* Build an evidence base that will provide teachers/schools with information on students with a disability and the level of educational adjustment being provided

*Inform policy development and future planning to better equip schools and education authorities to support students with disability

*Enhance understanding of, and reinforce to schools, the requirements and responsibilities of school teams and the broader community under the DDA and the standards

* Capture the work of schools under the obligations of the DDA and the standards that allow students with disability to access and participate in education on the same basis as other students

* Provide an enhanced focus on the individual needs of each student by focusing on the level of educational support provided to them in the school context

It records the adjustments already undertaken in schools to support students with disability to access and participate in education on the same basis as their peers.

*Reviewing learning and support systems: The NCCD allows schools to better understand the functional needs of their students with disability. It captures the work of schools in providing personalised learning and support for students with disability who require adjustments due to the functional impact of their disability.
* Providing greater understanding: The NCCD helps schools gain a greater understanding of their students with disability and identify areas of need for both students and staff.
* Developing professional judgement: The professional learning available to support the NCCD process helps build the professional judgement of school teams who are required to provide educational adjustments for students with disability without relying on a medical or clinical diagnosis alone.
* Recognising support and adjustments provided: The NCCD helps to formally and consistently recognise the support and adjustments provided to students with disability as defined in the DDA.

Step 1-Is there an adjustment?
Determine which students are receiving adjustments to access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005 (the Standards).
-Adjustments are actions taken to enable a student with disability to access and participate in education on the same basis as other students. Adjustments reflect the assessed individual needs of the student. They can be made at the whole-school level, in the classroom and at an individual student level.

Providing adjustments
In providing an adjustment, schools assess the functional impact of the student's disability in relation to education. This includes the impact on communication, mobility, curriculum access, personal care and social participation. Other areas that might be considered for some students are safety, motor development, emotional wellbeing, sensory needs and transitions.

Adjustments can be made across any or all of the following:

planning
teaching and learning
curriculum
assessment
reporting
extracurricular activities
environment and infrastructure
resources.

Step 2- What is the level of adjustment?
In the NCCD, there are four levels of adjustment:

1. support provided within quality differentiated teaching practice
2. supplementary adjustments
3. substantial adjustments
4. extensive adjustments.

Step 3- What is the category of disability?
Determine the broad category of disability for each student from one of four categories:

1. physical
2. cognitive
3. sensory
4. social/emotional

Step 4; Record and submit the data
- data colection/evidence/sighted and signed off

!. Quality differentiated teaching practice
Students with disability are supported through active
monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are provided through usual school processes, without drawing on additional resources

2. Supplementary Adjustments
Students with disability are provided with adjustments that are supplementary to the strategies and resources already available for all students within the school.

3. Substantial Adjustments
Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance

4. Extensive Adjustments
Students with disability and very high support needs are
provided with extensive targeted measures and sustained
levels of intensive support. These adjustments are highly
individualised, comprehensive and ongoing.