Inclusive education

QCEC provides guidelines related to inclusive education through the Inclusive Practices for Students in Queensland Catholic Schools Position Statement and through the Student Wellbeing Position Statement.

All schools are required to adhere to the Disability Discrimination Act 1992  and the Disability Standards for Education 2005. All schools therefore make reasonable adjustments to ensure students with disability are able to participate in education on the same basis as students without disability.

Australian Government

Nationally Consistent Collection of Data on Schools Students with Disability

What is the Nationally Consistent Collection of Data on School Students with Disability ?

The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is an annual collection of information about Australian school students with disability.  The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school. Access NCCD resources here.

What does the Nationally Consistent Collection of Data on School Students with Disability mean for Catholic education?

The collection of data for the NCCD is based on the professional judgement of teachers. Making judgements and recording data is a collaborative process, however, principals are  responsible for verifying and approving  the data submission; this means that there is supporting evidence for the level of adjustment and category of disability proposed  for each student included in the NCCD count and there are processes in place for moderation.

The NCCD counts all students where the student’s impairments meet the broad definition of disability as outlined in in the Disability Discrimination Act 1992; and the functional impact of the student’s disability results in the school actively addressing or supporting the student’s specific individual educational needs arising from their disability within quality differentiated teaching practice or providing ‘supplementary’ or higher educational adjustments or levels of support.

To determine whether a student is eligible to be counted, consider whether:

1. there is evidence at the school that the student is being provided with an educational adjustment to meet ongoing, long-term specific needs associated with disability
2. decisions have been made in consultation with the student and/or their parents, guardians or carers.

Teachers and school staff use their professional, informed judgement, based on evidence, to determine the level of adjustment the student receives over a minimum period of ten weeks and this helps school teams determine:

• which students to include in the data collection
• the levels of adjustment that are provided, both within and outside the classroom
• the broad category of disability.

Evidence Requirements for the Nationally Consistent Collection of Data on School Students with Disability (NCCD) Factsheet

The NCCD Evidence Fact Sheet provides guidance to non-government schools and school systems to simplify the NCCD administration process. Access the fact sheet and additional resources here.

Disability Standards for Education

The Australian Government has released information resources on the Disability Standards for Education 2005 (Standards) that were co-designed with people with disability with the help of Children and Young People with Disability Australia. The resources are available on the Department of Education website here.

Queensland Government Programs

Students with disability program

TheStudents with disability program is a State government funded program that aims to support the education of students with disability in non-state schools. Funds can be used centrally through diocesan offices and at the school level to support students with disability to participate in education on the same basis as students without disability.

The Australian Government’s Nationally Consistent Collection of Data on School Students with Disability (NCCD) is used to identify students with disability. Students reported in the NCCD’s highest three levels of adjustment (supplementary, substantial, and extensive) are eligible for support through the Program.

The funds are to be used to support eligible students through:

• The improvement of in-school resourcing for students with disability. In-school support may include: teacher aide time, professional development for teachers working with eligible students with disability, purchase of external support services to enable access and participation in schooling (including therapists and other specialist support), the purchase of specialised equipment and resources for the student and/or their teachers to use for schooling purposes; and/or
• The provision of centralised or regionalised services to support eligible students with disability.

For more information about the Students with disability program, click here.

Department of Education support for students with disability in Queensland Catholic schools

The Department is committed to ensuring all Queensland students with disability can access and participate fully in high quality education.

The Department, Independent Schools Queensland (ISQ) and the Queensland Catholic Education Commission (QCEC) have a voluntary agreement to cooperate and/or collaborate in activities related to students with disability for the mutual benefit of all sectors.

This agreement is outlined in the Memorandum of Agreement—Special Education Services and Dual Enrolment 2023–2025 (MOA) which provides support services and resources by departmental staff to support non-state schools. The supports and services outlined in the MOA are detailed the Handbook.

