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Nationally Consistent Collection of Data School Students with Disability

Standing Council on School Education and Early Childhood

Home (/) / Introduction / Legislation

Legislation

All Australian schools have obligations towards students with disability under the Disability Discrimination Act 1992 (http://www.comlaw.gov.au/Details/C2013C00022) (the DDA) and the Disability Standards for Education 2005 (http://education.gov.au/students- disability) (the Standards).

The Disability Discrimination Act 1992

The DDA provides protection against discrimination based on disability. The DDA seeks to eliminate, as far as possible, discrimination against people with disability in a range of areas, including education. The DDA makes it against the law for an education authority to discriminate against a person on the ground of the person's disability.

The Disability Standards for Education 2005

The Standards are subordinate legislation under the DDA. The Standards clarify and elaborate the legal obligations of education providers towards students with disability under the DDA and they set out how education is to be made accessible to students with disability. Under the DDA, it is unlawful to contravene a Standard. The Standards require that all Australian schools ensure that students with disability are able to access and participate in education on the same basis as students without disability. Under the Standards, all schools are required to make or provide 'reasonable adjustments' for students where necessary to enable their access and participation. The Standards also require that reasonable adjustments are provided in consultation with the student and/or their associates; for most students, this means their parents and carers. The Standards recognise that not all students with disability are alike. Students with disability have specific needs, including the type and level of support they need in order to access and participate in all aspects of education on the same basis as students without disability. The Standards cover the following areas: • enrolment • participation • curriculum development, accreditation and delivery • student support services • elimination of harassment and victimisation. The Nationally Consistent Collection of Data on School Students with Disability counts all school students who have a disability as defined by the DDA, and it captures information about the levels of adjustment they are being provided with in order to enable their access to and participation in education. Sound knowledge and understanding of school obligations under the DDA and the Standards will assist you in understanding and implementing the national data collection on students with disability. It is strongly recommended that you complete professional learning in this area prior to completing the data collection. Speak to your local educational authority or principal about professional learning on the DDA and the Standards that is available to your school.

This website is jointly funded by the Australian, state and territory governments.

Terms of Use (/Home/Terms Nationally Consistent Collection of Data School Students with Disability

Home (/) / Introduction

Introduction

Australian, state and territory governments have agreed on a new approach to collecting data on school students with disability. The Nationally Consistent Collection of Data on School Students with Disability provides Australian schools, parents, education authorities and the community with information about the number of students with disability in schools, where they are located and the adjustments they receive. The national data collection on students with disability reinforces the existing obligations that schools have towards students under the Commonwealth Disability Discrimination Act 1992 (http://www.comlaw.gov.au/Details/C2013C00022) and the Disability Standards for Education 2005 (http://education.gov.au/disability-standards-education). It counts the number of students who are supported under these obligations based on the professional judgement of teachers and their understanding and knowledge of their students. The national data collection on students with disability acknowledges the work already undertaken in your school to support students with disability. It assists schools to identify and to support students with disability so they can access and participate in education on the same basis as their peers. This website will help you to understand and implement the national data collection on students with disability. The site allows you to work through the material in one session or over a number of sessions. Pages can be printed using the button at the top of each page. For background information about the national data collection on students with disability, please visit the Australian Government Department of Education website (http://education.gov.au/nationally-consistent-collection-data-school-students-disability). An Information Notice for Schools and School Principals has been developed to provide information for principals, teachers and other school staff who may be participating in the Nationally Consistent Collection of Data on School Students with Disability for the first time in 2014. This notice provides background information, key activity dates and how to prepare for the data collection http://education.gov.au/notices (http://education.gov.au/notices). A Privacy Notice has been developed to provide students, parents and carers with important privacy information in relation to the Nationally Consistent Collection of Data on School Students with Disability. Nationally Consistent Collection of Data on School Students with Disability: Privacy notice, (http://education.gov.au/notices)

Terms of Use (/Home/Terms) Nationally Consistent Collection of Data School Students with Disability

Home (/) / The data collection model

The data collection model

A model for the Nationally Consistent Collection of Data on School Students with Disability has been developed and trialled over a number of years with support from all states and territories. It applies across all educational settings and contexts, including regular or mainstream schools and classes as well as special schools and special classes. Currently, each state and territory counts its students with disability on a different basis. The model is intended to count the number of students with disability in a consistent manner across Australia. Under the model, teachers use their professional, informed judgement to determine: • which of their students are being provided with a reasonable adjustment because of disability, as defined in the Disability Discrimination Act 1992 (the DDA) and the Disability Standards for Education 2005 • the level of adjustment that students with disability are being provided with, in both classroom and whole of school contexts • the broad category of disability under which each student best fits. Where there is evidence at a school to demonstrate that a student is being provided with a reasonable adjustment to meet long-term (10+ weeks) specific needs associated with disability, in consultation with the student or their parents or carers, then the student is eligible to be counted in the national data collection on students with disability. Students who are not being provided with an adjustment but who do meet the definition of disability under the DDA are also eligible to be counted in the data collection. Steps

