Kildare College

For the last few years the Australian Government have introduced the Nationally Consistent Collection of Data (NCCD) firstly, on a trial basis and now mandated for all schools as part of the annual reporting process to their sector and the Federal Government. The NCCD data collection focuses on students with varied disabilities aligned to the Disability Discrimination Act (DDA 1992) and the Disability Standards for Education (2005).

The definition of disability is very broad and encompasses a variety of illnesses, conditions which are either pre-existing, existing or lead to future development of a disability and/or medical condition or imputed (attributed) to an individual. The terminology or the use of the word “disability” can incorporate many features within the NCCD as not all disabilities are obvious and there are some that are “less visible” such as mental health conditions, or neurological conditions.

The NCCD acknowledges the work already undertaken by schools to support students within the broad category of disability. It also assists schools to identify and further support students so that they can access and participate in education on the same basis as their peers to enable inclusion.

By acknowledging the work at schools to promote inclusive practices this means that schools are able to review processes, learning and support systems through our strategic planning to better understand the functional needs of our students with a disability. Prince Phillip of England was once quoted as saying, “Change does not change tradition. It strengthens it. Change is a challenge, an opportunity not a threat”.

At Kildare College we promote inclusive practices for learning of all students. This incorporates adjustments to curriculum as required based on recommendations from professional reports or the professional judgement of teachers in collaboration with students, parents and carers. The further development of the NCCD will not change our inclusive practices but will enhance knowledge and skills that teachers acquire to continue to be progressive with learning for students. All of which connect to who we are as a College, our core values and the beliefs aligned to the Gospel values working in partnerships with students, families, staff and the wider community in ensuring that we encompass current inclusive practices so that our students with disabilities have equitable access to education. For further information on the NCCD please access the following link.

https://www.nccd.edu.au

Cherrell Murray
Director of Learning Enrichment