Frequently Asked Questions
The NCCD is an annual collection of information about Australian school students with disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.
For information on the NCCD, visit the Australian Government NCCD portal.
The Australian Government manages the NCCD. The Department collects data and supplies it annually to the Australian Government.
Yes. The Australian Education Regulation 2013 requires all schools that receive Australian Government funding to report the information required for the NCCD to the Department on an annual basis.
School level FTE enrolments and head counts by grade, level of adjustment and category of disability are reported.
The data is used:
· to calculate the Australian Government recurrent funding model to education jurisdictions and may be the subject of audits or compliance activities
· as an evidence base, to give teachers, schools and sectors information about students with disability and the type and level of educational adjustment being provided
· to inform policy development and future planning to better equip schools and education authorities to support students with disability
· to capture the work of schools under the obligations of the DDA and the Standards, allowing students with disability to access and participate in education on the same basis as other students
· to highlight the individual needs of each student with disability by focusing on the level of educational support provided to them at school.
Since 2018, the NCCD has been used to inform the students with disability loading that the Australian Government provides to states and territories. This funding is redistributed by the Department through the Resource Allocation Model (RAM) to NSW government schools. TThe Department is considering the use of the NCCD data as one factor to inform the Low Level Adjustment for Disability (LLAD) resource allocations.
A student must be counted in the NCCD when they have:
· a disability as defined by the Disability Discrimination Act 1992 (DDA)
· AND, been provided with an adjustment/s due to the functional impact of their disability for a minimum period of 10 weeks of school education (excluding school holiday periods) in the 12 months preceding the data collection reference date.
No. However, students must meet the DDA definition of disability and evidence must be retained to support this.
An imputed disability is a disability that the school believes a student has based on teacher professional judgement and an assessment of the functional impact of the student’s disability in relation to their education. No specific clinical diagnosis is required for this determination.
The four broad categories of disability used in the NCCD are:
The broad categories of disability used in the NCCD are aligned to the definitions from the Disability Discrimination Act 1992 and the Disability Standards for Education 2005. Refer to the Broad Categories of Disability infographic on the NCCD Portal.
The category of disability should be selected based on the category of disability which has the greatest impact on the student’s education and is the main driver of adjustments to support the student’s access and participation. This decision is based on professional judgement.
Teacher moderation should support and promote shared and consistent decision-making in deciding a student’s category of disability.
For more information on the categories of disability, see Strategies to support decision-making on the NCCD portal.
The four broad levels of adjustment used in the NCCD are:
· Support provided within quality differentiated teaching practice (QDTP)
· Supplementary adjustments
· Substantial adjustments
· Extensive adjustments
Refer to Selecting the Level of Adjustment on the NCCD portal for Level of Adjustment descriptors
Schools should consider the frequency, intensity, range of adjustments and evidence for support being provided. For information on selecting the level of adjustment, see the Guide to choosing level of adjustment on the NCCD portal.
You should enter data for all students with a disability who are receiving adjustments and are enrolled at your school on census date.
A student must have been provided with an adjustment/s due to the functional impact of the disability for a minimum period of 10 weeks of school education (excluding school holiday periods) in the 12 months preceding the data collection reference date. The minimum 10 week period of adjustments does not need to be consecutive weeks, it can be cumulative and split across school terms in the 12 months preceding the census date. Where a student receives adjustments for any amount of time within a school week, that constitutes a ‘week’ for the purposes of the 10-week rule. If a student is participating in a school-based activity during the school holidays (e.g. camp) where the school is providing adjustments, then this time can be included in the 10 weeks.
If a student is new to a school and has attended for less than 10 weeks, they can be included if there is evidence between the old and new school that adjustments have been provided over 10 weeks in the 12 months prior to census date and if the new school has evidence of the continuing need for adjustments. For example, there is evidence from the previous school of long-term adjustments together with evidence that similar adjustments are required in the new school. Arrangements need to be made to ensure that the new school has access to this evidence.
EAL/D is not a disability. Some EAL/D students may be included in the NCCD only IF they receive an adjustment to meet an identified need arising from the functional impact of a disability.