The model for the national data collection on students with disability consists of four steps. Step 1: determining which students are being provided with a reasonable adjustment to address a disability as defined by the DDA Step 2: determining what level of adjustment is being provided to each of these students Step 3: determining the broad category of disability under which each student best fits Step 4: recording and submitting the data Underpinning these four steps is evidence within the school of the actions that teachers and school staff have taken as part of their professional practice. This includes evidence of the assessed, identified educational needs of a student with disability and of the provision of personalised adjustments to meet the student's identified educational needs in consultation with the student and/or their parents and carers. School principals will verify or confirm that there is evidence at their school to support the inclusion of a student in the data collection. Each of the steps above, and guidance about the evidence needed in order to include students in the data collection, are provided in the following sections of this support resource.

Home (/) / The data collection model / Model diagram

Model diagram

This diagram may help you to decide whether to include a student in the data collection. School teams gather evidence to support decision to provide reasonable adjustments for a student including evidence of discussions with parents and carers. I Minimum 10-week period prior to data collection date

Is the student provided with an adjustment?

Download text description of model diagram (DOC). (/Content/Down loads/the_mQdeLdetailed_description.docx) Download diagram (PDF). (/Content/Downloads/The_model.pdf) This website is jointly funded by the Australian, state and territory governments.

Terms of Use (/Home/Terms Nationally Consistent Collection of Data School Students with Disability

Home (/) / Steps for completing data collection

Steps for completing the data collection

Step 1 Is the student being provided with a reasonable adjustment to address a disability as defined by the Disability Discrimination Act 1992?

View step

Step 2 What level of adjustment is being provided to the student?

View step

Step 3 What is the broad category of disability under which the student best fits? View step

Step 4 How do you record and submit the data?

View step

Do you have evidence to support the student's inclusion in the data collection?

Home (/) / Steps for completing data collection / Step 2: what is the level of adjustment?

Step 2: what level of adjustment is being provided to the student? In deciding whether identified students are to be included in the national data collection, teachers and school teams use their professional judgement to determine the level of adjustment that each student is currently being provided with. Schools are asked to consider the following four adjustment categories: • No adjustment at this time • Supplementary adjustment • Substantial adjustment • Extensive adjustment The following PDF provides detailed descriptions of these four levels of adjustment in a printable, poster-like format. Download the PDF version of this information. (/Content/Downloads/level-of-adjustment- provided-to-the-student.pdf)

Read more This website is jointly funded by the Australian, state and territory governments.

Terms of Use (/Home/Terms) Level of adjustment provided to the student

Level of adjustment Typical adjustment Student characteristics

No adjustment at this time

No adjustment at this time Some students with disability may not require an ongoing The student’s disability does not prevent them from participating Schools are required to accommodate adjustment beyond the usual practice of teachers and in courses and programs at the school and they are able to use the differential learning needs of all schools to accommodate the diverse learning needs of their the facilities and services available to all other students on the students. Some students with students. For example: same basis as students without a disability without adjustment. disability may not need educational adjustments beyond those that are  a differentiated approach to curriculum delivery, that is Examples might include students with well managed health reasonably expected as part of part of normal day-to-day teaching and anticipates and conditions such as asthma and diabetes that require no regular teacher or school practice. responds to students’ learning differences, may adjustments beyond the usual practices and resources of the These students are recorded as “no accommodate the needs of a student with disability school, or a student with a mental health condition who has adjustment at this time” for the strategies in place to manage the condition in consultation with purposes of this collection. medical professionals.  personalised learning plans that are implemented Changes to student need that require without additional resources within the teaching day Students may have been provided with an adjustment in the past changes to the level of adjustment or may require an adjustment in their future schooling. would be reflected in the next data  a student with a health condition (including a mental collection period. health condition) who does not require any additional The needs of all students, but in particular students with support or adjustment when unaffected by their disability, should be regularly monitored and reviewed to enable condition the school and teachers to respond with an appropriate adjustment should the level of need change.  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 that already exists in the school and caters for a student’s physical disability therefore requiring no additional action to support the student’s learning, such as building modifications.

