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Nationally Consistent Collection of Data on School Students with Disability

Nationally ConsistentCollection of Data onSchool Students withDisability

Manual for VictorianGovernment Schools

2 Nationally Consistent Collection of Data on School Students with Disability

Published by theDepartment of Education andEarly Childhood DevelopmentMelbourne April 2014

ISBN: 978-0-7594-0762-6©State of Victoria (Department of Education and Early Childhood Development) 2014

The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process exceptin accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.

An educational institution situated in Australia whichis not conducted for profit, or a body responsiblefor administering such an institution may copy and

communicate the materials, other than third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development,2 Treasury Place, East Melbourne, Victoria, 3002. This document is also available on the internet at

www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

Contents

Foreword 5

Using this manual 6

About the Data Collection 7

Timeline for the Data Collection in Victorian government schools 8

Preparation for the Data Collection 9

Resources to support preparation for the Data Collection 10

1. Frequently asked questions for schools 11

General 11

Data Collection Model 13

Privacy and consent 16

Implementation of the Data Collection 17

2. Article for the school newsletter (sample) 18

3. Fact sheet for Parents/Carers 19

4. Professional development for staff/school team involved in the Data Collection – links 22

Disability Standards for Education 2005 (DSE) e-Learning login instructions 22

Data Collection Model training 22

5. Process for determining inclusion and outcomes for the Data Collection 23

Step 1: Is the student provided with a reasonable adjustment toaddress a disability as defined by the Disability Discrimination Act1992?

24

Resources to support Step 1 25

1. Disability Discrimination Act 1992 (DDA)/Disability Standards for Education 2005 (DSE) disability definition and inclusion in the Data Collection 26

2. Evidence to support the student’s inclusion in the Data Collection 28

3. Individual Student Checklist 29

4. Communicating with parents, carers or guardians 30

5. Template letter to parents, carers or guardians

6. Template letter to parents, carers or guardians and mature

32

minors in Plain English 34

Step 2: What level of adjustment is provided to the student? 38


1. Level of adjustment descriptors table 40

Step 3: What is the broad category of disability? 42


2. Disability Discrimination Act 1992/Disability Standards forEducation 2005 and the Data Collection disability category table

43

Step 4: Record the data in CASES 21 on or before 1 August 45

Resource to support Step 4 46

1. Screen shots of a Data Collection CASES21 record 46

Appendices 48

Appendix 1 Data Collection – background 49

Appendix 2 Legislation underpinning the Data Collection Model

50

Appendix 3 Background information for School Principals on the ‘opt-out consent’ system being implemented in 2014 51

Appendix 4 Easy English Fact Sheet 52

Appendix 5 Letter to parents, carers and guardians translated 58

Appendix 6 Levels of Adjustment – Case Studies 70

ForewordA nationally consistent approach to collecting data on school students with disability will enable more accurate and complete information to be collected about the number and distribution of Australian schools students with disability, including the adjustments provided to enable them to access education on the same basis as students without disability.This information will inform policy and planning that helps Australian schools better meet their responsibilities under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE) in improving support for the learning needs and aspirations of students with disability.In May 2013, all education ministers agreed to implement the Nationally Consistent Collection of Data on School Students with Disability Project (Data Collection) in a phased approach over three years. Last year twenty per cent of schools, including government and non-government schools, across Australia completed the Data Collection. From 2015, all schools in Australia will collect and report data annually.This year all Victorian government schools will participate in the Data Collection. Schools will be supported to implement the Data Collection with a financial grant, a phone Hotline, professional development opportunities, training in the Data Collection Model andaccess to regional workshops. This manual provides guidance in preparing, planning and implementing the Data Collection and links to resources that will assist this process.I would like to acknowledge the outstanding work that is undertaken everyday in our Victorian schools to support the learning and wellbeing of children and young people with disabilities and thank you all for your participation in this national initiative.

Mark TainshDirector, Disability and InclusionStudent Inclusion and Engagement DivisionEarly Childhood and School Education Group

Nationally Consistent Collection of Data on School Students with Disability – Foreword 5

Using this manualThis manual is for the Principal and school staff involved in implementing the Nationally Consistent Collection of Data on School Students with Disability (Data Collection) in their school.We encourage you to use this manual to develop:• your understanding of the Data Collection Model• a process of collecting data on school students with disability in a consistent manner in

your school.

The step-by-step process detailed in this manual is supported by templates and resources found in the supporting resources and appendices. In addition the templates and resources are available from the Department’s Data Collection website: http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

For further questions you can contact the Data Collection team via the Data Collection email:[email protected]

http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

6 Nationally Consistent Collection of Data on School Students with Disability – Using this manual

About the Data CollectionThe Nationally Consistent Collection of Data on School Students with Disability (DataCollection) is a joint initiative that has been endorsed by all education ministers in Australia.The Data Collection is an annual national count of the number of students providedwith educational adjustments as a result of their disability as defined broadly under theDisability Discrimination Act 1992 (DDA) (Appendix 2). These adjustments are providedto students to allow them to participate in education on the same basis as students without disability, consistent with the obligations of schools as defined in the Disability Standards for Education 2005 (DSE).The purpose of the Data Collection is to provide Australian and State Governments and schools with a better understanding of their student population and how students with disability are supported. It will assist education authorities and schools to target programs and make resourcing decisions to contribute to more effective outcomes and quality learning experiences for young Australians.The Data Collection Model relies upon the informed professional judgement of teachers and/or school teams in determining the students to be included, rather than clinical diagnoses.The Data Collection is a record of the students who are currently being provided with reasonable educational adjustments as a result of their disability at a point in time each year. This will rely on teachers’ professional judgements. Whether a student is counted, the level of adjustment provided, and the broad disability category identified will reflect the student’s circumstance and needs which may change over time.Involvement in the Data Collection will help schools to better meet the needs of students with disability and will assist schools to:• build capacity to enhance school systems and processes to meet their obligations

under the DDA/DSE to support students with disability to enable them to access education on the same basis as their peers

• gain a greater understanding of their student population and how students can be bestsupported

• formally and consistently recognise the support and adjustments provided to studentswith disability in the school

• develop the professional judgement of school teams in identifying and making reasonable adjustments for students with disability rather than relying on medical/clinical diagnosis alone.

From 2014, all Victorian government schools will participate in the Data Collection by submitting information to the Department on or before 1 August.

Nationally Consistent Collection of Data on School Students with Disability – About the Data Collection 7

Timeline for the Data Collection in Victorian government schools

Start Term 2:• The Principal nominates

staff/school team to manage the Data Collection process in their school

• The school communicates with the school community about the Data Collection

• Staff professional learning (online andregional workshops)

During Term 2:• Step 1 identify students provided

with adjustments due to disability

seek and record consent from parents/carers

• Step 2 Staff/teams identify adjustment

level for each student• Step 3 Staff/teams identify broad

category of disability for each student

Term 3:• Step 4 Principal verifies school Data

Collection process Data recorded in CASES 21 on

or before1 August 2014

8 Nationally Consistent Collection of Data on School Students with Disability – Timeline for the Data Collection

Preparation for the DataCollectionThe Principal is responsible for ensuring the implementation of the Data Collection in the school. Below are the recommended actions to take in preparation to collect consistent data on school students with disability.

What to do:Inform the school staff

The Principal:• Discusses the Data Collection at staff meetings• Distributes the Data Collection Frequently Asked Questions for Schools• Directs staff to the Department’s Data Collection dedicated website for

further information http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

Inform the school community

The Principal:• Discusses the Data Collection at School Council meetings• Informs the broader school community of the Data Collection by using the

recommended strategy and tools (e.g. newsletter, fact sheets for parents/carers)

Plan the school’s approach

The Principal:• Nominates a staff member and/or a school team to coordinate the Data Collection• Considers the evidence available in the school and the need for additional

documentation• Ensures consistency of information collected through collaboration and a

moderation process• May identify the opportunity to collaborate with local school clusters/network on

moderation• Refers school staff/team to the Department’s Data Collection website or this manual

Professional learning

The Principal:

• Ensures participating staff complete relevant professional learning and training1. Disability Standards for the Education Leaders Lessons 1-3

h t t p : / / ww w . edu c ati o n . vi c . g o v . a u / s c h oo l / p r i n c i pa l s / h e a l t h / P a g e s/ le g i s l ati o n . a s p x 2. Data Collection Model training h t t p : / / ww w . s c h oo l d i s ab ili t y d a t a p l . ed u . a u / 3. 40 Regional workshops http://www.education.vic.gov.au/school/principals/health/Pages/initialdataprep.aspx

Nationally Consistent Collection of Data on School Students with Disability – Preparation for the Data Collection 9

http://www.education.vic.gov.au/school/principals/health/Pages/initialdataprep.aspx



Resources to support preparation for the Data Collection1. Frequently asked questions for schools: General, the Data Collection

Model, Privacy and consent and Implementation2. Article for the school newsletter (sample)3. Fact sheet for parents/carers4. Professional development for staff/school team involved in the Data Collection –

links5. Process for determining inclusion and outcomes for the Data Collection

10 Nationally Consistent Collection of Data on School Students with Disability – Preparation for the Data Collection

1. Frequently asked questions for schoolsGeneralWhy is there a need for the Nationally Consistent Collection of Data onSchool Students with Disability (Data Collection)?The purpose of the Data Collection is to provide the Australian government and schools with a better understanding of their student population and how students with disability are supported. It will assist education authorities and schools to target programs and make resourcing decisions to contribute to more effective outcomes and a quality learning experience for young Australians. It will provide nationally consistent information about:• the number of school students with disability• geographical location and spread• the adjustment being made to enable them to access and participate in education on the

same basis as their peers

The Data Collection Model relies upon the informed professional judgement of teachers and the school team in determining the students to be included, rather than a clinical diagnosis alone. The national project builds on the work done by schools to support students with disability to enable them to access education on an equal basis as their peers under the Disability Discrimination Act 1992 (DDA) and the Disability Standards of Education 2005 (DSE).

When will the Data Collection be implemented?The collection was implemented for the first time in selected schools nationally in 2013.By 2015 all schools in Australia will be involved in the Data Collection. From 2014,all Victorian government schools are required to participate in the Data Collection by submitting information to the Department on or before 1 August.

Has the Data Collection been implemented before?There were two trials of the Data Collection to refine the model of assessing, measuringand reporting disability in the school environment consistently and equitably. In the 2012,209 schools across Australia including 38 Victorian government schools participated in the final trial. The findings and recommendations of the 2012 trial were incorporated into the Data Collection being implemented in stages across Australian schools over 2013-2015.

How many Victorian government schools were selected to participate in the2013 Data Collection?Twenty per cent of Victorian government schools participated in the 2013 Data Collection.

Which schools are involved in the Data Collection in 2014?All Victorian government schools will participate in the 2014 Data Collection. By 2015 all schools nationwide will collect data on school students with disability annually in August, aligned with the National Schools Statistics Collection.


Will we receive support to implement the Data Collection?This year Victorian government schools will be supported with:• a one-off grant to assist in the implementation of the Data Collection (schools with

enrolments up to 200 students will receive $750 and schools with enrolments over 200 students will receive $1,500)

• no-cost professional development for school staff: in collecting data according to the Data Collection model process

http://www.schooldisabilitydatapl.edu.au/ Online learning to strengthen understanding of the DDA/DSE

legislation underpinning the Data Collection http://www.education.vic.gov.au/school/principals/health/Pages/legislation.aspx

regional workshops to strengthen community practice in the Data Collection• access to DEECD Data Collection website and Data Collection manual http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx • dedicated Data Collection Hotline, Mon-Fri, 10am – 4pm, 03 96513621

Where can I find more information about the Data Collection?For further information about the Data Collection including the report of the 2012 trial, visit the Commonwealth Department of Education. See http://education.gov.au/nationally-consistent-collection-data-school-students-disability

Will existing state/territory collection of data continue to take place in schools?Other data collections on students with disability linked to state/sectoral funding and reporting are likely to still occur in your school.

Will non-government schools also collect data?Yes. By 2015 all Australian schools will be collecting data.

http://education.gov.au/nationally-consistent-collection-data-school-students-disability


http://www.education.vic.gov.au/school/principals/health/Pages/legislation.aspx


http://www.schooldisabilitydatapl.edu.au/

Data Collection ModelWhat is the Data Collection Model?The Model is a step by step process for determining which students need to be included in the Data Collection.Under the Model, where there is evidence at the school to demonstrate that a student is being provided with an adjustment to meet specific needs associated with disability, in consultation with the student or their parents/carers, the student is to be counted in the Nationally Consistent Collection of Data on School Students with Disability. Students who are not provided with an adjustment but who meet the definition of disability under the Disability Discrimination Act 1992 (DDA) are also to be counted. Online professional learning is provided to teachers to develop their understanding and application of the model.Using the Model for the Nationally Consistent Collection of Data on School Students withDisability, schools will collect and report on the:• number of school students being provided with a reasonable adjustment to enable them

to participate in education on the same basis as other students• level of adjustment provided (No adjustment at this time; Supplementary

adjustment; Substantial adjustment; Extensive adjustment)• broad category of disability (physical, cognitive, sensory or social/emotional).

If a student has multiple disabilities, the school team, using professional judgement, should select whichever broad category of disability has the greatest impact on the student’s access to education for which reasonable adjustments are being provided.The data will be aggregated across each school (according to primary/secondary levels if relevant to that school). The names of students and any student identification numbers will not be transmitted as part of the reporting.

How do schools start preparing for the Data Collection?The Data Collection counts all school students who have a disability as covered by the DDA/DSE, and captures information about the levels of adjustment that they are being provided to enable their access and participation in education. Sound knowledge and understanding of obligations under the DDA and the Standards will assist schools in understanding and implementing the data collection.It is strongly recommended that school staff complete professional learning in this area before undertaking the Data Collection including:• obligations under the DDA/DSE in implementing the Data Collection• methodology of collecting consistent data on school students with disability.

Who is responsible for the Data Collection in the school?The Principal is responsible for initiating the Data Collection process in their school, verifying the accuracy of the collection process and endorsing student data for recording in CASES 21 on or before 1 August. For more information refer the recommended process outlined in the Department’s Data Collection website http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

What data will be reported?Schools will provide aggregated data about:• the number of students who receive each level of adjustment• the level of adjustment provided• the student’s broad category of disability.

The data supplied by the school will not include any personal identifying information.



How do schools determine whether a student should be included in the Data Collection?The first step in identifying whether a school student is to be included in the Data Collection is to determine whether they are being provided with an adjustment to address a disability as outlined in the DDA/DSE.The DDA has a broad definition of disability. Disability can include health conditions such as asthma and arthritis as well as hearing impairments, vision impairments, and learning difficulties. The DSE clarify the obligations of education and training providers so students with disability are able to access and participate in education on the same basis as students without disability.The DSE require that all Australian schools:• ensure that students with disability are able to access and participate in education on

the same basis as those without disability• make or provide ‘reasonable adjustments’ for students where necessary to enable their

access and participation• consult with the student and/or their parent or carer about the reasonable adjustments

required.