Supports and services available to non-state schools to access, for students with hearing impairment, physical impairment and/or vision impairment include:

• Advisory Visiting Teachers (AVT) – are departmental teachers with specialist knowledge and skills in the above disability areas. The key role of the AVT is to support school staff to make reasonable adjustments to support the student’s education program so they access, participate, and achieve. An AVT request for service can be made here.
• Students with disability equipment loan and trial service – provides a collection of specialised equipment that schools can loan to support students to access and participate at school.
• Vision impairment services – provide expert, advisory and direct services to schools to support the educational achievement of students with vision impairment. Non-state schools can access:
  • Alternative Format Library – produces and loans a range of alternative format learning materials to support students with vision impairment to access and participate in their learning. This includes providing learning materials in braille, large print, and audio; tactile kits and picture books for literacy; and tactile resources for science, mathematics, music, and humanities and social sciences.
  • Education Low Vision Assessment Centre (ELVAC)—assists school teams to understand a student’s functional use of their vision in educational environments and determine appropriate reasonable adjustments.

Other services, program options and resources available to non-state schools are:

• Dual enrolment program options – in particular circumstances, a student may have a dual enrolment between a non-state school and a Queensland state special school or state primary/secondary school. There are eligibility requirements for these program options.
• Hospital education program service – students enrolled in a state or non-state school may be eligible to attend a hospital education program. School staff and parents/carers can access further information about eligibility requirements by visiting the Queensland Children’s Hospital School website.
• Nationally Consistent Collection of Data (NCCD) on School Students with Disability cross-sector moderation—the department, ISQ and QCEC coordinate the delivery of cross-sector moderation sessions to provide opportunities for staff across Queensland to engage in cross-sector moderation.

For more information about the processes involved in accessing and/or managing these services and resources, refer to the Forms and support materials for non-state schools tab.

The Quick Reference Guide provides links for more information about Queensland Government services and programs for students with disability in Queensland Catholic schools.

Equity in Education

The Queensland Curriculum and Assessment Authority (QCAA) is committed to equity in education for all students. For more information about equity resources provided by QCAA and to access the equity statement click here.

To access QCAA resources and information about student diversity, click here.

Education Support Funding Program

The purpose of Education Funding Support Program (ESFP) funding is to support Catholic schools enhance educational outcomes for eligible students who live in out-of-home care (OOHC). Assistance under the ESFP must be linked to goals identified through the Education Support Planning (ESP) process and should be based upon an assessment of the student’s educational needs and participating in educational activities.

Principals are responsible for ensuring an Education Support Plan is developed within one month of notification that a student is eligible for ESFP funding. A checklist outlines the actions for principals to undertake if a student living in out-of-home care enrols at their school.

Assistance provided through the ESFP must consider the best practice strategies, programs and initiatives that will have a positive impact on the achievement of educational outcomes for students in OOHC. ESFP funding should supplement the services and programs already provided by schools to support the academic, social and emotional needs of all students, including access to guidance officers and chaplains.

For information about ESFP refer to the QCEC Implementation Guidelines.

Contingency Funding

QCEC maintains a portion of ESFP funds to be accessed by Catholic schools to meet short-term, unanticipated needs of students living in out-of-home care who are eligible for an Education Support Plan.  Contingency funding is approved and administered by QCEC.

Schools must read the QCEC Guidelines for Contingency Funding  prior to applying to QCEC for contingency funding to ensure criteria are met. Schools apply for contingency funding using the QCEC Contingency funding application where it is assessed on its merit. Contingency funding is paid to the relevant Catholic school authority for distribution, not to the school making the application.

Resources

Information resource for the development and implementation of personal care plans or procedures for students with disability

Support for VET students

For information about subsidies for students with special needs visit the Vocational Education and Training section of our website.

Contact details

Brisbane Catholic Education
Lead Education Advisor – Inclusive Education and Student Wellbeing – Ph: 07 3033 7061

Catholic Education in the Diocese of Cairns
Student Services – Ph: 07 40509700

Catholic Education in the Diocese of Townsville
Inclusive Education Coordinator – Ph: 07 4773 0900

Catholic Education in the Diocese of Toowoomba
Manager Teaching and Learning: Inclusive Education – Ph: 07 4637 1475

Catholic Education in the Diocese of Rockhampton
Inclusive Curriculum Coordinator, Kaylene Lillis – Email: kaylene_lillis@rok.catholic.edu.au