Level of adjustment Typical adjustment Student characteristics

Supplementary adjustments

Supplementary adjustments Adjustments to teaching and learning might include: Students with disability and lower level additional support are provided when there is an  modified or tailored programs in some or many needs access and participate in schooling on the same basis as assessed need at specific times to learning areas students without disability through the provision of some complement the strategies and  modifications to instruction in terms of content personalised adjustments. resources already available (for all and/or teaching strategies students) within the school. These Accessing the curriculum at or close to the appropriate year adjustments are designed to address  the provision of course materials in accessible level (i.e. the outcomes and content of regular learning the nature and impact of the forms programs or courses) is often where students at this level student's disability, and any  separate supervision or extra time to complete have particular learning support needs. For example, many of associated barriers to their learning, assessment tasks these students will have particular difficulty acquiring new physical, communication or  the provision of intermittent specialist teacher concepts and skills outside a highly structured environment. participatory needs above and support. beyond normal teaching practice. The needs of other students at this level may be related to Adjustments might include: their personal care, communication, safety, social interaction  modifications to ensure full access to buildings or mobility, or to physical access issues, any of which may limit and facilities their capacity to participate effectively in the full life of their mainstream school.  specialised technology, programs or interventions to address the student's social/emotional needs

 support or close supervision to participate in out-of-school activities or the playground

 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. Level of adjustment Typical adjustment Student characteristics

Substantial adjustments

Substantial adjustments These adjustments are generally considerable in extent and Students with disability who have more substantial support are provided to address the specific may include: needs generally access and participate in learning programs and nature and significant impact of the  frequent (teacher directed) individualised school activities with the provision of essential measures and student's disability. These adjustments instruction and regular direct support or close considerable adult assistance. are designed to address the more supervision in highly structured situations, to significant barriers to their engagement, enable the students to participate in school Some students at this level require curriculum content at a learning, participation and achievement. activities different year level to their same-age peers, while others will only acquire new concepts and skills, or access some of the  adjustments to delivery modes outcomes and content of the regular learning program, courses or subjects, when significant curriculum adjustments are made to address their learning needs.  significantly modified study materials Other students at this level might have limited capacity to  access to specialised programs communicate effectively, or need regular support with personal hygiene and movement around the school.  adapted assessment procedures (i.e. special provisions) such as the use of assistive technology These students may also have considerable, often associated or a scribe support needs, relating to their personal care, safety, self- regulation or social interaction, which also impact significantly on  the provision on a regular basis of additional their participation and learning. supervision  regular visiting teacher or external agency support  frequent assistance with mobility and personal hygiene  access to a specialised support setting  close playground supervision may be required at all times  essential specialised support services for using technical aids  alternative formats for assessment tasks to enable these students to demonstrate the achievement of their intended learning outcomes. Level of adjustment Typical adjustment Student characteristics

Extensive adjustments

Extensive adjustments These adjustments will generally include: Students with disability and very high support needs generally are provided when essential specific measures are  personalised modifications to all access and participate in education with the provision of required at all times to address the individual nature courses and programs, school extensive targeted measures, and sustained levels of intensive and acute impact of the student's disability and the activities and assessment support. The strengths, goals and learning needs of this small associated barriers to their learning and participation. procedures percentage of students are best addressed by highly These adjustments are highly individualised,  intensive individualised individualised learning programs and courses using selected comprehensive and ongoing. instruction, to ensure these curriculum content tailored to their needs. students can demonstrate the development of skills and Many students at this level will have been identified at a very competencies and the young age; they may have complex, associated support needs achievement of learning outcomes with their personal care and hygiene, medical conditions and mobility, and may also use an augmentative communication  the provision of much more system. accessible and relevant curriculum options or learning activities Students may also have particular support needs when specifically designed for the presented with new concepts and skills and may be dependent student on adult support to participate effectively in most aspects of  the use of highly specialised their school program. Without highly intensive intervention, assistive technology such as extensive support from specialist staff or constant and  alternative communication modes highly structured supervision, these students may otherwise  the provision of highly structured not access or participate effectively in schooling. approaches or assistive technology to meet their particular learning needs  some students may receive their education in highly specialised facilities or programs. Nationally Consistent Collection of Data School Students with Disability

Home (/) / Steps for completing data collection / Step 2: what is the level of adjustment? / No adjustment at this time

No adjustment at this time

Schools are required to accommodate the differential learning needs of all students. Some students with disability may not need educational adjustments beyond those that are reasonably expected as part of regular teacher or school practice. These students are recorded as "no adjustment at this time" for the purposes of this collection. Changes to student need that require changes to the level of adjustment would be reflected in the next data collection period.