What evidence do schools draw on to decide which school students are to be included?Schools will draw on a range of available evidence about the provision of personalised adjustments to meet the learning and support needs of their students with disability.This evidence reflects a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the DDA/DSE and best teaching practice.This includes evidence in four broad areas:• the assessed identified needs of the student• reasonable adjustments provided to the student to address their individual needs• monitoring and review of the reasonable adjustments provided to students• consultation and collaboration between the school and the student and/or their parents/

carers.

What is the appropriate level of adjustment?The Data Collection includes the following levels of adjustment:• no adjustment at this time• supplementary adjustment• substantial adjustment• extensive adjustment.

See the level of adjustment descriptions table on page XX.

The Data Collection relies on the professional judgement of teachers in determining the level of adjustment to support students with disability to access learning on an equal basis as their peers. Training and resources to assist school staff collect data consistent withthe Model requirements is available from the dedicated Data Collection website at http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx


What broad categories of disability will be collected?The Data Collection includes the following categories of disability:• physical• cognitive• sensory• social/emotional.

See the broad categories of disability on page 42.

What category of disability would a student with multiple disabilities come under?If a student has multiple disabilities, based on their professional judgement, the school should select the disability category that has the greatest influence on preventing the student from accessing education on the same basis as his/her peers.

What types of adjustments are considered in the Data Collection?Adjustments might include any of the following across all educational settings such the classroom and whole school settings as well as the individual student level:• developing individual plans made for a student’s learning or behaviour• adapting teaching practices delivered to engage a student’s learning• offering different curriculum options to engage a student’s learning• modifying how a student is assessed• reports or records of the adjustments being made• modifying environment and infrastructure including addressing physical barriers to

ensure access to buildings and services.

When will the Data Collection be available and who will be able to view it?Information collected in 2013 and 2014 will not be publicly available. Education Ministers will receive a report on the results of the Data Collection.

How will the information from the Data Collection be used?The information will help education authorities and schools better target programs and resourcing decisions, contributing to more effective outcomes and a quality learning experience for all young Australians. The information will also provide Australian and State Governments with a better insight into the number of students with disability in Australian schools, where they are located, and what adjustments are provided to them. It will inform the development of a funding loading for students with disability that is fair and accurately reflects the provisions provided to students.


Privacy and consentWill students’ personal details be kept confidential?The data collected will be de-identified. No personal or identifying information will bepassed onto the Commonwealth Department of Education. The data collected will be the:• total number of school students with disability• categories of disability• levels of adjustments made.

What if parents/carers decide they do not want to participate in theData Collection?Parents/carers can decide to exclude their child from being included in the Data Collection. The Principal will be provided with information to forward to parents/carers about the Data Collection so that they can make an informed decision about their child’s inclusion in or exclusion from the Data Collection. The fact sheet for parents/carers is available from the Data Collection website for schools: http://www.education.vic.gov.au/school/principals/health/Pages/initialdataprep.aspx

What if a student decides he/she does not want to participate in theData Collection?A student that is a Mature Minor (18 years of age and over) needs to be consulted if, for instance, a school team believes there is evidence that this student is being provided with an adjustment to meet specific needs associated with disability, and so could be countedin the collection. This student can choose to participate or not. There are no consequences for not participating.If a student is not a Mature Minor and does not want to participate in the Data Collection a parent, carer or guardian must sign and return the opt-out consent form. See page 33.

http://www.education.vic.gov.au/school/principals/health/Pages/initialdataprep.aspx

Implementation of the DataCollectionHow many Victorian government schools will participate in the2014 Data Collection?All Victorian government schools.

How will participating schools be supported?Schools will be supported by:• a one-off grant to assist in the implementation of the Data Collection

(schools with enrolments up to 200 students will receive $750 and schools with enrolments over 200 students will receive $1,500)

• professional development for school staff:o in collecting data according to the Data Collection model

http://www.schooldisabilitydatapl.edu.au/ o Online learning to strengthen understanding of the DDA/DSE

legislation underpinning the Data Collection http://www.education.vic.gov.au/school/principals/health/Pages/legislation.aspx

o regional workshops to strengthen community practice in the Data Collection

• access to DEECD Data Collection website and Data Collection manual http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

• dedicated Data Collection Hotline, Mon-Fri, 10am – 4pm, 03 96513621

When will the 2014 Data Collection occur?All schools will start preparing to collect data during Term 2 and submit data in Term3 on or before Friday 1 August.

Is participation in the Data Collection compulsory?All Victorian government schools are to participate in the 2014 Data Collection. By 2015, school in all education systems in Australia will submit data on school students with disability annually as part of the National Schools Statistical Collection.

Will schools that participated in 2013 have to collect data again in 2014 and 2015?Yes. Schools that participated in 2013 will continue to collect data in 2014 and 2015.

Will the Data Collection process be the same in 2014?The steps for identifying students for inclusion in the Data Collection will be the same.Changes from the 2013 Data Collection:1. schools will record data in the CASES 21 management system in 20142. data is to be submitted on or before 1 August

How will schools notify parents and the community about the2014 Data Collection?All schools will have access to nationally coordinated communication materials and resources including a fact sheet for parents/carers about the Data Collection. These resources can be found at the DEECD Data Collection website for schools: ww w . edu c ati o n . vi c . g o v . a u / s c h oo l / p r i n c i pa l s / h e a l t h / P a g e s / d a t a c ol le c ti o n . a s p x



http://www.schooldisabilitydatapl.edu.au/

2. Article for the school newsletter (sample)

Nationally Consistent Collection of Data onSchool Students with Disability

Our school is participating in the Nationally Consistent Collection of Data on School Students with Disability (Data Collection).This Data Collection is taking place in government, Catholic and Independent schools across Australia, and will provide valuable information about supports required for a broad group of students. This will enable Australian and State governments to better target support and resources in schools. This in turn will help schools give students with disability the support they need.The Data Collection is not limited to students with diagnosed disabilities. It uses a very broad definition of disability, taken from the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, which describe a broad range of health and learning conditions for which schools are required to provide‘reasonable adjustments’ to support students to participate on thesame basis as other students.The Data Collection will take place during Terms 2 and 3. No personal or identifying information about any student will be included, however, if you decide you do not wish information about your child to be included in the Data Collection, you can opt-out by signing and returning the opt-out consent form.More information about the Data Collection is available on the Department of Education and Early Childhood Development website at: http://www.education.vic.gov.au/school/parents/needs/Pages/nccd.aspx or you could contact the Principal if you have any further questions.

http://www.education.vic.gov.au/school/parents/needs/Pages/nccd.aspx

3. Fact sheet for Parents/CarersSchools across Australia are taking part in a new national data collection on school students with disability.The data collection is being introduced in stages over three years, and started in 2013. From2015, this information will be collected in every school across Australia, every year. All Australian governments have agreed to this.

WHAT IS THE BENEFIT FOR MY CHILD?All Australian governments agree that every child in an Australian school should have a high quality education. It shouldn’t matter what the individual child’s circumstances are – every child should have the same opportunity to succeed at school.The aim of this new data collection is to have better information about school students with disability in Australia.Better information about school students with disability will help teachers, principals and education authorities to support students with disability to take part in school on the same basis as students without disability.

MY CHILD ISN’T “DISABLED”, WHY IS HE/SHE BEING INCLUDED IN THE DATA COLLECTION?There are many conditions which may impact on a child’s ability to participate in education. The Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education2005 describe a broad range of health and learning conditions for which schools are required to provide ‘reasonable adjustments’ to support students to participate on the same basis as other students.This Data Collection aims to gather information about how many students in our schools have these conditions and the adjustments schools are making to support them.It is not limited to students with diagnosed disabilities, and will collect valuable information about supports provided to much wider group of students than those previously included in individually targeted disability support programs such as the Program for Students withDisabilities.

WHY IS THIS DATA BEING COLLECTED?There is nothing new about schools collecting information about students with disability – in fact, schools have had to do this by law for some time. But the type of information currently collected varies between each state and territory.With the new data collection, every school in Australia will use the same method to collect this information – that is, a government school in suburban Sydney will collect and report data in the same way as a Catholic school in country Victoria and an independent school in the Northern Territory.The information provided through this new national data collection will enable all Australian governments to better target support and resources to benefit students with disability. It will help to put the right supports in place for students with disability so that they have the same opportunities for a high quality education as students without a disability.

WHAT ARE SCHOOLS REQUIRED TO DO?Every school in Australia is likely to have a number of students who require educational adjustments due to disability at some point. Schools need to be able to support students with disability by removing any obstacles for them to participate in their education.By law, schools are required to make reasonable adjustments where needed to assist students with disability. These responsibilities are outlined in the Disability Discrimination Act 1992 and the Disability Standards for Education 2005. This means that schools need totalk to the student and/or their parent/carer about reasonable adjustments. These are things the schools do now and this won’t change.The new data collection will record students who have been identified by a school team as meeting the definition of disability under the Disability Discrimination Act 1992 and provided with an adjustment.

WHAT IS AN ADJUSTMENT?An adjustment is a measure or action taken to help a student with disability participate in education on the same basis as other students. Adjustments can be made across the whole school setting (like ramps into classrooms), in the classroom and at an individual student level (like extra tuition for a student with a learning difficulty).

WHAT INFORMATION WILL BE COLLECTED?Your child’s school will collect and report information every year about:• the number of students with disabilities who receive adjustments• the level of adjustments provided• the broad types of disability.

WHO WILL COLLECT MY CHILD’S INFORMATION?Teachers and other school staff from your child’s school will collect the above information based on:• consultation with parents/carers• the school team’s observations and professional judgements• any medical diagnosis• other relevant information.

School principals are responsible for making sure that the information collected about each student is accurate.

HOW WILL MY CHILD’S PRIVACY BE PROTECTED?Protecting the privacy and confidentiality of all children and their families is very important.With the new data collection, this will be done in the following ways:• personal or confidential information will not be given to anyone not authorised to see it• when the information is sent by your child’s school to the local or commonwealth

education authority for combination with information from other schools, it will be by school only – student names will not be recorded as part of the data collection.

WHEN AND WHERE WILL THE DATA BE AVAILABLE?

Information collected in 2013 and 2014 will not be publicly available. Education ministers will receive a report on the results of the Data Collection.

CAN I DECIDE WHETHER MY CHILD’S INFORMATION IS INCLUDED IN THE NATIONAL DATA COLLECTION?It’s your decision about whether you want your child’s information to be included in the national reporting or not.Including every school child who is being provided with an adjustment because of disability in this new national data collection each year will help schools, education authorities and governments to better meet students’ needs.Your school will tell you what you need to do if you don’t want to have your child’s information included in the national data collection.Even if your child’s information is not included in the national data collection, your school is still required to provide support to your child with disability and any adjustments that may be needed to help him/her participate at school.

FURTHER INFORMATIONContact your child’s school if you have further questions about the Nationally ConsistentCollection of Data on School Students with Disability and how it may affect your child.You can also visitww w.education.gov.au /nationally- consistent- collection- data- school- students - disability


4. Professional development for staff/school team involved in the Data Collection – links

Disability Standards forEducation 2005 (DSE)e-Learning login instructionsE-learning modules on the Disability Standards for Education 2005 have been developed for educational leaders and staff/school teams nominated to implement the Data Collection process in their school.The e-Learning modules have been developed to enhance schools’ understanding of, and compliance with their obligations to students with disability under the Commonwealth Disability Discrimination Act 1992 and Disability Standards for Education 2005.The e-Learning modules can be completed in two hours. There is no cost in undertaking the training.

Login instructionsVisit http://dse.theeducationinstitute.edu.au/ and click create a ‘NewAccount’ on the right hand side of the screenEnter the licence code: vic-edu (case sensitive) Complete the registration formLog in using your newly created user name and password(for security purposes, it is recommended that this password be different to your DEECD log in)

Access the Educational Leaders package (allow pop ups)

For any content or technical queries regarding the e-Learning modules phone orSMS 0458 373 373 or 02 6201 5649 or email: h t t p : / / ti c k e t . i s e. c anb e r r a . ed u . a u For any other technical queries contact the DEECD Service Desk on 1800 641 943

Data Collection Model trainingww w.schooldisabilitydatapl.edu.au


5. Process for determining inclusion and outcomes for the Data Collection

Model for the Nationally Consistent Collection of Data on School Students with Disability

School teams gather evidence to support decision to provide reasonable adjustments for a student,

including evidence of discussions with parents and carers.

Minimum 10-week period prior to data collection date

Is the student provided with an adjustment?

Yes No

Is the student provided with an adjustment to address a disability under the Disability Discrimination Act 1992?

Does the student meet the definition of disability under the Disability Discrimination Act 1992?

No Yes No

Does the school team have evidence to show that it has followed Disability Standards for Education 2005

No processes, including consultation with the student and/or their parents and carers to identify the

reasonable adjustments to be provided to the student?

Yes

Has the school team determined the level ofNo reasonable adjustment being provided?

Yes

Has the school team determinedNo the broad category of disability to be reported

in the data collection for the student?

Yes

Have the processes and evidence collected by the school team and the level of reasonable adjustmentNo and disability category chosen been approved inaccordance with school policy (e.g. by the principal)?

Student data is not included in the collection

Yes

Student data is not included in the collection

Student data is included in the collection

Step 1:

Is the student provided with a reasonable adjustment to address a disability as defined by the Disability Discrimination Act 1992?DEECD website: http://www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

What to do:Nominated staff /school team for the Data Collection:• Identify students being provided with an adjustment because of disability as defined in

the Disability Discrimination Act 1992 (DDA) and Disability Standards for Education2005 (DSE) which use a very broad and inclusive definition of what constitutes adisability

• Use the recommended DEECD Individual Student Checklist to complete informationaccording to the Data Collection model for identified students

• Inform all parents/carers of the Data Collection process so that they can decide to inform the school not to include their child in the Data Collection, i.e. opt-out of the Data Collection

What are reasonable adjustmentsReasonable adjustments are actions taken to assist the student with disability to participateon the same basis as students without disability in the school’s learning programs, courses, activities and use or access the school’s facilities and services.

Where there is evidence at the school to demonstrate that a student is being provided with an adjustment to meet long term (10 weeks) specific needs associated with disability, in consultation with the student or their parents/carers, the student is eligible to be counted in the Data Collection.Students who are not provided with an adjustment but who meet the definition of disabilityunder the DDA are also to be counted.