It should not be assumed that because a student is receiving additional support through a withdrawal program (e.g. COVID ILSP) that they have a disability. All students included in the NCCD must be assessed individually and not bulk added into the data collection based on their inclusion in a program. Schools must have evidence that the student is receiving the adjustment to meet an identified need arising from the functional impact of a disability.
Yes. If a student meets the NCCD criteria for reporting, and they have been counted in the school's census reporting, they should be included. While overseas students with disability are counted in the NCCD, it should be noted that they are excluded from Australian Government recurrent funding calculations and related purposes.
All NSW public schools have access to:
The principal must assign access to the ERN - Disability Adjustments function through the Access Management Utility (AMU).
Refer to the ERN - Disability Adjustments User Guide for more information.
Prior year NCCD information can be downloaded from the Online Data Collection website under Current Collections > Historical Data.
The ERN – Disability Adjustments website is prepopulated with information at the start of each school year based on the entries in ERN from the previous calendar year. Students who are no longer enrolled at the school are automatically removed. Students who are in support classes are added on enrolment. Students receiving integration funding support are added automatically on a monthly basis. Schools are required to complete and verify data for prepopulated records and determine if a minimum of ten weeks of adjustments has been made for students by completing the Ongoing Adjustment field each year.
Refer to Section 6 “Add/ update NCCD details for a student” (page 7) of the ERN - Disability Adjustment User Guide
Use the “Status” column on the far right of the ERN – Disability Adjustments table to check that information has been correctly entered into all fields.
Only “complete included” records will be included in the NCCD. If the column says “incomplete record” or “complete excluded”, the student will not be included in the NCCD. The data for records not included in the NCCD should be reviewed to ensure that data has been correctly entered into all fields.
Following data entry, NCCD data is extracted from ERN by the Department and populated in the Online Data Collections website for validation. Schools have two weeks to complete the Validation Stage of the data collection.
The Validation Stage should be completed between Monday 26 July and Friday 6 August.
During the Validation Stage schools should:
· moderate students’ level of adjustment and category of disability to ensure decisions are consistent, reliable and defensible
· review the data in the Online Data Collection website to ensure it is complete and accurate
· make any necessary changes/additions on the ERN – Disability Adjustments website. Changes made in ERN will appear in the Online Data Collections website the following day
· confirm on the Online Data Collection website that the Validation Stage has been completed.
The moderation of NCCD data enables staff to review evidence and build a shared understanding of:
· the level of adjustment being provided for each student to meet the identified educational needs arising from the functional impact of their disability
· the broad category of disability for which support is provided.
For further information about moderation refer to the Moderation resource for schools.
All changes to student data should be entered in ERN. During the Validation Stage, changes made in ERN will be reflected in the Online Data Collection website on the following day. However, during the Census Stage, there is no reharvesting from ERN. All changes need to be made manually in both the Online Data Collection website and in ERN.
The Online Data Collection website is refreshed overnight during the Validation Stage of the data collection. The Online Data Collection website should be checked the following day to ensure changes made in ERN are reflected on the website. During the Census Stage there is no further reharvesting from ERN. All changes need to be made manually in both the Online Data Collection website and in ERN.
The school principal.
The Census Stage should be completed between Monday 9 August and Friday 20 August.
During the Census Stage, the principal is responsible for verifying the data on the Online Data Collection website and confirming there is documented evidence to support the inclusion of students in the NCCD.
During the Census Stage, there is no reharvesting from ERN. All changes need to be made manually in both the Online Data Collection website and in ERN.
No. Students cannot be added during the Census Stage.
Yes. A copy of the data and principal’s sign off should be retained at the school.
Yes. Schools are required to retain evidence to show that adjustments have been made to meet ongoing, long-term specific needs associated with disability.
Evidence and any associated records for the NCCD must be kept for a minimum of 7 years, as required by section 37 of the Australian Education Regulation 2013. Some forms of evidence may also fall under other record management policies that require retention of a particular record for longer than 7 years.
For more information, see the Schools-records-management page on the department’s intranet.
All staff. All information and data relating to students with disability and the adjustments provided for those students must be stored appropriately and securely and must be managed and stored in accordance with applicable privacy legislation and policies.
Reporting and analysis
High-level, de-identified NCCD data including year of schooling, level of adjustment provided and category of disability is published annually.
NCCD data is used to inform policy and funding decisions by the Department.