Typical adjustment

Some students with disability may not require an ongoing adjustment beyond the usual practice of teachers and schools to accommodate the diverse learning needs of their students. For example: • a differentiated approach to curriculum delivery, that is part of normal day-to-day teaching and anticipates and responds to students' learning differences, may accommodate the needs of a student with disability • personalised learning plans that are implemented without additional resources within the teaching day • a student with a health condition (including a mental health condition) who does not require any additional support or adjustment when unaffected by their condition • 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 that already exists in the school and caters for a student's physical disability therefore requiring no additional action to support the student's learning, such as building modifications. Student characteristics

The student's disability does not prevent them from participating in courses and programs at the school and they are able to use the facilities and services available to all other students on the same basis as students without a disability without adjustment. 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. Students may have been provided with an adjustment in the past or may require an 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.

Home (/) / Steps for completing data collection / Step 2: what is the level of adjustment? / Supplementary adjustments

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 above and beyond normal teaching practice.

Typical adjustment

Adjustments to teaching and learning might include: • modified or tailored programs in some or many learning areas • modifications to instruction in terms of content and/or teaching strategies • the provision of course materials in accessible forms • separate supervision or extra time to complete assessment tasks • 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 • support or close supervision to participate in out-of-school activities or the playground • 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. Student characteristics

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 or close to 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.

Home (/) / Steps for completing data collection / Step 2: what is the level of adjustment? / Substantial adjustments

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 their engagement, learning, participation and achievement.

Typical adjustment

These adjustments are generally considerable in extent and may include: • frequent (teacher directed) individualised instruction and regular direct support or close supervision in highly structured situations, to enable the students to participate in school activities • adjustments to delivery modes • significantly modified study materials • access to specialised programs • adapted assessment procedures (i.e. special provisions) such as the use of assistive technology or a scribe • the provision on a regular basis of additional supervision • regular visiting teacher or external agency support • frequent assistance with mobility and personal hygiene • access to a specialised support setting • close playground supervision may be required at all times • essential specialised support services for using technical aids • alternative formats for assessment tasks to enable these students to demonstrate the achievement of their intended learning outcomes. Student characteristics

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.

Home (/) / Steps for completing data collection / Step 2: what is the level of adjustment? / Extensive adjustments

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.

Typical adjustment

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

Student characteristics

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; they 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 highly structured supervision, these students may otherwise not access or participate effectively in schooling.

Home (/) / Steps for completing data collection / Step 3: what is the category of disability?

Step 3: what is the broad category of disability?

As well as identifying the level of reasonable adjustment being provided for each student identified for inclusion in the national data collection, schools are asked to identify the broad category of disability for each student from one of four categories: • physical • cognitive • sensory • social/emotional

Multiple disabilities

If a student has multiple disabilities, you should select whichever disability category has the greatest impact, based on your professional judgement, on the student's education and is the main driver of adjustments to support their access and participation.

Definitions of disability

The table outlines the Disability Discrimination Act 1992 definition of disability, the Australian Human Rights Commission interpretation and the broad disability categories that are used in the national data collection. Some of the DDA descriptors appear more than once, as a disability may manifest itself in different forms. Definitions from the Disability

Definitions from the Disability Australian Human Rights Broad disability Discrimination Act 1992 and the Commission interpretation categories used in the Disability Standards for Education of the DDA definition national data collection 2005 on students with disability b)total or partial loss of a part of the neurological physical body physical e)the malfunction, malformation or physical disfigurement disfigurement of a part of the person's body the presence in the body of disease causing organism c) the presence in the body of organisms causing disease or illness d)the presence in the body of organisms capable of causing disease or illness a) total or partial loss of the person's intellectual cognitive bodily or mental functions learning disabilities f) a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction a) total or partial loss of the person's sensory sensory bodily or mental functions e) the malfunction, malformation or disfigurement of a part of the person’s body

g) a disorder, illness or disease that psychiatric Social/.emotional affects the person’s thought processes, perception of reality, emotions or judgement, or that results in disturbed behaviour

Download a table showing the broad categories of disability (PDF). (/Content/Down loads/broad-categories-of-disability.pdf)

Read more This website is jointly funded by the Australian, state and territory governments.

Home (/) / Steps for completing data collection / Step 4: How do you record and submit the data?

Step 4: how do you record and submit the data?

