Low level adjustment for disability

The equity loading for low level adjustment for disability (LLAD) is an allocation to support students in mainstream classes who have additional learning and support needs.

Every mainstream NSW public school has access to a specialist learning and support teacher who works directly with the school to provide additional support for students and their teachers.

Every mainstream public school receives flexible funding to support students with additional learning and support needs.

Students with a confirmed disability in mainstream classes who have moderate to high learning and support needs continue to be supported through integration funding support. Students enrolled in specialist support classes in mainstream schools and schools for specific purposes continue to have their own resourcing arrangements.

Key messages

  • This loading supports schools to meet their obligations to students under the Commonwealth Disability Standards for Education, 2005
  • Access to a specialist teacher and flexible funding is provided in every mainstream school, based on student need and school enrolment.
  • Principals and learning and support teams need to consult with staff, parents or carers to determine the best way to provide personalised learning support for students in accordance with their additional learning needs.
  • This allocation can be combined with other school and local resources to support students who have additional learning and support needs without the requirement for a formal diagnosis of disability.
  • Flexible funding can only be used to purchase additional teacher and/or school learning support officer time to support students and teachers.
  • Accountability for the effective use of funding to improve student learning occurs through the Annual Report.

Fund allocation

In 2021, the equity loading for low level adjustment for disability will deliver resources to approximately 95,000 students in 2,076 public schools. This allocation enables schools to respond in a timely way to the needs of all students, including those with or without a formal diagnosis of disability.

The equity loading comprises an allocation base determined by school enrolments and a supplementary allocation based on student need. This provides every mainstream school access to a specialist teacher and flexible funding.

The LLAD allocation for 2022 will be based upon the current methodology using school enrolments and NAPLAN data which informs each school's Student Learning Needs Index (SLNI). A school's SLNI is a needs-based index drawn from three years of longitudinal NAPLAN data.

Flexible funding allocations will change for many schools based on new data sets. Specialist teacher allocations will remain the same to ensure stability in schools into 2022.

The LLAD advice provided for each school in the 2022 SBAR is the current 2021 allocation. It is expected that advice about 2022 flexible funding allocations will be provided to schools for the start of term 4, 2021 and will be reflected in the 2022 SBAR Adjustments.

The Department, in consultation with stakeholder groups, is continuing to explore the use of data collected through the Nationally Consistent Collection of Data on School Students with Disability (NCCD) as a component of the allocation methodology.

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