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.
The reference date remains as Friday 7 August, 2020.
In recognition of the increased demands on school staff during COVID-19 disruptions, the evidence requirements for a student counted in the NCCD in 2020 have been reduced.
Instead of 10 weeks of evidence, the time period for documented evidence of adjustments is now a minimum of six weeks. The six weeks can be from anytime from Term 4 2019 through to the 2020 NCCD reference date, and need not be consecutive.
The evidence requirements have also changed for certain groups of students. Special provisions have been made for:
- students in specialist settings
- students being included in the NCCD for the first time (for example, foundation year student, new enrolments, students transitioning from primary to secondary school, or moving campuses)
- students with newly diagnosed or newly imputed disability.
Evidence of monitoring and review
For these students, evidence showing ongoing monitoring and review of student adjustments will not be required. Schools will only be required to collect evidence of:
- assessed student needs
- adjustments provided
- consultation and collaboration with student and/or parents, guardians or carers, or associates.
Evidence of monitoring and review may include:
- records of meetings to review adjustments with parents, guardians or carers and specialist staff
- student progress data
- progress or file notes by teacher, specialist staff or paraprofessionals
- behaviour monitoring data
- evidence of monitoring the effectiveness of interventions provided over time
- evidence of regular review of a health plan provided by a medical specialist.
The 2020 NCCD Guidelines have been revised to include these special provisions. The revised 2020 NCCD guidelines are available on the NCCD Portal.
This information has also been shared with principals and schools in School Update published on 16 June 2020.
For further information on the 2020 NCCD, email the NCCD team at email@example.com
What's new in 2020
The NCCD Guidelines are published annually.
NCCD 2020 Guidelines are now available.
Changes to the 2020 NCCD Guidelines include:
- Schools should make every effort to inform parent/carer(s) that a student has been included in the NCCD. Where this is not possible, the reasons should be documented.
- Greater clarity on what evidence should be documented. For a student to be included in the NCCD, the school must have documented evidence that the student has been provided with an adjustment(s) to address the functional impact of a disability for a minimum of 10 weeks of school education in the 12 months preceding the NCCD reference date.
The adjustments do not need to take place each and every day over the 10 weeks. Where a student receives adjustment for any amount of time within a school week, that constitutes a ‘week’ for the purposes of the 10-week rule. The amount of time an adjustment(s) is provided to the student may vary from infrequent or occasional. For example, for a specific class or activity, through to all day every day of the week.
The evidence will reflect a wide range of practices in schools for meeting the educational needs of students with disability. This includes evidence in four general areas:
- assessed individual needs of the student
- adjustments being provided to the student to address their assessed needs associated with disability – this includes support provided within quality differentiated practice
- ongoing monitoring and review of the adjustments
- consultation and collaboration with the student and/or parents, guardians or carers, or associates.
The NCCD Portal helps school communities around Australia participate in the NCCD. It includes e-learning modules, videos, case studies, templates, and information for parents, guardians and carers.
School principals are responsible for verifying the accuracy of their school's NCCD data and validating that there is evidence at the school to support the inclusion of a student in the NCCD. This evidence must be kept by schools in the student’s records, for example, the student’s individual plan. This is a key responsibility given that the NCCD data will be used to inform funding provided by the Australian Government to Victoria and may be the subject of audits or compliance activities.
The data submission process this year is the same as last year.
About the NCCD
All Australian schools are required to participate annually in the NCCD.
The NCCD reflects and supports the ongoing work of schools. The NCCD draws on teachers' professional judgement and practices throughout the year supporting students with disability to access and participate in education on the same basis as other students.
Under the NCCD model, teachers and school staff use their professional, informed judgement, based on evidence, to determine the level of adjustment students with disability receive, in both the classroom and whole of school context, as well as the broad category of disability that relates to the adjustments.
The NCCD model is based on mandatory obligations to students under the national
Disability Discrimination Act 1992 (DDA) and
Disability Standards for Education 2005(DSE). Understanding these legal obligations and the NCCD model is essential knowledge for principals and teachers.
The NCCD is used by the Australian Government to calculate the students with disability loading in recurrent funding for schools provided by the Commonwealth to states and territories.
