. The definition is quite broad and includes conditions that people might not think of as disabilities or impairments. Having an infection, asthma or being allergic to peanuts for example, would fit into the definition. Some students who meet the definition of disability and who need very minimal assistance may also be counted in the national data collection. Schools do not need to ask parents/carers to seek a formal diagnosis or attempt to diagnose students themselves – a formal diagnosis is not necessary to include a student in the national data collection. Disability within the Act is defined as: a) total or partial loss of the person’s bodily or mental functions or b) total or partial loss of a part of the body or c) the presence in the body of organisms causing disease or illness or d) the presence in the body of organisms capable of causing disease or illness or e) the malfunction, malformation or disfigurement of a part of the person’s body or f) a disorder or malfunction that results in the person learning differently from a person without the

disorder or malfunction or g) a disorder, illness or disease that affects a person’s thought processes, perception of reality,

emotions or judgement or that results in disturbed behaviour.


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This definition includes a disability that: a) presently exists or b) previously existed but no longer exists or c) may exist in the future (including because of a genetic predisposition to that disability) d) is imputed to a person. The definition includes imputed disabilities. An imputed disability is one that a person believes another person has. This means that there is not a formal diagnosis by a medical professional or an allied health professional (psychologist, speech therapist, occupational therapist) held by the school. There must be reasonable grounds for the belief that a student has an imputed disability. If your school has imputed a disability as part of the national data collection they will have discussed their concerns with you and also talked to you about the adjustments they have put in place to address these concerns. One of the ways the national data collection protects the identity of individual students is to use four broad categories of disability based on the above definition when entering the data into the online census. The four broad categories are: 1. Physical 2. Cognitive 3. Sensory 4. Social/Emotional

4. What does my school mean by “reasonable adjustments” in the data collection? A reasonable adjustment is a necessary change to learning activities including how teachers assess student performance and report to parents/carers. Adjustments also include necessary changes to the school or classroom environment. Some examples include: – planning (documented plans, consultation with allied health professionals, alternate learning

environment, adjustment to school procedures, alternate timetable) – teaching and learning (different presentation, alternative format, alternate teaching strategies,

positive behaviour support, assistive technologies, access to specialist teacher support) – curriculum (reduced outcomes, different content, alternate curriculum, access to alternative

modes of communication) – assessment (alternate assessments, alternate criteria, additional time during assessment,

alternate presentation) – reporting (alternate or adjusted reporting formats) – environment and infrastructure (building modifications, playground equipment, security

fencing/gates).

It is important that your school consult with you and where appropriate, your child about what reasonable adjustments they are making. Necessary adjustments change during the school year and across school years. Only students who have had adjustments made for them for a period of 10 weeks since the last data collection online census will be able to be included in the national data collection.

5. What are the levels of adjustment used in the data collection? Another way student’s privacy is protected is by only recording one of four levels of teaching and learning adjustment for each child identified for the national data collection. Your child’s school will decide which of the four levels of adjustment has been provided for each student with disability.

Students’ needs change over time, sometimes quite quickly, and the teaching and learning adjustments will change in intensity (including where there has been no actual adjustment required in that period, for example an existing Health Care Plan that has not been activated). This is why school teams are asked to judge which category ‘more or less’ describes the adjustments provided over at least a 10 week period.


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There are four levels of adjustment to consider: 1. support provided within quality differentiated teaching practice 2. supplementary adjustment 3. substantial adjustment and 4. extensive adjustment.

The decision about which “level of adjustment” category best describes the student’s program is based on a number of factors. The intensity and complexity of the program the student receives, whether there is an individual education plan in place, what kind of assistive technology if any is being used with the student, and whether recommendations or strategies from allied health professionals such as speech therapists, occupational therapists or psychologists are added to the student’s educational plan are just some of the factors considered. The level of adjustments a student receives may change from census to census so this decision will be reviewed each year by the school.

6. What is the benefit for my child? The aim of the national data collection is to collect better information about school students with disability in Australia. This information will help teachers, principals, education authorities and families to better support students with disability to take part in school on the same basis as students without disability. The national data collection is an opportunity for schools to review their learning and support systems and processes to continually improve education outcomes for their students with disability.

7. Who can I talk to about this? Should you have any questions regarding the data collection in your child’s school, you should contact your child’s school in the first instance.


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Background Information Arriving at a Nationally Consistent Collection of Data on School Students with Disability. A brief chronology of the decisions and initiatives undertaken in working towards a nationally consistent approach on collecting data on school students with disability follows: During 2010, an Expert Advisory Group developed a model for the nationally consistent collection of data underpinned by the Disability Discrimination Act 1992 (the Act) and the Disability Standards for Education 2005 (The Standards). In June 2010, education ministers made a decision that the contextual information contained on the My School website should be expanded to include a number of student population indicators, including students with disability (refer to the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) Communiqué – 10 June 2010). In November 2010, the Australian Education, Early Childhood Development and Youth Senior Officials Committee (AEEYSOC) agreed to a trial of the model during May-June 2011 as developed by the Expert Advisory Group (the 2011 Trial). In October 2011, education ministers considered the outcomes of the 2011 Trial and agreed to establish a joint working group to make refinements to the model. On 20 April 2012, the Standing Council on School Education and Early Childhood (SCSEEC) accepted the refinements to the model trialled in 2011 for a nationally consistent collection of data on school students with disability and agreed to the objective of a full national data collection in 2013. It also agreed that this should be informed by a trial in the second half of 2012. A second trial was undertaken in October 2012 (the 2012 Trial), in order to test a refined model within an operational environment across a range of educational settings. At the SCSEEC meeting on 7 December 2012, education ministers agreed to provisionally endorse the revised model used in the 2012 Trial, subject to the final report of the trial, and to phased implementation of the model over 2013-2015. At the SCSEEC meeting on 10 May 2013, education ministers endorsed the revised model based on the final report of the 2012 Trial, for the three year phased implementation period with an initial data collection in October 2013 (refer to the SCSEEC Communiqué – 10 May 2013). At the Education Council Meeting on 31 October 2014, Ministers reaffirmed their commitment to ensure that students with disability are supported to fully participate at school. Council agreed on the importance of ensuring that funding for students with a disability is based on data that is robust, reliable and accurately reflects the diversity of needs of students with disability. Ministers agreed to work towards ensuring that the NCCD is of the necessary quality to accurately inform future funding, with the aim of utilising NCCD data from 2016.

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