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 Disabilities Program

The Students With Disability(SWD) program is a State government funded program that aims to support the education of students with disabilities in non-state schools. Funds are used centrally through diocesan offices and at the school level to support students with disabilities to access the curriculum.

Students with disability who are eligible for support under the program are those who meet the Queensland criteria used by all three education sectors including students with:

• Autistic Spectrum Disorder, Hearing Impairment, Intellectual Disability, Physical Impairment, Speech Language Impairment and Visual Impairment.

An additional category of disability for support in Catholic schools is for students identified with Social Emotional Disorder.

Find more information about support for students with disability from the Queensland Department of Education here, including information on support to non-state schools.

The Education Adjustment Program (EAP) is a process for identifying and responding to the educational needs of students with disabilities. Adjustments are made for students with disabilities to enable them to access the curriculum, achieve curriculum outcomes and participate in school life.

The Department of Education has an agreement with the non-state sectors that students attending non-state schools can access the EAP verification services and/or Advisory Visiting teachers (AVT) services provided by the Department in the categories of hearing, physical and/or vision impairment.

Find more about EAP verification requests here.

Access verification forms for hearing impairment, physical impairment or vision impairment here.

Education Adjustment Program

The Education Adjustment Program (EAP) is a process for identifying and responding to the educational needs of students with disabilities. Adjustments are made for students with disabilities to enable them to access the curriculum, achieve curriculum outcomes and participate in school life.

The EAP process initiates an ongoing cycle of documented data collection, planning, program development, intervention, EAP Profiles, evaluation and review.

The EAP supports schools to:

• identify students (from Prep – Year 12) who meet criteria for the EAP disability categories
• report the education adjustments they are making to meet the teaching and learning needs of these students.

There are three components of EAP:

• verification
• the EAP Profile
• validation for students in the areas of Vision Impairment and/or Physical Impairment.

The process for Orientation and Mobility Requests through Statewide Vision Impairment Services is outlined here.

More information about the EAP can be found on the Department of Education website here.

Equity in Education

Special provision is a key aspect of equity in education and provides specific arrangements to address education needs for students in certain circumstances. Further information on Equity in Education can be found on the Queensland Curriculum and Assessment Authority (QCAA) website

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.

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
Townsville Catholic Education Office – 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

RI/PJP Network
Consultant Inclusive Education, Megan Ryan – Email: ryanm@mta.qld.edu.au