For non-government schools, the disability loading is provided directly in full to schools. For government schools, a proportion of the disability loading is provided by the Commonwealth to state and territory governments. Currently, the Commonwealth Government provides approximately 20 per cent of the NCCD disability loading to the Victorian Government. For further information, see:
What is the Australian Government doing to support students with disability in schools?
In line with Commonwealth legislation, state and territory governments allocate state funding to schools according to their own funding distribution models. For Victorian government schools, funding is distributed to schools under the
Student Resource Package (SRP) model.
Every child who attends a Victorian government school is funded through their school’s SRP to support their learning needs. Schools are responsible for using these resources to facilitate the development and delivery of teaching and learning programs for all students, including students with disabilities and additional needs. Each school has flexibility to determine the most appropriate learning program for individual students, including the use of support staff, as appropriate, to achieve educational outcomes.
The quality and reliability of information gathered for the NCCD is critical. School principals are responsible for verifying the accuracy of their school's NCCD data and validating that there is evidence at the school to support the inclusion of a student in the NCCD. This is a key responsibility given that the NCCD data will be used to inform funding provided by the Australian Government to Victoria and may be the subject of audits or compliance activities.
The NCCD does not replace existing state or territory or sectoral requirements that are linked to funding and/or reporting. For Victorian government schools, this means that the
Program for Students with Disabilities (PSD) will continue to provide funding for eligible students with disabilities who attend regular and specialist schools.
2020 key dates
The reference date for the NCCD is Friday, 7 August 2020.
Term 1: 29 January to 27 March
Preparation may continue into Term 2.
- Identify the staff in the school responsible for implementation of the NCCD (school team).
- Staff implementing the NCCD must complete professional learning on the Disability Discrimination Act 1992 (DDA) and requirements under the Disability Standards for Education 2005 (DSE).
Term 2: 14 April to 26 June
- Application of the NCCD model (may continue into Term 3)
- Schools are to apply the NCCD Model to determine which students will be included in the collection.
- School team leads professional discussions to confirm that decision making has been applied consistently (meetings with teachers at the school/with other schools). Discussions and moderation meetings should reference the latest national professional learning material on the
NCCD portal as the primary source.
Term 3: 13 July to 18 September
- Monitoring and checking data
- School team enters data into CASES21 at any time before the reference date if criteria are met.
- School principal verifies and confirms NCCD data, backed by evidence held in the school, prior to submission.
Term 4: 5 October to 18 December
- Process review and reflection
- School team evaluates the application of the NCCD model and how school practices and processes could be improved to facilitate next year's NCCD. School teams can refer to the
NCCD promotional material
Steps in the NCCD model
Other tools to assist schools with data collection
Process and data entry for Victorian Government schools in CASES21
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 22-26:
CASES21 administration guide
- When all data has been entered in CASES21, Schools are encouraged to run the following reports for their reference.
At the end of each year, NCCD data in CASES21 will reset as part of the annual process. This means that schools should save a copy of the reports for their records next year.
- Students with disability – disability summary [ST21428]
- Students with disability – student summary [ST21429]
In 2020, the final date for submitting data is 7 August via the CASES21 system (data can be recorded prior to this time, however make sure information is accurate as of the reference date).
For further information, see the CASES21 administration guide
Additional information notices
Professional learning on the NCCD portal
The NCCD Portal provides free information and professional learning resources for teachers, school leaders, support staff, parents/guardians and carers. The portal includes a significant amount of information and guidance to help teachers and school teams work through the steps for completing the NCCD.
To access these support materials, visit the
The NCCD is designed to complement and reinforce the legislative requirements that apply to all Australian schools and education institutions under the:
Before completing the NCCD, all school staff should undertake professional learning to develop or refresh their knowledge and understanding of the DDA and the DSE. The DSE apply to all school staff and it is essential that all staff are aware of their legal obligations to students with disability
eLearning resources on the DDA and the DSE are freely accessible on the
Professional Learning page on the NCCD Portal.
Practical guides about the
DSE for individuals, families and communities can be accessed on the NCCD Portal.
Advice and assistance
A help desk for the national data collection located in the state office is available to schools. For support, contact: