The NCCD model describes how to undertake the NCCD. The model provides a systematic process that enables schools across Australia to count, in a consistent manner, the number of students with disability receiving adjustments to access education.
The NCCD model consists of four steps:
Step 1: Is there an adjustment?: Determine which students are receiving adjustments to access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005 (the Standards).
The model relies on the professional judgement of teachers and school teams about students. Under the model, teachers use their professional, informed judgement, supported by documented evidence, to determine:
which of their students are being provided with an adjustment to access education because of disability, consistent with definitions and obligations under the DDA and the Standards
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.
As part of the NCCD, the school identifies evidence of the actions that teachers and other school staff have taken for at least 10 weeks in the 12 months preceding Census Day, to address the functional impact of a student’s disability. This includes evidence of:
consultation and collaboration with the student and/or their parents, guardians or carers
the assessed identified needs of the student
adjustments provided to the student to address their identified needs
monitoring and review of the impact of the adjustments provided.