For more information, see: Standing Council on School Education and Early Childhood(SCSEEC) website: ht tp: // ww w.schooldisabilitydatapl.edu.au /


24 Nationally Consistent Collection of Data on School Students with Disability – Step 1

Resources to support Step 11. Disability Discrimination Act 1992 (DDA)/Disability Standards for Education 2005

(DSE) disability definition and inclusion in the Data Collection2. Evidence to support the student’s inclusion in the Data Collection3. Individual Student Checklist4. Communicating with parents, carers or guardians5. Template letter to parents, carers or guardians6. Template letter to parents, carers or guardians in Easy English and mature minors in

Plain English

Nationally Consistent Collection of Data on School Students with Disability – Step 1 25

1. Disability Discrimination Act 1992 (DDA)/Disability Standards for Education 2005 (DSE) disability definition and inclusion in the Data CollectionA key step in identifying whether a student at your school is eligible to be included in the Nationally Consistent Collection of Data on School Students with Disability is to determine whether they are being provided with an adjustment to address a disability covered under the Disability Discrimination Act 1992 (DDA).In most cases, for the student to be included in the national data collection on studentswith disability, the school should have evidence that adjustment/s have been provided for a minimum of one school term (or at least ten weeks).

What is a disability as defined in the DisabilityDiscrimination Act 1992?The DDA defines disability broadly as:a. total or partial loss of the person’s bodily or mental functions; or b. total or partial loss of a part of the body; orc. the presence in the body of organisms causing disease or illness; ord. the presence in the body of organisms capable of causing disease or illness; or e. the malfunction, malformation or disfigurement of a part of the person’s body; orf. a disorder or malfunction that results in the person learning differently from a person

without the disorder or malfunction; org. a disorder, illness or disease that affects a person’s thought processes, perception of

reality, emotions or judgement or that results in disturbed behaviour;

and includes a disability that:h. presently exists; ori. previously existed but no longer exists; orj. may exist in the future (including because of a genetic predisposition to that disability);

ork. is imputed to a person.

To avoid doubt, a disability that is otherwise covered by this definition includes behaviourthat is a symptom or manifestation of the disability.

Reasonable adjustmentsUnder the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE) all Australian schools have obligations to ensure that students with disability are able to access and participate in education on the same basis as students without disability. This includes providing adjustments where needed, in consultation with the student and/or their parent or carer.Adjustments assist the student to participate on the same basis as students without disability in the school’s learning programs or courses, and to use or access the school’s facilities and services.

Providing adjustmentsIn providing an adjustment, schools generally assess the 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 reflect the assessed individual needs of the student. Adjustments can be made inboth the classroom and whole-school settings as well as at individual student level.Some students with disability may not require an ongoing adjustment beyond the usual practice of teachers and schools to accommodate the diverse needs of their students.

Adjustments can be made across any or all of the following• Planning• Teaching and learning• Curriculum• Assessment• Reporting• Extra-curricular activities• Environment and infrastructure, addressing physical barriers, including modifications, to

ensure access to buildings, facilities and services• Resources.

Adjustments may involve a combination of• Addressing physical barriers, including modifications, to ensure access to buildings and

facilities• Modifying programs and adapting curriculum delivery and assessment strategies• Providing ongoing consultancy support or professional learning and training for staff• Specialised technology or computer software or equipment• Provision of study notes or research materials in different formats• Services such as sign language interpreters, visiting school teams or specialist support

staff• Additional personnel such as tutors or aides for personal care or mobility assistance• Professional learning about the DDA and the Standards will support teachers and

school staff in making adjustments.

ConsultationA student is counted in the data collection where there is evidence of the school consulting with the student or their parents/carers to determine the adjustments that they are being provided with.The DSE states that before the school makes an adjustment for a student, the [education] provider must consult the student or an ‘associate’ of the student to determine the type of reasonable adjustments required.Under the DSE an ‘associate’ of the student includes another person who is living with the student on a genuine domestic basis, a relative or carer. For most students, this will mean their parents or carers.For some students, it may be more appropriate to consult only with the students themselves or another associate depending on their individual circumstances.

Tip - Use the Individual Student Checklist (refer Step 1) to determine if there is evidence of support provided to the student for inclusion in the Data Collection. Do you have evidence to support the student’s inclusion in the Data Collection?

2. Evidence to support the student’s inclusion in the Data CollectionIn determining which students are to be counted in the national data collection on students with disability, schools need to draw on a range of types of evidence available in the school about the provision of personalised reasonable adjustments to meet the learning and support needs of their students with disability.This evidence will reflect a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the Disability Discrimination Act 1992, the Disability Standards for Education 2005 and best teaching practice.This includes evidence in four general areas:• the assessed identified needs of the student• reasonable adjustments provided to the student to address their individual needs• monitoring and review of the adjustments provided to the student• consultation and collaboration.

Evidence of personalised adjustments being provided to meet the learning and support needs of students with disability will be reflected in a range of activities, records and documents in schools. This evidence may include, but is not limited to, one or more of the following:• documentation that reflects classroom curriculum-based assessments and extra-

curricular activity assessments• documentation from a recognised medical professional (if available)• documentation from therapists or paraprofessionals• evidence of school engagement and collaborative planning with the student and/or their

parents and carers or associates• documentation of the student’s individual learning and support provisions, including

access issues and adjustments required• evidence that reasonable adjustments have been provided to the student• records showing that the effect of the adjustments has been regularly monitored and

adapted where needed• reports that detail the adjustments being made for the student in areas such as health

or personal care and social development, including adjustments to the environment and infrastructure

• any other relevant supporting documents (e.g. staff timetables, professional learning and

support for staff).

Schools are encouraged to consider and discuss the types of evidence available in their setting to support their judgements about the inclusion of students in the data collection. Discussion and reflection on evidence of reasonable adjustments to meet the learning and support needs of students with disability will also help schools to determine the level of adjustment being provided for a student and their broad category of disability when completing the data collection.In keeping with best practice, schools should retain relevant evidence of their provisions for students at the school.School principals are responsible for verifying or confirming that there is evidence at theschool to support the inclusion of a student in the data collection.

3. Individual Student ChecklistUse this checklist to complete the individual student’s details for the Data Collection (for school use only)

Please complete the following: (information in purple will be entered into CASES 21)

• Student name:• Student Key/ID/Code: Home Group:• Step 1: Is the student provided with a reasonable adjustment to address a disability

as defined by the DDA?Teachers/school team (tick to confirm Data Collection process steps for inclusion)† This student is to be counted in the Data Collection as the school has

evidence of adjustments being planned for and/or provided to the student to address a disability for a minimum of 10 weeks. See Data Collection training Step 1 http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2

† No Opt-out consent received for this student† There is evidence of adjustment(s) made to support this student to access learning

on the same basis as their peers† School team or teachers meet to determine/moderate level of adjustment and

category of disability (refer Steps 2 and 3 below)† Consultation has been undertaken with this student’s parent/carer/guardian

• Step 2: What level of adjustment is provided to the student? (tick one only)† No adjustment at this time† Supplementary† Substantial† Extensive

• Step 3: What is the broad category of disability? (tick one only)† Physical† Cognitive† Social/Emotional† Sensory

• Step 4: Record data in CASES 21 on or before 1 AugustPrincipal verification and endorsement (tick to confirm)† Principal verifies accuracy of process to collect the above information† Principal endorses the completed Individual Student Checklist before data is

entered into CASES 21 on or before 1 August


http://www.schooldisabilitydatapl.edu.au/#step1isthereanadjustment_2

4. Communicating with parents, carers or guardians

When communication with parents, carers or guardians of those students you have identified for inclusion in the Data Collection remember that…There are many conditions which may impact on a child’s ability to participate in education. The Disability Discrimination Act 1992 (DDA) describes a very broad range of health and learning conditions. Under the DDA and the Disability Standards for Education 2005 schools have obligations to ensure that students with disability are able to access and participate in education on the same basis as students without disability. This includes providing reasonable adjustments where needed, in consultation with the student’s parents, carers or guardians.This Data Collection gathers information about how many students in schools have a health or learning condition requiring adjustments be made to support their access to and participationin education. The Data Collection is not limited to students with diagnosed disabilities, and will collect valuable information about supports provided to a much wider group of students than those previously included in individually targeted disability support programs such as the Program for Students with Disabilities.

What schools need to do to communicate the ‘opt- out consent’ system to parents, carers or guardians of those students identified for inclusion in the Data CollectionIn order to ensure that the parents, carers or guardians of those students identified for inclusion in the count are provided with an adequate opportunity to opt-out, schools are asked to inform these parents, carers or guardians of the Data Collection (including what is being collected, how it is being collected and why it is being collected) and the option to opt-out.

Schools are provided with a template letter (see resources 5 and 6) which contains important information about how parents, carers or guardians of those students identified for inclusion in the count can opt-out of the Data Collection.Schools are advised to put in place one or more of the following strategies:• emailing the letter directly to the parents, carers or guardians of those

students identified for inclusion in the count and using a read receipt• placing the letter in the school bags of those students identified for inclusion in the

count, or sending it home with the eldest child in the family• hand delivering the letter to the parents, carers or guardians of those students

identified for inclusion in the count when children are dropped off or picked up at school

• placing a notice in the school bulletin or newsletter (see sample provided)• distributing the letter to the parents, carers or guardians of those students

identified for inclusion in the count through school meetings, such as parent teacher interviews, when delivery can be recorded.

Schools are also encouraged to consider alternative ways to ensure that parents, carers or guardians of those students identified for inclusion in the count are aware of the Data Collection and the option to opt-out such as displaying a poster promoting the Data Collection at the front office and referring parents, carers or guardians to the Department’s website: h t t p : / / ww w . edu c ati o n . vi c . g o v . a u / s c h oo l / p r i n c i pa l s / h e a l t h / P a g e s / d a t a c ol le c ti o n . a s p x .

How parents, carers or guardians can opt-outSchools must provide opportunities to opt-out that are easy to take up and involve little or no effort and cost. Therefore, in addition to signing and returning the opt-out form, parents, carers or guardians should be able to opt-out by telling the child’s teacher or the school verbally or by email.It is important that schools make a record of the steps taken to inform the parents, carers or guardians of those students identified for inclusion in the count of the Data Collection and the option to opt-out.

Recording who opts-outIt is important that schools make a record of who has opted out (including those who have opted out verbally).


5. Template letter to parents, carers or guardiansTo be placed on school letterhead and distributed to the parents, carers or guardians of those students identified for inclusion in the Data Collection

Dear Parent/Carer/Guardian(s)

Re: Nationally Consistent Collection of Data on School Students with DisabilityOur school is participating in the Nationally Consistent Data Collection on School Students with Disability (the Data Collection) which is taking place in schools across Australia this year. This letter explains what information is being collected and what happens if you decide to opt-out of the Data Collection.

What is the Data Collection?The Data Collection will collect information about students with a disability who require support to participate in education on the same basis as other students.The Disability Discrimination Act 1992 (DDA) describes a very broad range of health and learning conditions. Under the DDA and the Disability Standards for Education 2005 schools have obligations to ensure that students with these conditions are able to access and participate in education on the same basis as other students. This includes providing reasonable adjustments where needed, in consultation with the student’s parents, carers or guardians.This Data Collection aims to gather information about how many students in schools havea health or learning condition requiring adjustments be made to support their access to and participation in education. The Data Collection is not limited to students with diagnosed disabilities, and will collect valuable information about supports provided to a much wider group of students than those previously included in individually targeted disability support programs such as the Program for Students with Disabilities.

Why is this information being collected?The Data Collection aims to provide more accurate and complete information about the number and distribution of Australian school students with disability as well as the adjustments provided to enable them to access education on the same basis as students without disability.The Data Collection will inform future policy and planning for the provision of education services around the country and ensure that there is a nationally consistent approach to identifying students with disability.

What information is being collected?The Data Collection will collect:• whether the school is metropolitan or non-metropolitan, primary or secondary• the total number of students enrolled at the school• the total number of students at the school receiving adjustments to enable them to

participate in education on the same basis as other students• the level of adjustment provided to those students• the students’ broad type of disability.

How will the information be collected?Our school will determine the number of students with disability, adjustments that are provided and the broad category of disability for each of those students.As school principal, I will verify there is evidence to support the inclusion of these students in the Data Collection. This may include reviewing your child’s learning plans and consulting with you, your child and/or their teachers.Once the data has been collected, our school staff will de-identify the data so that no student names are captured.


What will happen to the information collected?In August, we will record and submit numbers only to the Department of Education and EarlyChildhood Development (the Department). The Department will then provide total numbersat a State level to the Commonwealth Department of Education. This data will be transmitted securely.The Commonwealth Department of Education will use the information collected to inform policy development in the area of Education in the future.Both the Department and the Commonwealth Department of Education will take steps toaggregate the data sufficiently so that no student’s identity could reasonably be ascertained.

What happens if you opt-out?Involvement in the Data Collection is optional and you may ‘opt-out’ at any time.There are no consequences if you choose to opt-out of the Data Collection. If you want to opt-out, complete and return the attached form by [insert date] or contact me on the number below or speak with your child’s teacher. Complete one opt-out form for each child.

What happens if you do not opt-out?De-identified information about your child may be included in the 2014 Data Collection.

Accessing your child’s informationYou can access and correct the personal and health information about your child held by the Department. If you wish to access and correct your child’s personal and/or health information, please contact me.

QuestionsIf you have any questions about the 2014 Data Collection, please do not hesitate to contact [insert contact person at school] on [insert phone number]. Further information about the Data Collection can be found at: http://www.education.vic.gov.au/school/parents/needs/Pages/nccd.aspx

Yours sincerely

Principal

__ / __ / 2014

To opt-out please return the following completed form to [insert contact person] at school] by[insert date]:I have read the letter in relation to the 2014 Nationally Consistent Collection of Data onSchool Students with Disability and request that information is not to be collected on: (Student’s name)

Full name of Parent/Carer/Guardian(s)

Date:

Parent/guardian signature:

Date:


http://www.education.vic.gov.au/school/parents/needs/Pages/nccd.aspx

6. Template letter to parents, carers or guardians and mature minors in Plain English

[date]

Dear Parent/Carer/Guardian,

Our school is taking part in a new project called the Nationally Consistent Collection of Data on School Students with Disability. This project will help governments all around Australia have a better understanding of what students with disability need to take part in their education.

What is the project about?

The goal of the project is to make sure that the Commonwealth Department of

Education has current data about students with disability in Australian schools.

In Australia, there's a law that says people with disability must be treated fairly.

This law is called the Disability Discrimination Act 1992 and it says that students with disability have the right to take part in their education, just like all other students.

Schools may need to make some adjustments to support students with disability. The adjustments should be reasonable, meaning that they are balanced and fair to both the school and the student. Adjustments are usually made with input from parents, carers or guardians. They may include things like one-to-one learning support orsome form of help to get around.

This collection of data will help all governments across Australia to understand how many students in schools have a disability and need support to take part in their education on the same basis as other students.

Under the law, the word 'disability' has a very broad definition. For this project, students who require adjustments for a health or learning condition may be included in the data collection. Information will be collected about a range of students, notjust those who have a diagnosed condition or who are receiving government funding

or support. The main criterion is that adjustments have been made for the student.


