Nationally Consistent Collection of Data (NCCD)

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.

What's new in 2019

A new NCCD Portal has been launched to help school communities around Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD).

The new NCCD Portal is packed with free and practical resources to support schools and their communities to participate in the NCCD, including 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 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. 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.

2019 Key Dates

The reference date for the NCCD is Friday, 2 August 2019.

Term 1: 29 January to 5 April

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: 23 April to 28 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 as the primary source.

Term 3: 15 July to 20 September

  • Monitoring and checking data
  • School team enters data into CASES21 at any time before Friday 2 August 2019 if criteria are met.
  • School principal verifies and confirms NCCD data, backed by evidence held in the school, prior to submission.

Term 4: 7 October to 20 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 Reflection Tool.

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 NCCD Portal.

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 Standards. The Standards 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 Standards are freely accessible on the Professional Learning page on the NCCD Portal

Practical guides about the Standards for parents and the community can be accessed on the NCCD Portal.

Process and data entry for 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 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 2019, the final date for submitting data is 2 August via the CASES21 system (data can be recorded prior to this time).

For further information, see the CASES21 administration guide

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

Advice and assistance

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

Essential information for people involved in the collection of data



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 studies


For further information, see: CASES21 administration User Guide

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

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:

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:

Fact sheets
Department policy guidelines
Illustrations of practice
Level of adjustment
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 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