Prep–Year 10
- Student diversity
- Students with disability
- Reasonable adjustments
Access to teaching, learning and assessment is equitable when the functional impact of a student’s disability is recognised, planned for and reduced or removed. This allows all students to participate in learning experiences on the same basis as their peers.
The Disability Standards for Education 2005 (Cwlth) (the Standards) require that all Australian schools:
- make or provide reasonable adjustments for students where necessary to enable their access and participation
- provide reasonable adjustments in consultation with the student and/or their associates; for most students, this means their parents, guardians or carers.
Reasonable adjustments provide access to learning, increase participation and engagement, and capture an accurate representation of the student’s learning. Collaboratively planning, implementing and reviewing adjustments promotes meaningful student participation, progress and achievement.
It is important that teachers plan to address potential barriers to students’ access and participation, as even subtle barriers can have significant functional impact on learning opportunities and educational outcomes.
Planning adjustments
When planning reasonable adjustments:
- consult with the student, their parents/carers and other professionals as per the Disability Standards for Education (2005) legislation requirements
- design universal learning experiences and assessment to be flexible and inclusive through collaborative processes between school staff and specialist staff
- consider a range of assessment techniques and conditions that reflect the needs of the cohort and context
- identify and remove communication, literacy and language barriers where possible
- consider the curriculum integrity of learning area content to ensure the validity, reliability and accessibility of assessment is maintained
- ensure the adjustment balances all interests and does not pose unjustifiable hardship
- record evidence of adjustments and review regularly.
The following resource provides illustrations of practice of planning reasonable adjustments.
Australian Curriculum CASE steps
The Australian Curriculum CASE steps support teachers to meet their obligation to ensure all students have equity of access to the Australian Curriculum. This includes students with disability, gifted and talented students and students for whom English is an additional language or dialect.
For more information, see Planning with the P–10 Australian Curriculum (CASE steps)
Nationally Consistent Collection of Data on School Students with Disability (NCCD)
Reasonable adjustments are recorded through school and sector-specific processes. Nationally this occurs through the Nationally Consistent Collection of Data on School Students with Disability (NCCD) process. Schools and teachers consider the frequency, intensity and range of support being provided when deciding whether to include a student in the NCCD process. Students who require reasonable adjustments for 10 weeks or more over a 12‑month period are included in the NCCD.
A deep understanding of the four levels of adjustment (Quality Differentiated Teaching Practice, Supplementary, Substantial and Extensive) and categories of disability strengthens the professional judgments teachers make when planning, implementing and recording reasonable adjustments.
The table below displays how the definitions used in the Disability Discrimination Act (DDA) 1992 (Cwlth) and the Standards have been grouped by the NCCD for students with disability. This framework provides consistent language and definitions for teachers, parents/carers and other professionals to use and is aligned with the Australian Curriculum.
| NCCD categories | Definitions from the and the Disability Standards for Education 2005 |
|---|---|
|
| |
Taken from National Consistent Collection of Data 2019, 'Broad categories of disability used in the NCCD', www.nccd.edu.au/wider-support-materials/definitions-disability-and-nccd-categories .
Test :: SAME
- Curriculum connections: English
- Curriculum connections: Mathematics
- Features of early years pedagogies
- Collaborative networking
- Voices in transitions: Children
- Voices in transitions: Parent
- Voices in transitions: Principals
- Further readings
- Experiences using the KTS app
- Event-based learning
- Inquiry-based learning
- Play-based learning
- Transition statement FAQs
- Inclusive education
- Supporting students through reasonable adjustments
- Abilities Based Learning and Educational Support (ABLES)
- AARA in senior schooling
- Recognising gifted and talented students
- Responding to gifted and talented students
- Planning with the P–10 Australian Curriculum (CASE steps)
- Identifying EAL/D students
- Supporting EAL/D students
- Learning areas
- General capabilities
- Cross-curriculum priorities
- Cognitive verbs in Version 9.0
- P–10 Australian Curriculum professional development
- Implementation advice
- Professional development
- P–10 resources search
- Frequently used resources
- Career/Work education
- P–6 assessment literacy courses
- What's new for NAPLAN
- General information
- QCAA-approved
- School-approved
- Student readiness
- School readiness
- QCAA Portal for NAPLAN
- Marker FAQs
- Marker training schedule
- Test reporting & analysis
- QCAA factsheets
- QCAA resources
- ACARA resources
- NAPLAN contacts
- Years 7–9 academic integrity toolkit
- Transition to senior secondary
- P-12 approach
- Early Years Curriculum Guidelines
- Year 1 Learning Statements
- Parents & carers information
- Teacher resources
- 2011 archive
- 2010 archive
- 2009 archive
- Assessment Bank
- Essential Learnings by year juncture
- PD packages
- Health and Physical Education
- Languages other than English (LOTE)
- Mathematics
- Studies of Society and Environment (SOSE)
- Year 10 guidelines
- Agricultural Education
- Home Economics
- Industrial Technology & Design
- Information & Communication Technology
- P–10 Aboriginal & Torres Strait Islander Languages
IMAGES
VIDEO
COMMENTS
Inclusive education - Education Queensland
Whole school approach to differentiated teaching and learning. The requirements for differentiated teaching and learning are specified in the P-12 curriculum, assessment and reporting framework1 with additional information provided below. Differentiated teaching and learning relies on a deep understanding of the Australian Curriculum2.
