1. NCCD 2016 What do I need to know? What do I need to do?

2. Who is included? Students should be included if: the student’s impairment meets the DDA’s broad definition of disability and the functional impact of the student’s disability results in the school actively addressing or supporting the student’s specific individual education needs arising from their disability within quality differentiated teaching practice and/or monitoring the student, or providing a ‘supplementary’ or higher level of adjustment or support.

4. What level of adjustment is provided? Guidance on adjustment level selection What evidence do I have for this? May include: Adjustments noted in my programs and/or daybook Record of interventions provided PLPs, ILPs, Behaviour Plans, Transition Plans, etc Modified assessment tasks Records of meetings with specialist staff, to plan for adjustments Adjustments or supports provided in assessment settings Specific resources developed to support individualised learning Documentation for environmental adjustments Risk management plans Adjusted timetables

5. What evidence is required? Evidence of assessed individual need of the student Evidence that adjustments are being provided to the student to address their individual needs based on their disability Evidence that adjustments provided to the student have been monitored and reviewed Evidence of consultation and collaboration with the students and/or parents or associates

6. Example 1 Identified disability Paediatric reports and test results (WISC/ CELF) on file Functional impact Standardised, diagnostic and class tests indicate impact Sentral incidents Parent and/or student consultation PLP specifying parent and student involvement Extensive adjustment Alternative curriculum (Life Skills programs)

7. Example 2 Imputed Disability? Reading accuracy & rate very low but comprehension good Family background of reading difficulty Student performs well in other areas & attendance is good. Possible learning difficulty – dyslexia? Functional impact Slower to read and write due to difficulties with decoding, spelling, grammar (Standardised and diagnostic testing) Parent and/or student consultation PLP specifying parent and student involvement Supplementary adjustment Individual support from LaST in Reading & Spelling Extra time to complete exams A student who is experiencing difficulty with learning as a result of a disorder or malfunction that results in them learning differently from other students

8. Is it an included disability? Is there a diagnosis?Yes – diagnosed School has evidence of diagnosis Disability has functional impact on schooling Parent and/or student has been consulted in determining adjustments No – imputed Parent has been consulted Imputed disability has functional impact on schooling Difficulty in learning and/or behaviour is DUE TO DISABILITY (and not social factors) If challenged, would have reasonable grounds to impute a disability Evidence is available

9. Evidence of assessed individual need This evidence demonstrates that the student’s needs for adjustment have been identified and arise from a disability. Evidence of this aspect can include: Results of diagnostic or summative school and/or standardised assessments over time documenting an ongoing learning or socio- emotional need arising from a disability, e.g. continued and high level behaviour incidents, reading assessments or end of unit assessments Documentation of ongoing learning needs that have a limited response to targeted intervention over time and cannot be attributed to external factors such as EAL/D, socio-economic or non-disability related causes Parental report of disability in conjunction with evidence of an assessed individual need Specialist diagnosis or reports e.g. medical practitioner such as paediatrician, or a specialist, e.g. guidance officer/counsellor, speech pathologist, audiologist Profiles or assessment reports that identify the functional needs of a student with disability.