The Nationally Consistent Collection of Data on School Students with Disability is being phased in. The first national collection of data occurred on 18 October 2013. Before the submission of data to educational authorities about the number of students with disability in a school, their level of reasonable adjustment and primary category of disability, the school principal is responsible for verifying that there is evidence to support the inclusion of these students in the national data collection. The methods for recording data at the school level and submitting the data differ from jurisdiction to jurisdiction and, in some cases, from school to school, depending on the local systems in place and the varying requirements in each jurisdiction and school sector. Education authorities or the school principal will advise you about the data input arrangements that apply to your school. All school staff need to remain aware of the importance of maintaining and storing accurate, up- to-date records of various types. This is so that schools can draw on the range of types of evidence available in the school about the provision of personalised reasonable adjustments to meet the learning and support needs of their students with disability.

Privacy and consent

The collection, transfer and storage of data are subject to a range of Commonwealth and/or state and territory legal requirements. Information about the privacy and consent arrangements that apply to your school in relation to this data collection will be provided through your education authority/sector and school principal.

Home (/) / Steps for completing data collection / Do you have evidence?

Do you have evidence to support the student's inclusion in the data collection? In determining which students are to be counted in the national data collection on students with disability, schools need to draw on a range of types of evidence available in the school about the provision of personalised reasonable adjustments to meet the learning and support needs of their students with disability. This evidence will reflect a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the Disability Discrimination Act 1992, the Disability Standards for Education 2005 and best teaching practice. This includes evidence in four general areas: • the assessed identified needs of the student • reasonable adjustments provided to the student to address their individual needs • monitoring and review of the adjustments provided to the student • consultation and collaboration. Evidence of personalised adjustments being provided to meet the learning and support needs of students with disability will be reflected in a range of activities, records and documents in schools. This evidence may include, but is not limited to, the following: • documentation that reflects classroom curriculum-based assessments and extracurricular activity assessments • documentation from a recognised medical professional (if available) • documentation from therapists or paraprofessionals • evidence of school engagement and collaborative planning with the student and/or their parents and carers or associates • documentation of the student's individual learning and support provisions, including access issues and adjustments required • evidence that reasonable adjustments have been provided to the student • records showing that the effect of the adjustments has been regularly monitored and adapted where needed • reports that detail the adjustments being made for the student in areas such as health or personal care and social development, including adjustments to the environment and infrastructure • any other relevant supporting documents (eg staff timetables, professional learning and support for staff). 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 also 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. School principals are responsible for verifing or confirming that there is evidence at the school to support the inclusion of a student in the data collection.

Home (/) / Illustrations of Practice

Illustrations of Practice

Themes emerging from the data collection

Preparing for the data collection View video

Advantages of the data collection for schools View video

Adjustments - focusing on the student View video

Adjustments - examples View video

Teacher professional judgements View video

Working with parents View video

Teacher's experience of the data collection View video

Bray Park State High School, Queensland Michael Knox, Principal, and Snjezana De Kroon, Head of Special Education Services View video

Claremont College, Detailed Illustrations of Practice from Australian Schools Tasmania Sharyn Gill, Principal, and Lil Mirtl and Mark Kingsley, Support Teachers View video

Kulkarriya Community School, Kimberley, WA Michael (Ted) Tucker, Principal, Kulkarriya Community School View video Merimbula Public School, New South Wales Michelle Hulme, Principal View video

St Gregory's Primary School, New South Wales Claire Frazer, Principal, and Michael Green, Coordinator View video

Home (/) / Additional resources

Additional resources

Disability Discrimination Act 1992 (http://www.comlaw.gov.au/Details/C2013C00022) Disability

Standards for Education 2005 (http://education.gov.au/students-disability)

Case studies

Adjustment Case Studies, provided by the Department of Education, Western Australia (/Content/Down loads/Adjustments-WA-case-studies.doc)

Fact sheets

There is a downloadable fact sheet for schools and a downloadable fact sheet for parents/carers that is also available in eight languages other than English Fact Sheets (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school-students- disability) Nationally Consistent Collection of Data - Schools Fact Sheet (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability)

Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (English) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Arabic) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Chinese) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability)

Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (French) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Greek) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Italian) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Japanese) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Persian) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Spanish) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability) Nationally Consistent Collection of Data - Parent/Carer Fact Sheet (Vietnamese) (http://education.gov.au/fact-sheets-nationally-consistent-collection-data-school- students-disability)

Home (/) / Glossary

Glossary

Associate

Associate, in relation to a person, includes: a. a spouse of the person; and b. another person who is living with the person on a genuine domestic basis; and c. a relative of the person; and d. a carer of the person; and e. another person who is in a business, sporting or recreational relationship with the person. See section 1.4 Definitions of the Disability Standards for Education 2005 (http://www.comlaw.gov.au/Details/F2005L00767). Levels of adjustment

No adjustment at this time: Some students with disability, at particular stages during their time at school, may not be provided with any specialised educational adjustments and have their individual needs accommodated within typical teaching practice, in the same ways that school teams accommodate the needs of all of their students. 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. Substantial adjustment: 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. Extensive adjustment: 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. Reasonable Adjustments

1. For these Standards, an adjustment is reasonable in relation to a student with a disability if it balances the interests of all parties affected.