education centres, two schools of distance education, one community school, one sport education centre, a specific purpose school and a TAFE. Note: The analysis is based on the 292 review reports available at the time of writing. The 'learning edge' An effective model to guide differentiated teaching and
Overview. The QCAA supports Queensland teachers and schools to provide a high-quality curriculum that promotes excellence and equity for all students. Planning inclusive educational programs builds on students' strengths, abilities, and targeted levels of learning, so that all students can succeed. A deep understanding of the three dimensions ...
P-12 curriculum assessment reporting framework
Differentiated teaching and learning is also framed in Education Queensland's P-12 curriculum, assessment and reporting framework (DET, 2019a) which is complemented by supporting documents to make it explicit that Queensland schools, "differentiate teaching so that every student's learning needs are met in ways appropriate to their age, the ...
Differentiate learning for different levels
Differentiated learning to meet student needs . ... Education (2005) (Commonwealth of Australia, 2006, ... Queensland Curriculum & Assessment Authority July 2014 Page 2 of 2 Figure 1: Examples of adjustments to support the diverse needs of students in teaching, learning and assessment
Qld University of Technology (QUT) Centre for Inclusive Education states-"Multi-Tiered Systems of Support (MTSS) is a new generation model that incorporates prevention and implementation sciences to organise service delivery for optimal coverage, efficiency and effectiveness (de Bruin et al., 2023).
Differentiation is: Clarity of curriculum intent. Teachers knowing where each student is operating & delivering learning to support progress. A teachers response to each learner's needs. A cycle of assessment & feedback which informs ongoing adjustments & flexibility in daily teaching activities. Understanding of individual students learning ...
Competency 4. Staff monitor the effectiveness of practices and interventions on student outcomes using reliable data. Data is reviewed by staff and support specialists at least monthly and adjustments, modifications or developments to practices and interventions are made as required. (Gabrielle Matters, Australian Council for Educational ...
At Chancellor State College the requirements for differentiated teaching and learning are specified in the P-12 curriculum, assessment and reporting framework1 with additional information provided below. Differentiated teaching and learning in our school, is based on a deep understanding of the Australian Curriculum2.
Differentiated learning: from policy to classroom. This paper explores the impact of a Teaching and Learning Audit of all government schools in Queensland, Australia. This audit has a concern with ...
Gifted and talented education; Planning with the P-10 Australian Curriculum (CASE steps) English as an additional language or dialect (EAL/D) Australian Curriculum Resources to help Queensland schools implement the Australian Curriculum. Australian Curriculum Version 9.0 in Queensland; Australian Curriculum Version 8.4 in Queensland
Differentiation is the process by which curriculum objectives, teaching methods, assessment methods and learning activities are planned to cater for the learning needs of the individual student. Differentiated teaching and learning ... Follow Department of Education Policy: Whole school approach to differentiated teaching and learning
Support provided within quality differentiated teaching ...
P-12 curriculum, assessment and reporting framework
Inclusive education policy
The Equity and diversity plan outlines the targeted actions and continuous learning we know is necessary to progress equity, diversity, and inclusion for our workforce. The plan provides focus for today and builds for tomorrow. It is reviewed annually to adapt and respond to new information, best practice, and the dynamic needs of our workforce ...
Fact sheet - Student Code of Conduct: 12318: 8/02/2021 6:55:11 AM: 8/02/2021 6:55:11 AM: Page 1 of 2 Version: 1.6 What is the Student Code of Conduct Every Queensland state school is required Whole school approach to discipline (including differentiation of discipline : STS_ListItem_DocumentLibrary
Reasonable adjustments. Access to teaching, learning and assessment is equitable when the functional impact of a student's disability is recognised, planned for and reduced or removed. This allows all students to participate in learning experiences on the same basis as their peers. The Disability Standards for Education 2005 (Cwlth) (the ...
P-12 Curriculum, assessment and reporting framework (P-12 ...
student concessions are offered on public transport in Queensland; ABSTUDY is an allowance that helps Aboriginal and Torres Strait Islander students with high school or further education costs; scholarships and awards; rural and remote support including Living Away from Home Allowances Scheme; family payments and support. Related links