35Nationally Consistent Collection of Data on School Students with Disability – Step 1

This data will be better than any data that has been collected before. And this means

that, at the end of the project, there will be a much better picture of what students

need. Governments will be able to use this information to make plans and start

making changes for educating students with disability in schools.

What sort of information will be collected?

The following information will be collected from each school:

• the location – for example, if it is in the city, or in a rural or regional area

• whether the school is a primary or secondary school

• the total number of students in our school

• the total number of students who receive adjustments

• the type of adjustments provided

• the type of disability, health or learning condition of the students who need

adjustments.

How will the information be collected?

We will gather information about the students with disability at our school. We will

work out the:

• number of students with disability who attend our school

• adjustments that have been provided

• types of disability or other condition of the students who need adjustments.

In order to gather this information, we may need to:

• talk to you

• talk to your child's teacher

• look at your child's learning plan.

What happens to the information after it's been collected?

After we finish collecting the information, we will send the numbers to the Victorian

Department of Education and Early Childhood Development (DEECD). We will do this

in August this year. The information will be sent in a secure way to the DEECD and no

names will be included.

The DEECD will make sure that information about students will not identify them

before sending it to the Commonwealth Department of Education. The

Page 2

Commonwealth Department of Education will then start using the data, comparing it

with other schools around the country.

Do you have to take part?

You don't have to take part in this project if you don't want to. If you're happy to take part, you don't need to do anything.

If you decide that you don't want to take part, please complete and return the form

at the end of this letter. Or, you can phone us or talk to your child's teacher. If you

don't let us know that you don't want to take part, we'll think that you are comfortable taking part. This means that data about your child will be submitted to

the project.

Information about your child

If you want to know what information is kept on file by DEECD, please ask us. We can

request to see or correct any information that DEECD keeps about your child.

What if you have questions?

If you have any questions, please do not hesitate to contact us, or you can visit the

DEECD website.

[insert name of school contact person]

[insert school phone number]

www.education.vic.gov.au/school/principals/health/Pages/datacollection.aspx

Yours sincerely,

Principal

[School name]

[Date]

Page 3



If you don't want to take part, please complete this form.

I have read the letter about the Nationally Consistent Collection of Data on School

Students with Disability − 2014. I do not want information to be collected about my child.

Name of student:

Full name of Parent/Carer/Guardian:

Signature:

Date:

Please complete the details above and return the form to school by [date].

Please complete another form if you have more than one child with a disability or

health or learning condition.

Page 4


Step 2:

What level of adjustment is provided to the student?DEECD website: http://www.education.vic.gov.au/school/principals/health/Pages/steptwo.aspx

What to do:Nominated staff/school team for the Data Collection:• Complete the Individual Student Checklist and record the student’s level of

adjustment

Schools are asked to use their professional judgement to determine the level of adjustment that applies to each student. The levels of adjustment are:• No adjustment at this time• Supplementary adjustment• Substantial adjustment• Extensive adjustment

To ensure consistent data is collected in the school, it is recommended that a moderation process occurs. Teachers or school teams or network clusters will have an opportunity to independently assess and compare decisions about the level of adjustment determinedfor each individual student.For more information, see: Standing Council on School Education and Early Childhood(SCSEEC) website: h t t p : / / ww w . s c h oo l d i s ab ili t y d a t a p l . ed u . a u /

http://www.education.vic.gov.au/school/principals/health/Pages/steptwo.aspx


Resources to support Step 2

1. Level of adjustment descriptors table2. Refer Resources to support Step 1 for Individual Student Checklist3. Refer Appendix 6 for Levels of Adjustment Case Studies


1. Level of adjustment descriptors table

Level of adjustment provided to the studentNo adjustment at this time Supplementary adjustments

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No adjustment at this time.Schools are required to accommodate the differential learning needs of all students. Some students with disability may not need educational adjustments beyond those that are reasonably expected as part of regular teacher or school practice. These students are recorded as “no adjustment at this time” for the purposes of this collection.

Changes to student need that require changes tothe level of adjustment would be reflected in the nextdata collection period.

Supplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (forall students) within the school. These adjustmentsare designed to address the nature and impact of the student’s disability, and any associated barriers to their learning, physical, communication or participatory needs above and beyond normal teaching practice.

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Some students with disability may not require an ongoing adjustment beyond the usual practice of teachers and schools to accommodate the diverse learning needs of their students. For example:

• a differentiated approach to curriculum delivery, that is part of normal day-to-day teaching and anticipates and responds to students’ learning differences, may accommodate the needs of a student with disability

• personalised learning plans that are implemented without additional resources within the teaching day

• a student with a health condition (including a mental health condition) who does not require any additional support or adjustment when unaffected by their condition

• whole school professional learning for the management of health conditions such as asthma or diabetes. This forms part of a school’s general, ongoing practice to equip teachers and education staff with the skills and knowledge to support students’ health needs

• a facility that already exists in the school and caters for a student’s physical disability therefore requiring no additional action to support the student’s learning, such as building modifications.

Adjustments to teaching and learning might include:

• modified or tailored programs in some or manylearning areas

• modifications to instruction in terms of content and/orteaching strategies

• the provision of course materials in accessible forms

• separate supervision or extra time to completeassessment tasks

• the provision of intermittent specialist teacher support.

Adjustments might include:

• modifications to ensure full access to buildings andfacilities

• specialised technology, programs or interventions toaddress the student’s social/emotional needs

• support or close supervision to participate in out-of-school activities or the playground

• the provision of a support service that is provided by the education authority or sector, or that the school has sourced from an external agency.

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The student’s disability does not prevent them from participating in courses and programs at the school and they are able to use the facilities and services available to all other students on the same basis as students without a disability without adjustment.

Examples might include students with well managed health conditions such as asthma and diabetes that require no adjustments beyond the usual practices and resources of the school, or a student with a mental health condition who has strategies in place to manage the condition in consultation with medical professionals.

Students may have been provided with an adjustment in the past or may require an adjustment in their future schooling.

The needs of all students, but in particular students with disability, should be regularly monitored and reviewed to enable the school and teachers to respond with an appropriate adjustment should the level of need change.

Students with disability and lower level additional support needs access and participate in schooling on the same basis as students without disability through the provision of some personalised adjustments.

Accessing the curriculum at or close to the appropriate year level (i.e. the outcomes and content of regular learning programs or courses) is often where students at this level have particular learning support needs. For example, many of these students will have particular difficulty acquiring new concepts and skills outside a highly structured environment.

The needs of other students at this level may be related to their personal care, communication, safety, social interaction or mobility, or to physical access issues, any of which may limit their capacity to participate effectively in the full life of their mainstream school.

Level of adjustment provided to the studentSubstantial adjustments Extensive adjustments

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Substantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to their engagement, learning, participation and achievement.

Extensive adjustments are provided when essential specific measures are required at all times to address the individual nature and acute impact ofthe student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.

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These adjustments are generally considerable in extent and may include:

• frequent (teacher directed) individualised instruction and regular direct support or close supervision in highly structured situations, to enable the students to participate in school activities

• adjustments to delivery modes

• significantly modified study materials

• access to specialised programs

• adapted assessment procedures (i.e. special provisions)such as the use of assistive technology or a scribe

• the provision on a regular basis of additional supervision

• regular visiting teacher or external agency support

• frequent assistance with mobility and personal hygiene

• access to a specialised support setting

• close playground supervision may be required at alltimes

• essential specialised support services for using technicalaids

• alternative formats for assessment tasks to enable these students to demonstrate the achievement of their intended learning outcomes.

These adjustments will generally include:

• personalised modifications to all courses and programs, school activities and assessment procedures

• intensive individualised instruction, to ensure these students can demonstrate the development of skills and competencies and the achievement of learning outcomes

• the provision of much more accessible and relevant curriculum options or learning activities specifically designed for the student

• the use of highly specialised assistive technology

• alternative communication modes

• the provision of highly structured approaches or assistive technology to meet their particular learning needs

• some students may receive their education in highly

specialised facilities or programs.

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Students with disability who have more substantial support needs generally access and participate in learning programs and school activities with the provision of essential measures and considerable adult assistance.

Some students at this level require curriculum content at a different year level to their same-age peers, while others will only acquire new concepts and skills, or access some of the outcomes and content of the regular learning program, courses or subjects, when significant curriculum adjustments are made to address their learning needs.

Other students at this level might have limited capacityto communicate effectively, or need regular support with personal hygiene and movement around the school.

These students may also have considerable, often associated support needs, relating to their personal care, safety, self-regulation or social interaction, which also impact significantly on their participation and learning.

Students with disability and very high support needs generally access and participate in education with the provision of extensive targeted measures, and sustained levels of intensive support. The strengths, goals and learning needs of this small percentage of students are best addressed by highly individualised learning programs and courses using selected curriculum content tailored to their needs.

Many students at this level will have been identified at a very young age; they may have complex, associated support needs with their personal care and hygiene, medical conditions and mobility, and may also use an augmentative communication system.

Students may also have particular support needs when presented with new concepts and skills and may be dependent on adult support to participate effectively in most aspects of their school program. Without highly intensive intervention, such as extensive support from specialist staff or constant and highly structured supervision, these students may otherwise not access or participate effectively in schooling.



Step 3:

What is the broad category of disability?DEECD website: http://www.education.vic.gov.au/school/principals/health/Pages/stepthree.aspx

What to do:Nominated staff/school team for the Data Collection:• determine the student’s broad category of disability and complete the Individual

Student Checklist.Schools are asked to use their professional judgement to identify the broad category of disability for each student. Where a student has multiple disabilities, schools should select the category which impacts the most on the student’s ability to participate in school learning programs/access the school’s facilities and services.

The Data Collection four categories of disability are:• Physical• Cognitive• Sensory• Social/Emotional.

To ensure consistent data is collected in the school, it is recommended that a moderation process occurs. Teachers or school teams or network clusters will have an opportunityto independently assess and compare decisions about the broad category of disability determined for each individual student.For further description and examples for the broad category of disability visit Standing Council on School Education and Early Childhood (SCSEEC) website: http://www.schooldisabilitydatapl.edu.au/#step3whatisthecategoryofdisability_2

Resources to support Step 31. Refer Resources to support Step 1 for Individual Student Checklist2. Disability Discrimination Act 1992 (DDA)/Disability Standards for Education

2005 (DSE) and the Data Collection disability categories

http://www.schooldisabilitydatapl.edu.au/#step3whatisthecategoryofdisability_2

http://www.education.vic.gov.au/school/principals/health/Pages/stepthree.aspx

2. Disability Discrimination Act1992/Disability Standards for Education 2005 and the Data Collection disability category tableThe table that follows contrasts the interpretations of disability according to the DisabilityDiscrimination Act 1992 (DDA) and the Data Collection.

As depicted in the table, the Data Collection categories disability types very broadly into four categories below:• Physical• Cognitive• Sensory• Social/Emotional.

If a student has multiple disabilities, you should select whichever disability has the greatest influence, based on your professional judgement, on preventing the student from accessing education.The table outlines the Disability Discrimination Act 1992 definition of disability, the Australian Human Rights Commission interpretation and the broad disability categories that will be used for the national data collection process.Some of the DDA descriptors appear more than once as the disability may show itself in different forms.

44N

ationally Consistent C

ollection of Data on S

chool Students w

ith Disability – S

tep 3

Definitions from the Disability Discrimination Act1992 and the Disability Standards for Education2005

Australian Human Rights Commission interpretation of the DDA definition

Primary disability categories used in the national data collection on students with disability process

b) total or partial loss of a part of the body

e) the malfunction, malformation or disfigurement ofa part of the person’s body

c) the presence in the body of organisms causing disease or illness

d) the presence in the body of organisms capable of causing disease or illness

a) total or partial loss of the person’s bodily or mental functions

f) a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction

a) total or partial loss of the person’s bodily or mental functions

e) the malfunction, malformation or disfigurement ofa part of the person’s body

g) a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgement, or that results in

Neurological

Physical

Physical disfigurement

The presence in the body of disease causing organisms

IntellectualLearning disabilities

Sensory

Psychiatric

Physical

Cognitive

Sensory

Social/Emotional

Step 4:

Record the data in CASES 21 on orbefore 1 AugustDEECD website: h t t p s : / / edu c ati o n . vi c . g o v . a u / s c h oo l / p r i n c i pa l s / h e a l t h / P a g e s / d a t a c ol le c ti o n . a s p x

What to do:• Principal verifies the process undertaken to collect the information and endorses the

completed Individual Student Checklists• Nominated school member enters data for each identified student for the school’s

Data Collection in CASES21

Resource to support Step 41. Screen shots of a Data Collection CASES21 record

In 2014, the final date for recording and submitting data is Friday 1 August via theCASES21 system (data can be recorded prior to this time).

Tip - The Data Collection is likely to require the collection of personal and health information. Any database queries, data extractions and disclosures must therefore only be carried out by authorised officers and must comply with the Department’s I n f o r ma t io n P r i v a c y P o l i c y , I C T S ecu r i t y P o l i c y , and the C o de o f C ondu ct f o r th e V i c t o r ia n P u b li c S e c t o r .


http://www.ssa.vic.gov.au/products/view-products/codes-of-conduct.html

http://www.ssa.vic.gov.au/products/view-products/codes-of-conduct.html

https://edugate.eduweb.vic.gov.au/Services/IT/ITPolicies/ICT%20Policies%20%20Guidelines/ICT%20Security%20Policy.pdf

https://edugate.eduweb.vic.gov.au/Services/IT/ITPolicies/Pages/SchoolICTPolicies.aspx

1. Screen shots of a DataCollection CASES21 record

From 2014 schools will record their data in CASES21. Four pieces of data need to be entered from drop down menus for each student included in the Data Collection.Data entered by schools will be extracted by the Department as total numbers only.No student names, or other identifying information, will be provided to either the Department ofEducation and Early Childhood Development or the Commonwealth Department of Education. The following screen shots are an example of a Data Collection CASES21 record.Schools will be advised via a DEECD Schools Bulletin when they access to the Data Collection records in CASES21.

Screen shot of a Data Collection CASES21 record– 1

Screen shot of a Data Collection CASES21 record – 2


Appendices1. Data Collection – background2 Legislation underpinning the Data Collection Model3. Background information for school principals regarding the ‘opt-out consent’

system being implemented in 20144. Easy English Fact Sheet5. Letter to parents, carers and guardians translated

into: ArabicGreek Mandarin Turkish Vietnamese

6. Level of adjustment – Case Studies:No adjustment at this time Case Study 1No adjustment at this time Case Study 2Supplementary adjustment Case Study 3Supplementary adjustment Case Study 4Substantial adjustment Case Study 5Substantial adjustment Case Study 6Extensive adjustment Case Study 7Extensive adjustment Case Study 8

48 Nationally Consistent Collection of Data on School Students with Disability – Appendices

Appendix 1

Data Collection – background• Since 2008 the implementation of a nationally consistent collection of data on school

students with disability has been a high priority for the Council of Australian Governments (COAG). All government and non-government education authorities have worked together to achieve this objective.