Note Judgements about what is reasonable for a particular student, or a group of students, with a particular disability may change over time. 2. In assessing whether a particular adjustment for a student is reasonable, regard should be had to all the relevant circumstances and interests, including the following: a. the student's disability; b. the views of the student or the student's associate, given under section 3.5; c. the effect of the adjustment on the student, including the effect on the student's: c.i. ability to achieve learning outcomes; and c.ii. ability to participate in courses or programs; and c.iii. independence; d. the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students; e. the costs and benefits of making the adjustment.

Note A detailed assessment, which might include an independent expert assessment, may be required in order to determine what adjustments are necessary for a student. The type and extent of the adjustments may vary depending on the individual requirements of the student and other relevant circumstances. Multiple adjustments may be required and may include multiple activities. Adjustments may not be required for a student with a disability in some circumstances.

The Standards generally require providers to make reasonable adjustments where necessary. There is no requirement to make unreasonable adjustments. In addition, section 10.2 provides that it is not unlawful for an education provider to fail to comply with a requirement of these Standards if, and to the extent that, compliance would impose unjustifiable hardship on the provider. The concept of unreasonable adjustment is different to the concept of unjustifiable hardship on the provider. In determining whether an adjustment is reasonable the factors in subsection 3.4 (2) are considered, including any effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students, and the costs and benefits of making the adjustment. The specific concept of unjustifiable hardship is not considered. It is only when it has been determined that the adjustment is reasonable that it is necessary to go on and consider, if relevant, whether this would none-the-less impose the specific concept of unjustifiable hardship on the provider. 3. In assessing whether an adjustment to the course of the course or program in which the student is enrolled, or proposes to be enrolled, is reasonable, the provider is entitled to maintain the academic requirements of the course or program, and other requirements or components that are inherent in or essential to its nature.

Note In providing for students with disabilities, a provider may continue to ensure the integrity of its courses or programs and assessment requirements and processes, so that those on whom it confers an award can present themselves as having the appropriate knowledge, experience and expertise implicit in the holding of that particular award. See section 3.4 Definitions of the Disability Standards for Education 2005 (http://www.comlaw.gov.au/Details/F2005L00767). Back to top School team

The school team ideally comprises personnel with teaching experience and/or qualifications in disability studies or special education. The school team could also include/consult with system/sector disability staff or relevant specialists, such as health professionals. The school team is responsible to the principal, who is ultimately responsible for endorsing the data collection. In some regional, rural and remote schools that have a very small staff, the school team could consist of one person, the principal.

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Frequently asked questions

Nationally Consistent Collection of Data on School Students with Disability activities 1. Isn't data on students with disability collected now? Why do we need to be involved in another data collection process at the national level? 2. Will schools still need to collect data under existing state/territory collections that currently take place in schools? 3. When does my school need to start collecting evidence for this data collection? 4. When will the data be available and who will be able to view it? 5. When and how often will the national data be collected?

Adjustments

1. I am not providing an adjustment for a particular student, even though they have a disability. Should this student be included? 2. What if an adjustment was provided for a past student and is now being used for a current student (ie a wheelchair ramp)? 3. I don't know how to determine whether this student's adjustments should be classified as 'supplementary', 'substantial' or 'extensive'. 4. What is the difference between "No adjustment at this time" and the "Supplementary" level of adjustment categories?

