NCCD and Disability Inclusion
The following guidance provides Victorian government schools with additional information to better understand the differences and intersections between the NCCD and Disability Inclusion.
Disability Inclusion and the Nationally Consistent Collection of Data (NCCD) on school students with disability are separate initiatives that assist Victorian government schools to support students with disability to access and participate in education on the same basis as their peers. While the 2 programs use similar language and concepts, they have distinct purposes.
The NCCD is an annual process to identify school students receiving educational adjustments due to disability to access education. The NCCD provides an annual ‘snapshot’ of students with disability that enables school teams to better understand how these students can be best supported. Disability Inclusion provides increased support for students with disability through building the skills and knowledge of schools in inclusive education and introducing the Disability Inclusion Profile and a tiered funding model.
Strong school engagement with the NCCD will assist schools with Disability Inclusion Profile processes. For example, evidence collected for the NCCD can be used to support the profile meeting participants in determining the level of adjustment recorded for the student.
A Disability Inclusion Profile outcome does not determine a student’s level of adjustment for the purposes of the NCCD. However, it does provide information and evidence to support the school team's professional judgement when implementing the NCCD.
NCCD data can assist schools in making decisions regarding the spending of Disability Inclusion Tier 2 funding and identifying students that may benefit from a Disability Inclusion Profile.
All students who have undertaken a Disability Inclusion Profile must be included in the NCCD.
Reviewed 29 April 2024