Nationally Consistent Collection of Data

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

All Australian schools are required to participate in the annual collection of data on school students with disability.

The program is known as the Nationally Consistent Collection of Data on School Students with Disability.

The collection provides information about:

  • the number of students with disability in schools
  • where they are located
  • the adjustments they receive.

Each year in August, principals will verify data about students in their school receiving adjustments because of disability, based on evidences in the school.

Process and help for schools

Advice and assistance

A Help desk for the national data collection located in the state office is available to schools. For support, contact:

Verifying and recording data in CASES21

What to do:

  • the Department requires the principal to verify that the process undertaken and student information collected is accurate

  • nominated school staff member enters verified data for each identified student in CASES21 following the instructions in the CASES21 Administration User Guide: Chapter 7, pages 24-28: CASES21 Administration Guide

  • When all data has been entered in CASES21, Schools are encouraged to run the following reports for referencing next year:

    • Students with Disability – Disability Summary [ST21428]

    • Students with Disability – Student Summary [ST21429]

In 2018, the final date for submitting data is 3 August via the CASES21 system (data can be recorded prior to this time).

Four pieces of data need to be entered from drop down menus in the CASES21 record for each student included in the NCCD:

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

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

  • Step 3: What is the broad category of disability?

  • Step 4: Has the school principal verified this data? This will need to be completed each year as this field will revert to 'N' following the annual CASES21 End of Year Process run.

The format screen below will be displayed:


Following reporting of your data, DET extracts your data and forwards it to the Australian Government Department of Education and Training. All states and territories provide a list of schools, with their Australian Government Education IDs (AGE ID) and the numbers of primary and secondary student enrolments, number of students with disability by school, student level of education, category of disability and level of adjustment, to the Australian Government Department of Education and Training.

No personal identifying details of students are collected.

Essential information for people involved in the collection of data
Professional learning

Sound knowledge and understanding of the DDA and Disability Standards for Education will assist schools in meeting mandatory obligations to students and their parents and carers and implementing the national data collection. For more information, see:

Training website and manual

A training website, developed by Educational Services Australia, supports implementation of the national data collection through information about the national data collection model including levels of adjustment and evidence requirements. A series of case studies, illustrations of practice and a new PowerPoint presentation is also available on this site. For more information, see:

Senior policy and program staff from every state, territory and sector have worked collaboratively on this website. The Department has also provided a Manual with content taken from the training website. See: Manual (docx - 3.53mb).



The national data collection on students with disability reinforces the existing obligations that schools have towards students under the Commonwealth Disability Discrimination Act 1992 and the Disability Standards for Education 2005.

The national data collection 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.


Case Studies

The following demonstrates application of the NCCD model through case study examples, using the 4 steps for completing the data collection as guidance. See: Case study matrix


For further information, see: CASES21 administration User Guide

Categories of disability

Definitions of broad categories of disability - for definitions of the categories of disability according to the DDA, the Australian Human Rights Commission interpretation and terms used in the Data Collection, see:


The following resource, from the University of Canberra is a practical guide for individuals, families and communities, which highlights the benefits of collaborating as a group to better support a student with disability:


The following fact sheet provides information on how parents can better prepare themselves for consulting with schools:

Data collection model

For information about the development and purpose of the Data Collection, see: Data collection introduction and background

For an understanding of the legislation, see:

For an understanding of the data entry process, see: CASES21 Data entry process (docx - 220.91kb)


The following document provides definations and further information on Reasonable adjustment, Broad definition of disability, Determining imputed disability, the Standards and Consultation.

Evidence checklist

When schools are determining the inclusion of a student’s details in the data collection, teachers have a number of factors to consider:

Embracing diversity

Fact sheets

The fact sheet for parents and carers is available in 11 community languages

Frequently asked questions

Department policy guidelines


Illustrations of practice

Level of adjustment


Meeting obligations under the Standards/DDA

Moderation resource for schools

The purpose of this resource (docx - 721.19kb) is to assist schools in undertaking within-school moderation to support them in making consistent and reliable decisions about students' level of adjustment and category of disability. This may be used to inform decisions about how to best support students with disability.

Planning for personalised learning and Support: A national resource

This document is to support personalised planning and learning for students with disability. All educators are encouraged to use this document for personalised planning, and to share this document with their school networks.

Positive partnerships

Positive partnerships is the education component of the Australian Government’s Helping Children with Autism package, which provides professional development for school leaders and teachers, workshops for parents/carers and a dedicated website with online learning modules and other resources. For more information, see:

Professional online eLearning

For more information and to access the registration key see:

Reflection tool kit

Services and supports

Strategies to support decision making

Student checklist and Record sheet

A record sheet for staff to collate student data prior to entry into CASES21:

Student Wellbeing Hub

The Student Wellbeing Hub is the Australian Government’s one-stop shop for information and resources for educators, students, parents, specialist professionals and pre-service teachers on strategies to build and sustain the wellbeing of the whole school community. For more information, see:

Talking about people with disability