• During 2010, an Expert Advisory Group developed a model for the nationally consistent collection of data, underpinned by the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE) (‘the Initial Model’).

• In November 2010, the Australian Education, Early Childhood Development and YouthSenior Officials Committee (AEEYSOC) agreed to a trial of the Initial Model duringMay – June 2011 as developed by the Expert Advisory Group (‘the 2011 Trial’).

• In October 2011, education ministers considered the outcomes of the 2011 Trial and agreed to establish the Joint Working Group to Provide Advice on Reform for Students with Disability (the Joint Working Group) to make refinements to the Initial Model.

• A subsequent 2012 Trial was undertaken in October 2012 in order to test a refinedmodel within an operational environment across a range of educational settings.

• At a Standing Council on School Education and Early Childhood (SCSEEC) meeting inMay 2013, education ministers endorsed the Model based on the final report of the2012 Trial, and agreed to a three year phased implementation period with an initial data collection in October 2013.

• The initial data collection took place in October 2013.

Nationally Consistent Collection of Data on School Students with Disability – Appendices 49

Appendix 2

Legislation underpinning the DataCollection ModelAll Australian schools have obligations to students with disability under the DisabilityDiscrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE).

The Disability Discrimination Act 1992 (DDA)The DDA provides protection against discrimination based on disability. The DDA seeks to eliminate, as far as possible, discrimination against people with disability in a range of areas, including education. The DDA makes it against the law for an education authority to discriminate against a person on the ground of the person’s disability.

The Disability Standards for Education 2005 (DSE)The DSE are subordinate legislation under the DDA. The DSE clarify and elaborate the legal obligations of education providers to students with disability under the DDA and set out how education is to be made accessible to students with disability. It is unlawful under the DDA to contravene a Standard.The DSE require that all Australian schools ensure that students with disability are able to access and participate in education on the same basis as those without disability.All schools are required under the DSE to make or provide ‘reasonable adjustments’ forstudents where necessary to enable their access and participation.The DSE also require that reasonable adjustments are provided in consultation with the student or their associate. For most students, this means their parents and carers.The DSE recognise that not all students with disability are alike. Students with disability have specific needs, including the type and level of support they need to access and participate in all aspects of education on the same basis as students without disability.The DSE cover the following areas:• enrolment• participation• curriculum development, accreditation and delivery• student support services• elimination of harassment and victimisation.

The Data Collection on School Students with Disability counts all school students who have a disability as described by the DDA, and captures information about the levelsof adjustment that they are being provided to enable their access and participation in education.Sound knowledge and understanding of obligations under the DDA and the DSE will assist you in understanding and implementing the Data Collection on students with disability.It is strongly recommended that you complete professional learning in understanding theDSE prior to completing the Data Collection.Victorian government schools can access no-cost professional development atht tp: // ww w.education.vic.gov.au /school/principals / health/ Pages/ legislation.aspx

Appendix 3

Background information for School Principals on the ‘opt-out consent’ system being implemented in 2014As you know, the Department of Education and Early Childhood Development (theDepartment) and Victorian government schools are subject to the Information Privacy Act2000 (Privacy Act) and the Health Records Act 2001 (Health Records Act) which governthe collection and handling of personal and health information.The nature of the Nationally Consistent Collection of Data on School Students with Disability (Data Collection) means that the data being collected may be considered to be health and/or personal information. In accordance with the Privacy Act and theHealth Records Act, the Department and schools may only collect personal and healthinformation about students where parents, carers and/or guardians have consented.

2013 ‘Opt-in consent’Last year, the Department implemented an ‘opt-in’ arrangement whereby data was only collected from, and about, a student where his or her parent, carer or guardian(s) gave express consent.Many schools who participated in the Data Collection last year identified the process of obtaining opt-in consent from parents, carers or guardians resource intensive. The effect of parental consent on student with disability figures was substantial and in many cases fewer students were counted in the Data Collection than were identified due to lack of consent.

2014 ‘Opt-out consent’This year, instead of seeking express consent from all parents, carers and guardians, the Department is implementing an arrangement whereby consent will be implied unless a parent, carer and guardian(s) ‘opts-out’, that is, they advise the school principal or student’s teacher that they do not consent to their child participating in the Data Collection.To rely on this, it is necessary for schools to show that:• it is likely that the parents, carers or guardians of those students identified for inclusion

in the Data Collection have received information about the Data Collection• the option of opting-out of the Data Collection is clearly stated and is likely to be

understood by the parents, carers or guardians of those students identified for inclusion in the count

• the parents, carers or guardians of those students identified for inclusion in the DataCollection are likely to be aware of the implications of not opting-out

• opting-out is freely available and involves little effort from, and no cost to, the parents, carers or guardians of those students identified for inclusion in the Data Collection

• there are no consequences of opting-out• if the parents, carers or guardians of those students identified for inclusion in the

Data Collection opt-out later, the parent, carer and guardian is fully restored, where possible and appropriate, to the circumstances they would have been in had they opted-out earlier.

Opt-out will also be targeted – that is, the attached letter (including what is being collected, how it is being collected and why it is being collected) will be provided to the parents, carers or guardians of those students identified for inclusion in the Data Collection – not all parents, carers or guardians of all students in the school.

The more ways the parents, carers or guardians of those students identified for inclusion inthe count are able to opt-out, and the smaller the amount of time and cost involved in taking up the option to opt-out, the easier it will be to establish that opting-out is freely available.


Appendix 4

Easy English Fact Sheet

Getting to know you

Collecting information about students with disability

Easy Read version

This information is written in an easy to read

way. We use pictures to explain some ideas.

Some words are written in bold. We explain

what these words mean.

You can ask for help to read this document.

A friend, family member or support person may

be able to help you.


The Australian Government is changing the way information

is collected about students with disability.

These changes will help the government to

have a better understanding of students

with disability.

Information is being collected by schools

from all around Australia.

Students with disability

In Australia, there's a law that says people

with disability must be treated fairly.

This law is called the Disability

Discrimination Act 1992.

Under this law, students with disability

have the right to take part in their

education, just like all other students.

Page 2


Schools may need to make changes to

support students with disability.

These types of changes are called adjustments. Schools must make adjustments that are reasonable – this means they are balanced and fair.

Some examples of reasonable adjustments for some students and schools include:

• providing school work in more than

one way – such as large print, Braille

or audio information

• extra time to complete work

• small group or one to one learning

support

• help with getting around.

Page 3


Teachers understand how to teach their

students.

Teachers work out what kind of

reasonable adjustments each student with

disability needs.

When planning adjustments, teachers can

work with:

• you

• your family

• doctors or other professionals.

What sort of information will be collected?

Every year, schools will be asked about

the students with disability that they

support.

Teachers will talk with parents and

carers.

Page 4


They may need to talk to some students,

especially students who are over 18

years of age.

Information will be collected in each

State and Territory.

What will the information be used for?

We will then put all the information

together so that we can understand

students with disability all around

Australia.

This includes:

• how many students with disability

go to school in Australia

• what is being done to support

students with disability.

During this process, we will make sure

that any information we collect about

you is kept private and safe. Your name

will not be collected.

Page 5


If you want to find out more about this

project and the information being

collected, you can talk to your school

principal.

Contact us

(03) 9651 3621

[email protected]

Department of Education and Early Childhood

Development

GPO Box 4367

Melbourne VIC 3001

www.education.vic.gov.au/school/principals/health/Pages/data

collection.aspx

This Easy Read document was created by the Information Access Group using PhotoSymbols, stock photography and custom images. The images may not be reused without permission. For any enquiries about the images, please visitwww.informationaccessgroup.com.

Page 6


Arabic

Appendix 5

Letter to parents, carers and guardians translated into:

Arabic

،) أعيئاز الوالدينم/قدم الرعاةي/الويص ا(ألوصياء معمولات متقسة على نطاق الدلوة حول تامليذ المرادس ذوي إلاعاقات

ومالضوع: مجعمتقسة ىلع نطاق الودلةح ول تامليذ المرادس ذوي إلاعاقات (جمع املعلومات) الوذي سوف لماهية المعلومات التي يتم جمعها وما يحدث اذإ قررتم مدعراشت ك سردمتان يف مجع ولعممات

رجيي يف الدمارس يف اكفة أنحاء الدولة. تحتوي ههذ الرسالة على شرح. شمالاكرة يف مجع المولعمات

ما املقصود جبمع المعلومات؟هذه العملية عبةرا عن مجع لمولعماتوح ل التالمذي يوذ اقاعالات ذالين حيتاجون اسملعةد دومع من أجل شمالاكرة يف العلمية

. التعليمية بنفس القرد يذال راشيك به التامليذ آلاخورن

ملاذا متي جمع ههذ المعلومات؟دهتف عملية مجع المتامولع ىإل توفير الزميد من المولعمات دالقيقة اولمكتملة عن ددع زوتويع تامليذ الدمارس سألاتالرية ذوي

. اقاعالات وكلذك الماسعادت التي يتم دقتيمها لتمكينهم نم حالصول ىلع التعليم بنفس القرد يذال يحصل به لعيه التامليذ غير المعاقينالمعمولات ىلع ضوع سيساة سمتقبلية الوتخطيط لتدقيم دخمات تعليمية في حنأاء لودالة، سووف استعد

سووف استعد عملية مجع. وجود منجهية وطنةي متقسة لترعيف التامليذ ذوي اااقاعلت

أياض ىلع ضمناام يه املعلومات اليت متي جمعها؟

: سوف يتم في ههذ العملية جعم معلومات تبين، ام ذإا كاتن سردمالة في منطقة حضرية وأ ريفية، وأ ام اذإ اكنت ردمسة ابتاديئة وأ وناثية

، العدد مجالاايل للتامليذ المسلجين في سردمالة ددعال ميال لتامليذ سردمالة ذالين يحصلون على اسمعادت اخصة ليتمكونا من شمالاكرة يف العملية التعليمية بنفس ردق جالا

، التامليذ رخآلاينسمتىو اسمالعدات المقمدة ؤهلاءل التامليذ، و

. اونأع تاقاعإ التامليذ

كفي متيس جمع المعلومات؟. وسف موقت سردمتنا دحتبيد ددع التامليذ المعاقي،ن اسمالوعتاد التي يتم دقتيمها ونطاق إلاعاقة والاسع كلل تلميذ منهم

أتحقق نم وجدو أية دألة دتعم جاردإ ءالؤه التالمذي يف عملية مجع المولعمات. وقد مشيل اذه وبفصتي دميار سردمللة، سفوف

. لفطك و/أو التشارو معك ومع لفطك و/وأ مع عملميهعجارمةخ طط ملعت

. موقي معوملنا سمبح سأمءا التامليذ منها يكل ال عتيرف عليهم حأددرجمب مجع المولعمات، وسف

اليت متي جمعها؟ ىإل ادئرة التعليم وتنمية الطوفلة المبةرك (الدائرة). وسوفموقت ادال ئةرم اذا حيسدث للمعلومات يتم وادتل هذه المولعمات بطريقةيف سغأسط/آب، سوف موقن بتسجيل وتدقيم عدد المالتيذ فقط بعد لذك بتدقيم ددعال جإلا ميال ىلع سمتىو كل والية ىإل ةرازو التعليم موكحبة الكمونيلث. سووف

. مؤمنة. اهب ضوع ساليساات التعليمية سمالتقبلية التعليم وكحبمة الكمونيلث المولعمات التي يتم جمعها ساللتعانة يف

سووف ستتمدخ ةرازو

. بحكومة الكمنويلث خطوات لجمع المعلومات بطريقة ال يتم فيها التعرف على أسماء التالميذوسوف تتخذ الادئرة ووةراز التعليم

ماذا يحدث إذا قررتم ااسنلحا؟ب. شمالاكرة يف عملية مجع المولعمات يتخااةير نكميوكم "ااسنلحاب" في أي تقو

شماكرتمك يف عملية مجع المولعمات. اذإو درأتم الانسحاب وعدم شمالاركة، ىجري كإمال ااسلتةرام ا . كإمال ساتةرام مدعل يست مثة تبعات تترب ىلع مدع ابلدمرسة ىلع الرمق الموضح دأنىجري

وأ الاتاصل [insert date] المرفقة اورجاعها في موعد أقصاه. شماكرة واةدح لكل طفل

58 Nationally Consistent Collection of Data on School Students with Disability – Appendicies

ArabicArabic (continued)

ماذا يحدث إذا مل سنتحبو؟ادق يتم جاردإ ولعممات عن فطلكم ودبن ذكر مسإه يف عملية مجعا لمعلومات لعما 4102.

الوصول إلى عملوماتط فلكمة تصحياهح.ذإو ادرأ تما لوصول ىإل معمولات بإمكانمك والصول إلى معمولات فطلكم شالخصية الوصحية التي حتتفظ بها ادالئرو

. لفطكم شالخصية و/أو الصحية وتصحيحها، ىجري الاتصال يبة

اأئسلل [insert contact person at school] بخصصو عملية مجع المولعمات لعما 4102، ىجري الاتاصلـب اباملكان الا طاعل ىلعا لزميد من المولعمات حول عملية مجع المولعمات ىلع ومالقعاذإ اكنت دليكمأ ية سأئلة

.[insert phone number] ىلع مقرال.h t t p : / / w w w . ed u cati o n .vic. g ov .a u / sc h oo l / p r i n ci p als/ h ealt h /P a g es / d a ta c o llec t i o n .as p x لالاكورتني

، حتياتي

مدري مالدةسر

4102 / /

[insert في موعدأ قصاه [insert contact person at school] متسالاارة التالةي جراواعها إلى لاسنلحاب، ىجري إكمال

.date]

دقل رقأت الاسرلة بخصوص مجع تامولعم متقسة ىلع نطاق الدلوة حول تامليذ المرادس ذوي إلاعاقاتعلام 4102،: أوطلب دعم مجع مولعمات عن

مسا التلميذ : :) مسالا الكامل لألب/ألامم/قمد رالعاية/الوصي ا(ألوصيءا

: الترايخ

: وتقيع األبمألا//الوصي

Date:

Nationally Consistent Collection of Data on School Students with Disability – Appendicies 59

Greek

Greek

Αγαπητέ Γονέα/Φροντιστή/Κηδεμόνα(ες)

Θέμα: Εθνική Συνεπής Συλλογή Δεδομένων για Μαθητές με Αναπηρία

Το σχολείο μας συμμετέχει στην Εθνική Συνεπή Συλλογή Δεδομένων για Μαθητές με Αναπηρία (η Συλλογή Δεδομένων), η οποία διεξάγεται φέτος σε σχολεία όλης της Αυστραλίας. Η επιστολή αυτή εξηγεί ποιες πληροφορίες συλλέγονται και τι θα συμβεί αν αποφασίσετε να αποσύρετε τη συμμετοχή σας από τη Συλλογή Δεδομένων.

