Demystifying the NCCD for Teachers: 
What You Need to Know to Support Your Students Effectively

If you’ve ever felt a little overwhelmed or confused by the Nationally Consistent Collection of Data on School Students with Disability (NCCD), you’re not alone. Many teachers want to do the right thing for their students, but the language and processes around the NCCD can feel heavy and complex. Let’s break it down in clear, practical terms so you can feel confident in your role and know how to support your students effectively.

What is the NCCD?

The NCCD is a national process that collects information about students with disability who are receiving reasonable adjustments to support their learning. It happens every year across all Australian schools and helps ensure that students with disability are recognised and supported consistently.

In short: it’s not just paperwork. The NCCD is about making sure students’ needs are identified, adjustments are recorded, and schools are held accountable for meeting their obligations under the law.

Why is the NCCD important?

The NCCD matters because it:

• Ensures inclusion: It makes visible the adjustments schools are making so students with disability can access and participate in education on the same basis as their peers.
• Guides funding: NCCD data informs government decisions about resourcing and support.
• Upholds rights: It links directly to legislative responsibilities schools have under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005. These laws make it clear that schools must provide reasonable adjustments so students with disability can access learning without discrimination.
• Supports planning: The process encourages teachers and leaders to reflect on how adjustments are being made and whether they are working.
  

Who is eligible for the NCCD?

A common myth is that students need a formal diagnosis to be included. That’s not true. Students can be included if they:

1. Have a disability as defined by the DDA – this includes physical, cognitive, sensory, or social-emotional needs.
2. Receive ongoing reasonable adjustments from their teachers and school to support their learning.
3. Have evidence (such as work samples, support plans, observations, or communication with parents/carers) showing that these adjustments are being implemented.

So yes – students with diagnosed conditions are included, but so are students whose needs are identified through the school and supported consistently, even if there is no formal report yet.

How does the NCCD work?

Each year, schools go through a process of collecting and confirming information. In simple terms, it looks like this:

• Identify – Teachers and leaders identify students receiving ongoing adjustments due to disability.
• Determine level of adjustment – The team decides what kind of support is being provided:
  • Support provided within quality differentiated teaching practice
  • Supplementary adjustments
  • Substantial adjustments
  • Extensive adjustments
• Gather evidence – This includes lesson plans, assessment modifications, support plans, parent communication, or notes from allied health professionals.
• Collaborate and confirm – Teachers work with school leaders to confirm the level of adjustment and category of disability.

Submit data – Schools provide their information to the government (no student names are shared, only numbers and levels of adjustment.

The role of teachers and leaders in the NCCD

Teachers are at the heart of the NCCD process. Your role is to:

• Provide adjustments in the classroom.
• Keep records of what support is being offered and how students respond.
• Communicate with parents, carers, and colleagues about student progress and needs.

School leaders are responsible for:

• Supporting teachers with training and clarity around the NCCD.
• Ensuring evidence is collected and stored appropriately.
• Overseeing the final submission of the data.

When both roles work together, the process becomes less about ticking boxes and more about ensuring real, practical support for students.

What this means for your practice

At its core, the NCCD isn’t an extra job – it’s about making visible the good teaching you’re already doing to support your students. If you:

• Plan adjustments,
• Document them,
• Reflect on their effectiveness,

… then you are already contributing to the NCCD in a meaningful way.

Final thoughts...

The NCCD is not something to fear – it’s a tool to make sure students with disability are seen, supported, and included. By understanding your role, you can feel confident that you’re meeting both your professional and legislative responsibilities, while also making a real difference in the lives of your students.

 

✨ Want more support in navigating the NCCD
and inclusive practices in your classroom?

Join the waitlist for the EmpowerED Teachers Membership and be the first to know when doors open. Inside, you’ll find practical tools, templates, and mentoring to help you meet your obligations and support your students with confidence.

Sign up to the waitlist here