Definition of disability

4.1. I don't think my student meets the definition of 'disability' under the Disability Discrimination Act 1992. 4.2. I don't think my student fits into the disability categories provided in the list. 4.3. Do I include students with foetal alcohol spectrum disorder (FASD)? 4.4. Do I include a student with a hearing impairment? 4.5. Do I include a student with dyslexia? 4.6. In which broad disability category do I put students with autism spectrum disorder? School arrangements 4.6.1. When does my school need to start collecting evidence for this data collection? 4.6.2. What if I am not the school contact point nominated by my principal, but I wish to complete some professional learning? 4.6.3. Should someone review the information before I complete the data collection process? 4.6.4. I'm not sure what to do as this student attends two schools. 4.6.5. My school is a special school and I am not sure how to choose the level of adjustment or I have a student who attends a special class and I am not sure how to choose the level of adjustment. Nationally Consistent Collection of Data on School Students with Disability activities Q: Isn't data on students with disability collected now? Why do we need to be involved in another data collection process at the national level? A: The Nationally Consistent Collection of Data on School Students with Disability is focused on building an evidence base that will provide teachers, schools and sectors with more information and a better understanding at the national level about how many school students with disability there are in our schools; where they are; and the level of adjustment being provided for them to participate in schooling on the same basis as other students. Q: Will schools still need to collect data under existing state/territory collections that currently take place in schools? A: Other data collections in your school on students with disability that link to state/sectoral funding and reporting are likely to continue. Your school will inform you of your data reporting requirements. Q: When does my school need to start collecting evidence for this data collection? A: To include a student in the data collection, there should be evidence that the student has been or is being provided with an adjustment for a minimum of one school term (or at least 10 weeks). The data entry date for the 2014 national data collection on students with disability is 1 August 2014. Q: When will the data be available and who will be able to view it? A: Data collected from schools in 2013 and 2014 will not be made publicly available. Data collected from all Australian schools in 2015 is expected to be made available on the My School website and in other national reports on schooling from 2016, subject to the quality of the data collected. The publication of the data on the My School website will allow the wider public to access this information. Q: When and how often will the national data be collected? A: The national data collection on students with disability first took place in October 2013. From 2014, the data collection will align with the National Schools Statistical Collection in August each year. Education ministers have agreed that the Nationally Consistent Collection of Data on School Students with Disability will occur annually in all schools across Australia from 2015. Back to top Adjustments

Q: I am not providing an adjustment for a particular student, even though they have a disability. Should this student be included? A: Students with disability in accordance with the Disability Discrimination Act 1992 (DDA) who are not being provided with an adjustment at this time are eligible to be included in the national data collection on students with disability. Q: What if an adjustment was provided for a past student and is now being used for a current student (ie a wheelchair ramp)? A: This is still considered an adjustment for the current student if it is required to enable their access to education, so please consider this adjustment when determining the appropriate level of adjustment. Q: I don't know how to determine whether this student's adjustments should be classified as 'supplementary', 'substantial' or 'extensive'. A: Please review the model, as it provides an explanation of the classifications for the level of adjustment being provided. Q: What is the difference between "No adjustment at this time" and the "Supplementary" level of adjustment categories? A: The national data collection on students with disability reinforces the existing obligations that schools have towards students under both the Commonwealth Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (The Standards). Where a student has a disability (as defined by the Disability Discrimination Act 1992) and their needs are met by effective teaching practice within general resourcing they would be counted in the "No adjustment at this time" category. Examples might include a student with a well managed health condition such as asthma and diabetes, or a mental health condition who has strategies in place to manage the condition in consultation with medical professionals. In both examples, the student requires no adjustments beyond the usual practices and resources of the school. 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. Back to top Definition of disability Q: I don't think my student meets the definition of 'disability' under the Disability Discrimination Act 1992. A: Only those students who meet the definition of 'disability' under the DDA are eligible for inclusion in the national data collection on students with disability. If a student does not meet this definition, they should not be included. Q: I don't think my student fits into the disability categories provided in the list. A: If a student has multiple disabilities or does not fit within one category, you should select whichever disability category has the greatest impact, based on your professional judgement, on the student's education and is the main driver of adjustments to support their access and participation. Alternatively, please review the model for the national data collection on students with disability to determine whether this student should be included in the count. Q: Do I include students with foetal alcohol spectrum disorder (FASD)? A: If this student requires ongoing long-term support, your school should identify the disability that is present as a result of the FASD, and then determine the appropriate disability category. Q: Do I include a student with a hearing impairment? A: If the student requires ongoing long-term support to participate in education, then record the details relevant to this student. Some students with hearing disability may not require an ongoing adjustment beyond the usual practice of teachers and schools to accommodate the diverse needs of their students. Q: Do I include a student with dyslexia? A: If the student requires ongoing long-term support to participate in education, then record the details relevant to this student. Q: In which broad disability category do I put students with autism spectrum disorder? A: Depending on the main driver of the adjustments in place, the student could be included in either the 'cognitive' or 'social/emotional' categories. If adjustments are in place around both of these drivers, the selected category should be 'cognitive'. Back to top School arrangements