Τι είναι η συλλογή δεδομένων;Η Συλλογή Δεδομένων θα συλλέξει πληροφορίες για τους μαθητές με αναπηρία που χρειάζονται υποστήριξη για να συμμετέχουν στην εκπαίδευση στην ίδια βάση με τους υπόλοιπους μαθητές.

Γιατί συλλέγονται αυτές οι πληροφορίες;Η Συλλογή Δεδομένων αποσκοπεί στην παροχή ακριβέστερων και πληρέστερων πληροφοριών σχετικά με τον αριθμό και την κατανομή των Αυστραλών μαθητών με αναπηρία, καθώς επίσης και τις προσαρμογές που παρέχονται για να μπορούν να έχουν πρόσβαση στην εκπαίδευση στην ίδια βάση όπως οι μαθητές χωρίς αναπηρία.

Η Συλλογή Δεδομένων θα ενημερώσει τη μελλοντική πολιτική και το σχεδιασμό της παροχής υπηρεσιών εκπαίδευσης σε όλη τη χώρα και θα διασφαλίσει ότι υπάρχει μια εθνική συνεπής προσέγγιση στον προσδιορισμό μαθητών με αναπηρία.

Ποιες πληροφορίες συλλέγονται;Η Συλλογή Δεδομένων θα συλλέξει:

εάν το σχολείο είναι μητροπολιτικό ή μη μητροπολιτικό, πρωτοβάθμιο ή δευτεροβάθμιο, το συνολικό αριθμό εγγεγραμμένων μαθητών στο σχολείο, το συνολικό αριθμό μαθητών στο σχολείο που λαβαίνουν προσαρμογές ώστε να μπορούν

να συμμετέχουν στην εκπαίδευση στην ίδια βάση με τους υπόλοιπους μαθητές, το επίπεδο της προσαρμογής που παρέχεται σε αυτούς τους μαθητές και το είδος της αναπηρίας των μαθητών.

Πώς θα συλλεχθούν οι πληροφορίες;Το σχολείο μας θα καθορίσει τον αριθμό των μαθητών με αναπηρία, τις προσαρμογές που παρέχονται και την ευρεία κατηγορία αναπηρίας για κάθε έναν από αυτούς τους μαθητές.

Ως διευθυντής του σχολείου, θα επαληθεύσω ότι υπάρχουν στοιχεία που υποστηρίζουν την ένταξη αυτών των μαθητών στη Συλλογή Δεδομένων. Τα στοιχεία αυτά μπορεί να περιλαμβάνουν την αναθεώρηση των σχεδίων μάθησης του παιδιού σας ή/και τη διαβούλευση με εσάς, το παιδί σας ή/και τους δασκάλους/καθηγητές του.

Αφού συλλεχθούν τα δεδομένα, το προσωπικό του σχολείου μας θα αποταυτοποιήσει τα δεδομένα, έτσι ώστε κανένα όνομα μαθητή να μη μπορεί να εμφανιστεί.

Τι θα συμβεί με τις πληροφορίες που θα συλλεχθούν;Τον Αύγουστο θα καταγράψουμε και θα υποβάλουμε μόνο αριθμούς στο Υπουργείο Παιδείας και Προσχολικής Ανάπτυξης (το Υπουργείο). Στη συνέχεια το Υπουργείο θα δώσει το συνολικό αριθμό σε πολιτειακό επίπεδο στο Κοινοπολιτειακό Υπουργείο Παιδείας. Αυτά τα δεδομένα θα μεταδοθούν με ασφάλεια.

Το Κοινοπολιτειακό Υπουργείο Παιδείας θα χρησιμοποιήσει τις πληροφορίες που έχουν συλλεχθεί για


GreekGreek (continued)

ενημέρωση της ανάπτυξης μελλοντικής πολιτικής στον τομέα της Παιδείας.

Τόσο το Υπουργείο όσο και το Κοινοπολιτειακό Υπουργείο Παιδείας θα λάβουν μέτρα για να αθροίσουν τα στοιχεία επαρκώς, έτσι ώστε να μην είναι δυνατό να εξακριβωθεί εύλογα η ταυτότητα κανενός μαθητή.

Τι γίνεται αν αποσύρετε τη συμμετοχή σας;Η συμμετοχή στη Συλλογή Δεδομένων είναι προαιρετική και μπορεί να αποσύρετε τη συμμετοχή σας«[opt-out]» ανά πάσα στιγμή.

Δεν υπάρχουν συνέπειες αν επιλέξετε να αποσύρετε τη συμμετοχή σας από την Συλλογή Δεδομένων. Αν θέλετε να αποσύρετε τη συμμετοχή σας, συμπληρώστε και αποστείλετε το συνημμένο έντυπο έως τις [insert date] ή επικοινωνήστε με το σχολείο στον παρακάτω αριθμό. Παρακαλώ συμπληρώστε ένα έντυπο απόσυρσης συμμετοχής για κάθε παιδί.

Τι γίνεται αν δεν αποσύρετε τη συμμετοχή σας;Τα αποταυτοποιημένα στοιχεία του παιδιού σας μπορούν να συμπεριληφθούν στη ΣυλλογήΔεδομένων του 2014.

Πρόσβαση στα στοιχεία του παιδιού σαςΜπορείτε να αποκτήσετε πρόσβαση και να διορθώσετε τα προσωπικά στοιχεία και τα στοιχεία υγείας του παιδιού σας που έχει στην κατοχή του το Υπουργείο. Αν θέλετε να έχετε πρόσβαση και να διορθώσετε τα προσωπικά στοιχεία και τα στοιχεία υγείας του παιδιού σας, παρακαλώ επικοινωνήστε μαζί μου.

ΕρωτήσειςΕάν έχετε οποιαδήποτε απορία σχετικά με τη Συλλογή Δεδομένων 2014, παρακαλώ μην διστάσετε να επικοινωνήσετε με τον/την [insert contact person at school] στο [insert phone number]. Περισσότερες πληροφορίες για την Συλλογή Δεδομένων μπορούν να βρεθούν στο: h t t p : / / w w w . ed u cati o n . v ic . g ov .a u/ sch o o l / p ri n ci p al s / h ealth / P a g e s / d ata c o ll e ct i o n .as p x .

Με εκτίμηση,

Ο Διευθυντής/η Διευθύντρια

/ / 2014

Για να αποσύρετε τη συμμετοχή σας παρακαλώ επιστρέψετε το ακόλουθο συμπληρωμένο έντυπο στο [insert contact person at school] μέχρι τις [insert date]:

Έχω διαβάσει την επιστολή σχετικά με την Εθνική Συνεπή Συλλογή Δεδομένων για Μαθητέςμε Αναπηρία του 2014 και ζητώ όπως να μη συλλεχθούν στοιχεία για τον/την:

(Όνομα μαθητή)

Ονοματεπώνυμο Γονέα/Φροντιστή/Κηδεμόνα(ων):

Ημερομηνία:

Υπογραφή γονέα/κηδεμόνα:


ItalianItalian

Gentile/i genitore/accompagnatore/tutore(i)

Oggetto: Raccolta dati allineata a livello nazionale sugli studenti disabili

La nostra scuola sta partecipando alla Raccolta dati allineata a livello nazionale sugli studenti disabili (la Raccolta dati) che si sta svolgendo nelle scuole in Australia. Questa lettera spiega quali informazioni vengono raccolte e cosa succede qualora decidiate di non partecipare alla Raccolta dati.

Cos'è la Raccolta dati?La Raccolta dati raccoglierà informazioni sugli studenti disabili che hanno bisogno di assistenza per prendere parte alle attività formative allo stesso modo degli altri studenti.

Perché vengono raccolte queste informazioni?La Raccolta dati si propone di fornire informazioni più accurate e complete sul numero e la distribuzione degli studenti australiani disabili ed anche sulle modifiche che vengono apportate per poter permettere a questi studenti di prendere parte alle attività formative allo stesso modo degli studenti non disabili.

La Raccolta dati fornirà informazioni per le future norme e progetti relativi alla fornitura di servizi formativi nel Paese e garantirà che vi sia un approccio allineato a livello nazionale nell'identificazione degli studenti disabili.

Che informazioni vengono raccolte?La Raccolta dati raccoglierà dati relativi a quanto segue:

se la scuola è metropolitana o non-metropolitana, elementare o media/superiore, il numero totale degli studenti iscritti, il numero totale di studenti iscritti per i quali sono state apportate delle modifiche affinché

possano partecipare alle attività formative allo stesso modo degli altri studenti, il livello di modifiche apportate per tali studenti e il tipo di invalidità degli studenti.

Come verranno raccolte le informazioni?La nostra scuola determinerà il numero di studenti disabili, le modifiche che vengono fornite e la categoria generica in cui ricade l'invalidità di tali studenti.

In qualità di preside, appurerò che vi siano prove a sostegno dell'inclusione di questi studenti nella Raccolta dati. Per fare ciò potrebbe essere necessario rivedere il piano di studi di vostro figlio e/o parlarne con voi, vostro figlio e/o i suoi insegnanti.

Una volta che i dati sono stati raccolti, il nostro personale scolastico renderà anonimi i dati in modo che non vengano menzionati i nomi degli studenti.

Cosa succederà alle informazioni raccolte?In agosto, registreremo ed invieremo cifre solamente al Dipartimento per l'educazione e lo sviluppo infantile (il Dipartimento). Il Dipartimento fornirà quindi i numeri totali a livello statale al Dipartimento del Commonwealth per l'istruzione. Questi dati verranno trasmessi in maniera sicura.

Le informazioni raccolte verranno utilizzate dal Dipartimento del Commonwealth per l'educazione nello sviluppo delle future norme nel campo dell'educazione.


ItalianItalian (continued)

Sia il Dipartimento che il Dipartimento del Commonwealth per l'educazione adotteranno delle misure per aggregare i dati in modo che l'identità di nessun studente possa essere facilmente accertata.

Cosa succede se decido di non partecipare?La partecipazione alla Raccolta dati è facoltativa e potete ritirarvi in qualsiasi momento.

Non vi sono conseguenze se decidete di non partecipare alla Raccolta dati. Se volete ritirarvi, completate e consegnate il modulo allegato entro [insert date] o contattate la scuola al numero di seguito. Siete pregati di completare un modulo di non-partecipazione per ciascun figlio.

Cosa succede se non vi ritirate?I dati anonimi relativi a vostro figlio possono essere inclusi nella Raccolta dati 2014.

Accesso ai dati di vostro figlioPotete accedere e correggere i dati personali e sanitari di vostro figlio di cui il Dipartimento è inpossesso. Se volete accedere e correggere i dati personali e/o sanitari di vostro figlio, vi prego dicontattarmi.

DomandeRimango a disposizione per eventuali domande sulla Raccolta dati 2014 [insert contact person at school] al [insert phone number]. Per ulteriori informazioni sulla Raccolta dati, potete visitare: h t t p : / / w w w . ed u cati o n . v ic . g ov .a u/ sch o o l / p ri n ci p als/ h ealth / P a g e s / d ata c o ll e ct i o n .as p x .

Cordialmente,

Il Preside

/ / 2014

Per ritirarvi consegnate il modulo di seguito completo a [insert contact person at school] entro[insert date]:

Ho letto la lettera relativa alla Raccolta dati allineata a livello nazionale sugli studenti disabilidel 2014 e richiedo che non vengano raccolti dati su:

(Nome dello studente)

Nome e cognome del/igenitore/accompagnatore/tutore(i):

Data:

Firma del genitore/tutore:


Simplified ChineseMandarin

尊敬的家长/照顾者/监护人：

关于：全国一致的中小学残障学生数据收集（Nationally Consistent Collection of Data on SchoolStudents with Disability）

本校正在参加全国一致的中小学残障学生数据收集（“数据收集”）活动，该活动今年在澳大利亚全国各地的中小学开展。本信说明该数据收集活动收集哪些信息，以及如果你决定退出该活动会怎样。

什么是数据收集？数据收集将收集关于需要支持才能与其他学生一样在同等基础上接受教育的残障学生的信息。

为何收集这些信息？数据收集旨在提供关于澳大利亚中小学残障学生的数量和分布，以及为使他们能与没有残障的学生一样在同等基础上接受教育而提供的各种调整的更加准确和完整的信息。

数据收集将为未来全国各地提供教育服务的相关政策和规划提供依据，并确保残障学生的识别有全国一致的方法。

收集哪些信息？数据收集将收集以下信息：

学校是否在大都市地区，是中学还是小学；注册在校学生总人数；接受调整以使他们能够和其他学生一样在同等基础上接受教育的在校学生总人数；向这些学生提供的调整程度；以及学生的残障类别。

如何收集信息？本校将确定残障学生人数、所提供的调整，以及每一个残障学生的广泛残障类别。

作为校长，我将核实有证据支持这些学生被纳入数据收集。这可能包括审核学生的学习计划以及/或咨询你、你的子女和/或他们的教师。

数据收集一旦完成，本校员工将删除数据中的身份识别信息，使数据收集不会记录任何学生姓名。

收集的信息将如何处理？八月份，我们将把数字（只有数字）记录并提交给教育和儿童早期发展部（“ 州教育部”）。州教育部随后会将州一级的总数提供给联邦教育部。该数据将采用安全方式传送。

联邦教育部将使用所收集的信息为未来教育领域的政策制定提供依据。州教育部和联邦教育

部都将采取措施充分集合数据，使学生身份无法通过常规手段被确认。如果你选择退出，会

怎样？参加数据收集 “并非强制性，你可以随时选择退出”。


Simplified ChineseMandarin (continued)

选择退出数据收集不会有任何后果。如果你想要退出，请填写随附表格并在[insert date] 之前交还学校，或通过以下电话号码联系学校。请为每个子女分别填写一份退出表。

如果你不选择退出，会怎样？关于你的子女的不含身份资料的信息将包括在 2014 年数据收集中。

查看你子女的信息你可以查看和更正州教育部保存的关于你的子女的个人和健康信息。如果你希望查看和更正你的子女的个人和/或健康信息，请和我联系。

疑问如果你对 2014 年数据收集有任何疑问，请随时联系[insert contact person at school]，电话：[insert phone number]。关于数据收集的更多信息可见于：h t t p : / / w w w . ed u cati o n . v ic . g ov .a u/ sch o o l / p ri n ci p als/ h ealth / P a g e s / d ata c o ll e ct i o n .as p x 。

此致。

校长

/ / 2014

如选择退出，请填写下表并交还给[insert contact person at school]，截止期限：[insert date]

我已经读过关于“全国一致的中小学残障学生数据 ”收集的来信，并要求不要收集关于以下学生的信息：

（学生姓名）

家长/照顾者/监护人全名：

日期：

家长/监护人签名：


TurkishTurkish

Sayın Anababa/Bakıcı/Veli

İlgi: Engelli Öğrenciler Hakkında Ulusal Çapta Tutarlı Verilerin Toplanması

Okulumuz, bu yıl Avustralya’daki tüm okullarda yürütülmekte olan Engelli Öğrenciler Hakkında Ulusal Çapta Tutarlı Verilerin Toplanması’nda (Verilerin Toplanması) yer almaktadır. Bu mektup hangi bilgilerin toplandığını ve Verilerin Toplanması’nın dışında kalmayı uygun görürseniz ne olacağını anlatmaktadır.

Verilerin Toplanması nedir?Verilerin Toplanması, eğitimde diğer çocuklarla aynı temelde yer almak için desteğe gereksinimi olan engelli öğrenciler hakkında bilgi toplayacaktır.

Bu bilgiler niçin toplanmaktadır?Verilerin Toplanması, engelliliği olan Avustralyalı öğrencilerin sayısı ve dağılımının yanı sıra, onların, engelliliği olmayan öğrencilerle eğitime aynı temelde erişmelerini olanaklı kılmak için sağlanan düzenlemeler hakkında daha doğru ve tam bilgi sağlamayı amaçlar.

Bilgilerin Toplanması, tüm ülkede eğitim hizmetlerinin sağlanması ve engelli öğrencilerin tanımlanmasına ulusal anlamda tutarlı bir yaklaşımın güvence altına alınması için gelecekteki politikalar ve planlama için bilgi sağlayacaktır.

Hangi bilgiler toplanmaktadır?Bilgilerin Toplanması, şu bilgileri toplayacaktır:

okulun anakentte veya anakent dışında olup olmadığı, ilkokul mu, ortaokul mu olduğu, okula kayıtlı toplam öğrenci sayısı, eğitimde diğer öğrencilerle aynı temelde yer almalarını sağlamak için okulda düzenleme alan

toplam öğrenci sayısı, o öğrencilere sağlanan düzenlemenin seviyesi ve öğrencilerin engellilik türü.

Bilgiler nasıl toplanacaktır?Okulumuz engelli öğrencilerin sayısını, sağlanan düzenlemeleri ve o öğrencilerin her biri için geniş engellilik kategorisini saptayacaktır.

Okul müdürü olarak ben, bu öğrencilerin Verilerin Toplanması’na dahil edilmesini destekleyecek kanıtların olduğunu doğrulayacağım. Bu, çocuğunuzun öğrenim planlarının incelenmesini ve/veya size, çocuğunuza ve/veya öğretmenlerine danışılmasını içerebilir.

Veriler toplandığında, okul görevlilerimiz, hiçbir öğrencinin adının yansıtılmaması için verilerikimliksizleştirecektir.

Toplanan bilgiler ne olacaktır?Ağustos ayında sadece sayıları kaydedip, Eğitim ve Erken Çocukluk Gelişimi Bakanlığı’na (Bakanlık) sunacağız. Bundan sonra Bakanlık, Eyalet düzeyindeki toplam sayıları Federal Eğitim Bakanlığı’na verecektir. Bu veriler güvenlikli bir şekilde iletilecektir.

Federal Eğitim Bakanlığı, toplanan bilgileri, ilerde Eğitim alanında politika geliştirmek için bilgi sağlamak üzere kullanacaktır.


TurkishTurkish(continued)

Hem Bakanlık hem de Federal Eğitim Bakanlığı, hiçbir öğrencinin kimliğinin makulen belirlenememesi amacıyla verilerin yeterince toplanabilmesi için gerekli adımları atacaktır.

Katılmazsanız ne olur?Verilerin Toplanması’nda yer almak isteğe bağlıdır ve istediğiniz zaman çekilebilirsiniz.

Verilerin Toplanması’nın dışında kalmayı seçerseniz, bunun herhangi olumsuz bir sonucu yoktur. Katılmayı istemiyorsanız, ekteki formu [insert date] tarihine kadar doldurup yollayın veya aşağıdaki numaradan okulla ilişkiye geçin. Lütfen her çocuk için bir katılmama formu doldurun.

Katılırsanız ne olur?Çocuğunuz hakkındaki kimliksizleştirilmiş bilgiler 2014 Verilerin Toplanması’na dahil edilebilir.

Çocuğunuzla ilgili bilgilere erişimÇocuğunuzla ilgili olarak Bakanlık tarafından saklanan kişisel bilgilere ve sağlık bilgilerine erişip onları düzeltebilirsiniz. Çocuğunuzla ilgili kişisel bilgilere ve/veya sağlık bilgilerine erişip onları düzeltmek isterseniz, lütfen benimle ilişkiye geçin.

Sorular2014 Verilerin Toplanması’na ilişkin herhangi bir sorunuz varsa, lütfen [insert contact person at school] ile [insert phone number] numaralı telefondan ilişkiye geçin. Verilerin Toplanması’na ilişkin daha fazla bilgi şu adreste bulunabilir: h t t p : / / w w w . ed u cati o n . v ic . g ov .a u/ sch o o l / p ri n ci p als/ h ealth / P a g e s / d ata c o ll e ct i o n .as p x .

Saygılarımla

Müdür

/ / 2014

Katılmamak için aşağıdaki formu lütfen [insert date] tarihine kadar şu kişiye yollayın: [insertcontact person at school]

2014 Engelli Öğrenciler Hakkında Ulusal Çapta Tutarlı Verilerin Toplanması’na ilişkin mektubuokudum ve şu öğrenci hakkında bilgi toplanmamasını rica ediyorum:

(Öğrencinin adı)

Anababanın/Bakıcının/Velinin tam adı:

Tarih:

Anababanın/Velinin imzası:


VietnameseVietnamese

Kính gửi Cha/Mẹ/Người chăm sóc/Người giám hộ

Về việc: Thu thập Thông tin Thống nhất Toàn quốc về Học sinh Khuyết tật

Nhà trường của chúng ta tham gia đợt Thu thập Thông tin Thống nhất Toàn quốc về Học sinh Khuyết tật (Thu thập Thông tin) đang diễn ra tại các trường học trên toàn nước Úc năm nay. Lá thư này giải thích những thông tin gì đang được thu thập và điều gì xảy ra nếu quy vi quyết đi nh không tham gia việc Thu thập Thông tin này.

Thu thập Thông tin là gì?Thu thập Thông tin sẽ thu thập thông tin về những học sinh khuyết tật, những người cần trợ giúp để tham gia vào giáo dục giống như những học sinh bình thường khác.

Vì sao thông tin này được thu thập?Thu thập Thông tin nhằm mục đích cung cấp thông tin đầy đủ và chính xác hơn về số lượng và sự phân bổ học sinh khuyết tật Úc, cũng như những điều chỉnh được cung cấp để giúp các em tiếp cận nền giáo dục giống như những học sinh không bi khuyết tật.

Thu thập Thông tin sẽ giúp cho việc lập chính sách và kế hoạch trong tương lai cho việc cung cấp các dich vụ giáo dục trên cả nước, và bảo đảm có được phương pháp tiếp cận thống nhất toàn quốc trong việc xác đinh học sinh khuyết tật.

Thông tin nào đang được thu thập?Thu thập Thông tin sẽ thu thập:

liệu trường học ở vùng đô thi hay nông thôn, là trường tiểu học hay trung học, tổng số học sinh ghi danh theo học tại trường, tổng số học sinh của trường đang được nhận điều chỉnh để giúp các em tham gia vào giáo

dục giống như những học sinh bình thường khác, mức độ điều chỉnh được cung cấp cho những học sinh này, và loại hình khuyết tật của những học sinh đó.

Thông tin sẽ được thu thập như thế nào?Nhà trường của chúng ta sẽ xác đinh số lượng học sinh khuyết tật, những điều chỉnh được cung cấp và loại hình khuyết tật tổng thể của từng học sinh.

Là hiệu trưởng nhà trường, tôi sẽ xác nhận có đủ bằng chứng cho việc đưa những học sinh này vào trong đợt Thu thập Thông tin. Điều này có thể bao gồm việc xem xét lại kế hoạch học tập của con quy vi và/hoặc tham khảo với quy vi, con quy vi và/hoặc giáo viên của các em.

Sau khi thông tin được thu thập, nhân viên nhà trường sẽ xóa bỏ danh tính trên dữ liệu để bảo đảm rằng tên của học sinh sẽ không được tiết lộ.

Điều gì xảy ra đối với thông tin được thu thập?Vào tháng tám, chúng tôi sẽ ghi nhận và nộp thông tin chỉ dưới dạng con số cho Bộ Giáo dục và Phát triển Mầm non (Bộ). Sau đó Bộ sẽ cung cấp số liệu toàn tiểu bang cho Bộ Giáo dục Liên bang. Thông tin này sẽ được chuyển giao an toàn.

Bộ Giáo dục Liên bang sẽ sử dụng thông tin thu thập được để xây dựng chính sách tương lai trong lĩnh vực Giáo dục.


VietnameseVietnamese (continued)

Cả Bộ và Bộ Giáo dục Liên bang sẽ thực hiện các biện pháp để tổng hợp hiệu quả số liệu sao cho không thể xác đinh được danh tính học sinh một cách hợp ly .

Điều gì xảy ra nếu quy vi không tham gia?Việc tham gia vào Thu thập Thông tin là tự nguyện và quy vi có thể ‘không tham gia’ bất cứ lúc nào.

Sẽ không có hậu quả gì nếu quy vi chọn không tham gia Thu thập Thông tin. Nếu không muốn tham gia, quy vi hãy điền vào mẫu đính kèm và gửi lại chậm nhất vào ngày [insert date] hoặc liên lạc với nhà trường theo số điện thoại bên dưới. Quy vi hãy điền một mẫu không tham gia cho mỗi học sinh.

Điều gì xảy ra nếu quy vi không tham gia?Những thông tin không xác đinh danh tính về con quy vi có thể vẫn được đưa vào trong Thu thậpThông tin 2014.

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Appendix 6

Levels of Adjustment – Case StudiesCase Study 1: No adjustment at this time

Schools are required to accommodate the differential learning needs of all students. Some students with disability may not need educational adjustments beyond those that are reasonably expected as part of regular teacher or school practice. These students are recorded as “no adjustment at this time” for the purposes of this collection.

These students may have required an adjustment in the past. Further, it does not preclude them from being provided an adjustment in the future.

GemmaGemma is a grade 4 student in a small regional primary school. When in preschool, Gemma was diagnosed with anaphylaxis in relation to all nut and dairy products.In the past 12 months, Gemma has only had 1 anaphylactic reaction while at home, resulting in adrenalin being administered by her parents, and an ambulance being called to transport her to hospital. No incidents of anaphylactic reaction have occurred at school.When Gemma initially enrolled at the school, her parents informed the principal about her health needs. As a result, the principal scheduled a Student Support Group (SSG) to plan for Gemma’s transition to school. Gemma’s parents were requested to complete a current anaphylaxis management plan with her GP and provide copies of any plans from the preschool setting to assist with developing supports at school.At the SSG meeting the principal outlined the school’s obligations to implement a comprehensive anaphylaxis management plan for Gemma, including communication strategies for staff, students and members of the school community, and the needto ensure staff are adequately trained in recognising and responding to Gemma’s anaphylactic reactions.Gemma’s school completes an annual Anaphylaxis Risk Management Checklist, provides training for all staff responsible for the wellbeing of students with anaphylaxis and undertakes briefings every 6 months for all staff. Additional adrenaline auto-injection devices are purchased by the school and made available for trained staff to access if necessary.As part of their regular classes all students at Gemma’s school are provided with information and reminders of the risks for students with anaphylaxis. Information is also provided in the school newsletter informing parents and reminding them of those foods that can place students with anaphylaxis at risk.Gemma has attended school since prep without incident. Comprehensive planning and training remain in place on a routine basis. No other specific educational adjustments have been made for Gemma during the last 10 weeks.

Case Study 2: No adjustment at this timeSchools are required to accommodate the differential learning needs of all students. Some students with disability may not need educational adjustments beyond those that are reasonably expected as part of regular teacher or school practice. These students are recorded as “no adjustment at this time” for the purposes of this collection.These students may have required an adjustment in the past. Further, it does not preclude them from being provided an adjustment in the future.

CoreyCorey is a year 9 student in a large metropolitan secondary college. Corey wears hearing aids as a result of his diagnosis with a mild sensorineural hearing loss. Corey’s hearing loss is permanent and may deteriorate in the future. Corey undergoes annual re-assessment of his hearing thresholds to ensure his hearing aids continue to meet his needs.When Corey initially enrolled in the school, his parents informed the year 7 coordinator of his hearing impairment and the need for Corey to wear his hearing aids for all activities while at school. When wearing his hearing aids, the amplification enables Corey to hear people’s voices clearly and to access the full range of sounds in his environment. The major difficulty for Corey occurs when there is a large amount of background noise, making speech sounds difficult for him to differentiate.At the start of year 7, Corey’s parents and school submitted a referral to the regional visiting teacher service for support and advice. A visiting teacher was able to assist the school to understand the nature of Corey’s hearing loss by reviewing the most recent audiograms provided by his family. The visiting teacher also provided general advice and strategies for all of Corey’s teachers, focusing on simple classroom modifications and adjustments. This included providing a report containing recommendations such as:• optimal class seating arrangements for Corey• facing Corey when speaking with him• checking with Corey that he is wearing his aids• prompting him to ensure they are functioning properly.

Each term the year level coordinator met with Corey’s parents and the visiting teacher to evaluate the effectiveness of the recommended educational strategies in helping Corey overcome his disability to participate on the same basis as other students without disability in the classroom.During year 7 Corey required frequent prompts and reminders from his family and school staff to wear and maintain his aids. He was also not independently seeking clarification and repetition when unsure of the instructions being provided in class. The visiting teacher provided regular support throughout Corey’s first year of secondary school, targeting these independence skills and raising staff awareness of the need to support Corey to practice them. This support continued into the first semester of year 8.Now in year 9, Corey is consistently and independently able to wear and maintaining his hearing aids. He is also able to alert teachers when increased background noise prevents him from being able to differentiate instructions. All of Corey’s teachers now ensure that the class is quiet prior to providing important instruction or sharing information. This class behaviour is encouraged and reinforced throughout the school as an active listening skill.

Though Corey is now managing his hearing impairment independently, and there is no current need for the school to provide additional adjustments, his condition needs to be monitored every year. If Corey’s hearing deteriorates or his educational needs change it may be necessary to implement additional educational adjustments.


Case Study 3: Supplementary AdjustmentSupplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school. These adjustments are designed to address the nature and impact of the student’s disability, and any associated barriers to their learning, physical, communication or participatory needs above and beyond normal teaching practice.