Q: When does my school need to start collecting evidence for this data collection? A: To include a student in the data collection, there should be evidence that the student has been or is being provided with an adjustment for a minimum of one school term (or at least 10 weeks). In 2014, this means from no later than 17 March 2014. The data entry date for the 2014 national data collection on students with disability is scheduled for 1 August 2014. Q: What if I am not the school contact point nominated by my principal, but I wish to complete some professional learning? A: All school staff are invited to work through the content on this site to improve their understanding of the data collection. Speak to your principal about additional professional learning opportunities available in your sector or system. Q: Should someone review the information before I complete the data collection process? A: Your school principal can advise you of the review processes that apply to your school prior to the submission of data. When considering the level of adjustment provided to the student, consider all adjustments that the student receives in order to access and participate in schooling on the same basis as other students. Q: I'm not sure what to do as this student attends two schools. A: Where a student is enrolled in one school, but receives adjustments at two schools, the school where the student is enrolled should record the details relevant to this student. Where a student is enrolled in two schools, the school where the majority of their class time is spent should record the details relevant to this student. When considering the level of adjustment provided to the student, consider all adjustments that the student receives to participate in education (including those provided in other educational settings). If the student attends another school, you may wish to contact that school to discuss the adjustments they provide if you do not already have this information. Q: My school is a special school and I am not sure how to choose the level of adjustment, or I have a student who attends a special class and I am not sure how to choose the level of adjustment. A: The national data collection on students with disability applies across all educational settings and contexts, including special schools, special assistance schools and special classes. These situations usually provide modified environments, including highly adjusted curriculum along with specialised equipment required by some students. In some cases, these settings access or employ other professionals (eg therapists and other paraprofessionals). There may also be specialist programs and interventions that are clearly focused or tailored to meet the educational support needs of students with similar disabilities. As a starting point, special schools, special assistance schools and schools providing special classes should consider nearly all students accessing these supports as requiring 'substantial adjustments', with an upgrade to 'extensive adjustments' if additional support is provided or a downgrade to 'supplementary adjustments' if the student is particularly able. However, as with all students in the national data collection on students with disability, an assessment of the level of adjustment and category of disability should be made on an individual basis. Back to top

This page on The Australian Government Department of Education site http://education.gov.au/frequently-asked-questions-ll (http://education.gov.au/frequently-asked-questions-ll) provides links to documents for general information about the Nationally Consistent Collection of Data on School Students with Disability presented in a question and answer format. This website is jointly funded by the Australian, state and territory governments.

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Contacts

Government Jurisdiction Contact name Contact details

ACT Marnie Murphy [email protected] (mailto:[email protected])

ACT Jo Monteith [email protected] (mailto:[email protected])

NSW Disability, [email protected] Learning and (mailto:[email protected]) Support Unit

NT Special [email protected] (mailto:[email protected]) Education and Disability

QLD Melanie White [email protected] (mailto:[email protected])

SA Ksharmra [email protected] Brandon (mailto:[email protected])

TAS Colleen [email protected] Crawford (mailto:[email protected])

TAS Lynne James [email protected] (mailto:[email protected]) VIC MarkTainsh [email protected] (mailto:[email protected]) WA KarenLee Clark [email protected] (mailto:[email protected])

Catholic

Jurisdiction Contact Contact details name

National Catholic Tim Smith [email protected] Education Commission (mailto:[email protected]) (NCEC)

Archdiocese of Canberra Maree [email protected] (mailto: maree. and Goulburn: Catholic Williams williams@cg .catholic.edu .au) Education Office

Archdiocese of Canberra Patrick Kelly Patrick. kelly@cg .catholic.edu .au (mailto: patrick. and Goulburn: Catholic kelly@cg .catholic.edu .au) Education Office

NSW: Catholic Education Gerry Gray [email protected] Commission (mailto:[email protected])

NT: Catholic Education Sharon [email protected] Office Duong (mailto:[email protected])

NT: Catholic Education Adriaan [email protected] Office DuPlessis (mailto:[email protected])

QLD: Catholic Education Vera Zappala [email protected] Commission (mailto:[email protected])

SA: Catholic Education Stephanie [email protected] Office Grant (mailto:[email protected])

TAS: Catholic Education Christine [email protected] Office Butterworth (mailto:[email protected]) VIC: Catholic Education David [email protected] Office Muggins (mailto:[email protected])

W A: Catholic Jacqueline reid [email protected] (mailto:reid Education Office Reid [email protected])

Independent State/territory State Contact details association

ACT AISACT [email protected] (mailto:[email protected])

NSW AISNSW [email protected] (mailto:[email protected])

NT AISNT [email protected] (mailto:[email protected])

QLD ISQ [email protected] (mailto:[email protected])

SA AISSA [email protected] (mailto:[email protected])

TAS 1ST [email protected] (mailto:[email protected])

VIC ISV [email protected] (mailto:[email protected])

WA AISWA [email protected] (mailto:[email protected])

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