JamesJames is in grade 1 at a large primary school.Following literacy and numeracy testing at the start of the year, it became apparent to James’ teacher that he is performing at least 12 months behind his peer group. Teachers in the school noted that James is often slow to respond to questions and can be difficultto understand due to an apparent articulation difficulty. James’ prep teacher raised someconcerns regarding his progress during transition discussions at the end of year.As a result of these discussions, James’ Grade 1 teacher approached the coordinator of the school’s additional needs program to request assistance in consulting with James’ parents to understand and plan for his needs. An initial Student Support Group meeting was scheduled to review the teacher’s testing results and observations of James’ speech, language and learning. The family was also requested to bring information that might assist the school in understanding and catering for James’ needs.Following the meeting, it was decided that the school would implement a range of educational adjustments to further evaluate James’ learning/communication difficulties and to support his access to and participation in education during term 1.The school’s additional needs coordinator worked with James’ teacher to develop adjustments to accommodate his needs in the classroom to enable him to participate on the same basis as his peers.The agreed adjustments included:• Refer James to the Student Support Services speech pathology team for an assessment of

his speech and language abilities• Initiate an Individual Learning Plan• Providing differentiated curriculum materials to suit James’ learning needs,• Introducing visual schedules and task boards to complement teacher instruction• Delivering instruction to James at a slower pace to allow him time to process the

information• Recommending James for inclusion in the school’s Reading Recovery program• Providing increased daily targeted small group and 1:1 direct teacher instruction for literacy• Providing additional home-based activities targeting foundation literacy and numeracy skills

and• Introducing a home-school communication book to ensure appropriate work can be shared

and James’ progress can be reported and monitored.

Finally, the Student Support Group arranged to meet with the speech pathologist to discuss James’ speech and language assessment results. This would enable the Group to further understand James’ needs and inform the development of his Individual Learning Plan.

Case Study 4: Supplementary Adjustment

Supplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school. These adjustments are designed to address the nature and impact of the student’s disability, and any associated barriers to their learning, physical, communication or participatory needs above and beyond normal teaching practice.

CindyCindy is a year 10 student attending a regional Prep-12 College.Cindy was diagnosed with Asperger’s Syndrome in grade 3 after her parents and teachers noticed she appeared highly anxious in some situations at school and in the community, and had increasing difficulties socialising with her peers.Each term, Cindy’s school schedules a Student Support Group meeting to plan for her educational adjustments and review her progress. Cindy’s needs have changed over the years.At times she requires intensive support and management, at other times she functions with a high degree of independence.During grade 5, Cindy’s parents suggested the information about her diagnosis be shared with her peers and the school community in order to raise their awareness of Asperger’s Syndrome and the challenges it can pose for Cindy at school. This was also an opportunity to share information about Cindy’s abilities with numbers and recalling numerical facts, an interest area for her.Currently, Cindy is participating in the full year 10 curriculum at her school. The Student Support Group noted that she required minimal support in numeracy-based subject areas. In fact, Cindy at times requires extension in this area. However, in most other subject areas, as a result of her disability, Cindy requires a degree of educational adjustment to participate on the same basis as her peers. Some adjustments currently identified in her Individual Learning Plan include:• Access to a laptop for extended writing tasks in literacy-based subject areas• Additional time to complete literacy-based tasks, including assessment tasks• Seating near the front of the classroom to reduce distraction• Access to a locker in the school’s ‘learning hub’, separate from the large busy locker area• Permission (along with some other students) to listen to her iPod during quiet work time in class• Provision of an individual simplified timetable including only Cindy’s subjects, along with a

simple list of organisational requirements for each subject• Weekly email communication between Cindy’s parents and teachers to ensure homework

tasks are properly documented and tracked• Modification of the Physical Education curriculum for Cindy, normally by providing her with a

record keeping, scoring or organising duties• Each term an educational autism consultant reviews the adjustments in place for

Cindy to ensure the school is adopting the most appropriate autism friendly strategies to support her needs

• The College’s welfare officer checks in with Cindy fortnightly to gauge her emotional wellbeingand provide support or consider referral as necessary.

Despite these supports, Cindy still exhibits high anxiety due to the social and sensory demands placed on her in the school setting. The Student Support Group devised a strategy for Cindyand her teacher, to help Cindy cope with her anxiety by withdrawing from class into the student’s‘learning hub’. Here, Cindy can choose to rest in a bean bag listening to her iPod until she feels prepared to return to class. The additional needs coordinator checks in with her and provides assistance as necessary.Currently Cindy relies on these supplementary adjustments in order to access education on the same basis as her peers. Her needs are monitored with a view to enabling her to complete an accredited senior secondary course.

Case Study 5: Substantial AdjustmentSubstantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to their engagement, learning, participation and achievement.

GeorgeGeorge is an 8 year old boy diagnosed with Down Syndrome and kidney disease. He has attended the same primary school since prep. As George has grown and developed, his medical and educational needs have become more complex. As a result, his ability to engage with his educational program has become increasingly compromised.Currently, George benefits from a highly specialised educational program, supported by highly modified curricular materials appropriate for students in younger year levels. Though he spends significant amounts of time engaged in mainstream class activities along with his peers, George also receives frequent instruction in foundation literacy and numeracy skills from the school’s additional needs teacher. These skills are then practiced and consolidated during time spent with Education Support Officers. George requires additional supervision in unstructured activities such as during recess and lunch, to ensure he participates safely and can practice positive social behaviours.George’s parents have always worked closely with the school to plan for his transition and develop his educational plan and adjustments. George’s school also receives consultation from a Student Support Services speech pathologist in developing his communication abilities and regular advice from the Down Syndrome Victoria’s Inclusion Support Service.George’s kidney disease has recently progressed, and he now requires surgery to his bladder that will result in him urinating via a catheter. He will be required to do this for a period of 6 weeks before surgery and permanently following the surgery. Catheterisation will commence in approximately 4 weeks. This will present a significant behavioural and learning challenge for George. George will be absent from school for a significant period of time and will be supported via the Royal Children’s Hospital (RCH) Education Institute while an inpatient there.After receiving news of the need for surgery, George’s parents requested an urgent Student SupportGroup meeting to prepare and plan for the subsequent impact on his access and participation in education. The Principal, additional needs coordinator, classroom teacher, support officer and parents attended the meeting. The family provided the latest paediatric kidney specialist(nephrologist) report for the school. It was determined that the following actions needed to occur:• Update George’s Personal Care Medical Advice Form with the input of his medical

specialists to reflect his changing continence care needs• Apply to have key school staff undertake competency training in catheter management via the

DEECD Schoolcare Program• Refer George to the regional visiting teacher service to assist with planning educational supports

for the period George will be absent from school• Liaise with the RCH Education Institute to ensure smooth transition for George back to school• Review George’s educational program for the coming 10 weeks to consider which

course materials and goals may need to be modified to ensure he can continue to have access and progress against the goals established for him.

George is a young boy with significant needs associated with his disability. These needs present significant barriers to his access and participation in many aspects of his education. They represent a range of academic, social-emotional and personal care differences to be addressed by the school in implementing substantial adjustments to his educational program.

Case Study 6: Substantial AdjustmentSubstantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to their engagement, learning, participation and achievement.

SamSam is a 15 year old boy with a diagnosis of Duchenne Muscular Dystrophy. He has attendedthe same secondary college since commencing in year 7.As he has aged, Sam’s physical and emotional needs have become more complex and his ability to demonstrate his understanding or the curriculum has reduced.Sam recently transitions from a manual wheelchair that he was able to self-propel for periods of the school day to a fully automated wheelchair, which is larger and makes access to some areas of the school more difficult.Sam’s personal care needs have also recently increased and he is no longer able to self- transfer when using a universal access toilet and is becoming physically fatigued more quickly leading to shortness of breath. Recently Sam’s medical specialist team has advised that he should avoid using his hands for fine motor activities and make greater use of mechanical devices. As a result of his physical deterioration Sam is feeling very low and is concerned about the additional burden he is placing on his family and school support staff.Due to the rapid recent deterioration and the changing recommendations from Sam’s medical specialist team, an urgent Student Support Group meeting was scheduled to review andplan for his educational needs and adjustments. In preparation for the meeting, the school’s additional needs coordinator requested interim reports from all of his teachers regarding his progress, and liaised with Sam’s occupational therapist and speech pathologist, inviting them to attend the meeting or to provide written recommendations for the school to consider in planning for Sam.With consent from Sam’s parents, the school welfare coordinator also liaised with Sam’s private clinical psychologist to discuss what school-supports and strategies may assist in addressing Sam’s social-emotional needs.The Student Support Group occurred the following week, with Sam and his mother attending, along with the school principal, additional needs coordinator, year level coordinator andwelfare coordinator, the regional visiting teacher, and hospital occupational therapist. A written summary report with recommendations was provided by the speech pathologist, who was unable to attend.At the meeting, the following additional educational adjustments were identified:• Sam would use tablet technology to replace pen/paper and other fine motor tasks

for significant amount of his educational program• The speech pathologist and occupational therapist would assist the school in selecting the

appropriate tablet based on Sam’s access and educational needs• Sam’s teachers and Education Support Staff would be required to undertake professional

development in the use of tablet technology in education• A hoist would be fitted in the universal access toilet to enable better access for Sam• Key staff would be trained in the appropriate use of the hoist• Sam would be provided with access to the senior school common room to rest when he

becomes fatigued during the school day• Key staff would be trained in wheelchair use and maintenance• The school welfare coordinator would continue to liaise with Sam’s psychologist to

ensure appropriate and timely information can be provided to Sam’s school friends and staff to best support his social-emotional needs

• School staff were to be provided with support, including access to the DEECD EmployeeAssistance Program as necessary.

Another Student Support Group was scheduled in 8 weeks to review the progress of the above adjustments and to discuss Sam’s progress. Sam would be invited to attend the meeting to provide feedback and raise any other suggestions for the group.

Case Study 7: Extensive AdjustmentExtensive adjustments are provided when essential specific measures are required atall times to address the individual nature and acute impact of the student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.

JaneJane is a 6 year old girl with a diagnosis of cerebral palsy and severe intellectual disability. Jane also experiences epilepsy seizures, which are mostly controlled with medication. She has just commenced prep at her local mainstream primary school.Jane is non-verbal and has not yet developed a consistent form of communication. Jane uses a wheelchair for mobility and requires an adult to push her and transfer in and out of her chair when she is fully supported in a standing frame for a period of time each day. Jane is fully dependent on others for all of her self-care activities, including toileting, dressing, bathing, and, feeding.After selecting a mainstream setting for Jane to commence her formal schooling, Jane’s parents began transition planning with the school very early in her pre-school year. Since birth, Jane has received significant Early Intervention support from a wide range of medical and allied health professionals and agencies. These professionals were able to support Jane’s transition planning by providing the school with information to help understand Jane’s ongoing medical, physical, cognitive, language and social-emotional needs.At the start of the school year, Jane’s Student Support Group developed a highly individualised educational plan taking into account the information provided by her family and supporting professionals. On commencing at school, her teacher completed a range of observational and functional assessments, including the Abilities Based Learning and Education Support (ABLES) assessment linking Toward Level 1 of the Victorian Essential Learning Standards (VELS).Current Individual Learning Plan goals for Jane include:• Recognising and showing response to a range of sounds• Fixating on objects and moving her head or eyes as the object is moved• Reaching towards an object• Showing recognition of her favourite toys, objects, and familiar people• Responding to changes in position• Explore different materials and textures through touch, rubbing, tearing, scrunching,

rolling• Anticipate and cooperate with her carer when eating and drinking• Respond to visual and auditory stimulation from an ICT device• With assistance, operate an ‘on/off’ input device using a switch.Some current adjustments enabling Jane to access and participate in her educational program include:• Use of a universal access toilet fitted with a hoist and change table• Intensive speech pathology, occupational therapy and physiotherapy including direct

support and consultation with teachers• Monthly consultation from a visiting specialist education teacher to assist Jane’s

classroom teacher in designing and delivering a curriculum that best supports her needs

• Frequent periods of teacher support throughout the school day• Intensive adult supervision and assistance with personal safety and care throughout the

school day• Mealtime assistance and assistance with all feeding activities• Assistance to mobilise and with all transfers• Highly targeted Individual Learning Plan• Regular consultation between her family and the school via monthly Student

Support Groups, a daily communication book between school and the home, and informal discussion with the teacher and support staff at school drop off and pick up times.

As a result of Jane’s disability and complex needs, she requires ongoing extensive adjustments to access and participate in her highly individualised educational program.

Case Study 8: Extensive AdjustmentExtensive adjustments are provided when essential specific measures are required at all times to address the individual nature and acute impact of the student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.

TristanTristan is a 16 year old boy with a diagnosis of severe intellectual disability and Autism Spectrum Disorder. He attends a specialist school in a large regional city and participates in some mainstream programs as part of the school’s Satellite Unit situated in a Secondary College campus near his school.Tristan is non-verbal, communicating his needs using gestures, some key-word signing, and Picture Exchange Communication System (PECS). Though Tristan generally enjoys attending school, he has difficulties with sensory integration and requires significant supervision and assistance at all times in all settings.Tristan requires extensive support to manage his behavioural responses to sensory stimuli. It is difficult to predict his reaction to any given sensory input. As a result, the staff regularly undertake functional behaviour analysis to evaluate Tristan’s engagement with his environment in allsettings school sites, the community and home). From this analysis, a comprehensive Behaviour Management Plan is put in place to ensure Tristan is provided with consistent responses and strategies that best support his complex needs.Tristan’s educational program focuses on functional skills in the key areas of self-care, communication, personal safety, and preparing for post-school options. Tristan requires intensive adult assistance for all components of his educational program.Current Individual Learning Plan goals for Tristan include:• Independently complete some steps when dressing and undressing• Indicate personal needs associated with being ’hot’, ‘cold’, ‘hungry’, or ‘thirsty’ by using gesture,

sign, or PECS• Indicate feelings such as ‘happy’, ‘sad’, ‘angry’, ‘worried’, ‘scared’ or ‘confused’ by using gesture,

sign, or PECS• Communicate ‘likes’ and ‘dislikes’ through gesture, key word sign, or PECS• Complete some steps associated with preparing his own meals• With prompting, follow visual steps in basic hygiene procedures• Finger feed independently and attempt to use utensils when eating• Respond to single word safety instructions from a familiar adult, such as ‘stop’, ‘wait’, ‘come’• Recognise and communicate when feeling unsafe• Recognise warning signs in the environment.The regular adjustments Tristan receives in working towards these learning outcomes include:• Frequent short periods of intense specialist teacher instruction throughout the day• Personal care and safety support from Education Support Officers throughout the day• Preparation of individualised social stories, visual scripts, visual schedule, and PECS

communication materials• Provision of a withdrawal sensory space with individualised materials for Tristan to engage

in calming activities Specialist consultation and support from the school’s occupational therapist and speech pathologist to review Tristan’s communication, self-care and sensory needs and recommend ongoing adjustments

• Regular consultation from a community-based agency specialising in functional behaviouranalysis for young people with autism.

As a result of Tristan’s disability he requires ongoing extensive adjustments to access and participate in his highly individualised educational program.


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