Basics
What is the NCCD?
The Nationally Consistent Collection of Data on School Students with Disability is an annual count of students who are receiving adjustments because of disability. Every school in Australia collects the same information the same way, which is what makes the national picture usable. It tells governments and education authorities how many students need support, what kind, and at what intensity. Participation is required under the Regulations.
Source NCCD Guidelines: Effective 2026 Onward, Section B.1, p.8
Copy link to this questionIs it mandatory for all schools to participate?
Yes. Every school that receives Australian Government funding has to report NCCD information to the Department each year, under the Australian Education Regulations 2023. It applies to government, Catholic and independent schools alike, and it applies whether or not you have students to report.
Source NCCD Portal, Frequently asked questions
Copy link to this questionWhat are our obligations under the Disability Discrimination Act and the Disability Standards for Education?
The Disability Standards for Education 2005 sit under the Disability Discrimination Act 1992. Together they require your school to provide reasonable adjustments where a student with disability needs them to access and participate in education on the same basis as everyone else. Those decisions rest on the professional judgement of the school team, made in consultation with the student or their parents, guardians or carers.
The NCCD does not create these obligations. It counts what you are already required to do. Schools that treat the collection as a compliance exercise sitting apart from their support practice tend to be the ones who struggle at audit.
Source NCCD Guidelines: Effective 2026 Onward, Section B.1.1, p.8
Copy link to this questionWhat is a reasonable adjustment?
The NCCD uses the same meaning as section 3.4 of the Disability Standards for Education 2005. An adjustment is reasonable when it balances the interests of everyone affected, including the student, other students and the school. Working out whether a particular adjustment is reasonable means weighing all the relevant circumstances, including the matters set out in subsection 3.4(2) of the Standards.
Source NCCD Guidelines: Effective 2026 Onward, Glossary, p.40
Copy link to this questionThe cycle and who does what
When is Census Day?
The first Friday in August each year, unless the Minister determines otherwise. The NCCD is collected at the same time as the School Census.
Source NCCD Guidelines: Effective 2026 Onward, Section A.3, pp.6-7
Copy link to this questionHow does the NCCD cycle run across the school year?
August to August, not by calendar year. This trips up more schools than any other single point. Everything you count on Census Day looks back over the previous twelve months, which means evidence from the back half of last school year is in scope, and a student who has moved up a year level still carries their evidence with them.
The Guidelines set out eight steps:
| Step | What it covers |
|---|---|
| 1 | Prepare your school for the NCCD |
| 2 | Provide adjustments |
| 3 | Determine the level of adjustment |
| 4 | Determine the category of disability |
| 5 | Record and retain evidence of adjustment |
| 6 | Quality assurance |
| 7 | Approve the data |
| 8 | Submit the data |
Source NCCD Guidelines: Effective 2026 Onward, Section C, p.17; NCCD Guidelines page
Copy link to this questionWho is responsible for the NCCD within a school?
The principal carries the accountability. They are responsible for verifying that evidence exists to support every student included, along with the level of adjustment and the category of disability recorded for each one.
In practice the work is shared. The principal or school leadership makes sure teachers have what they need, and moderation is usually collaborative across the school team. Review processes vary between schools and between systems, so check what applies in yours rather than assuming.
Source NCCD Portal, Frequently asked questions; Key activities for teachers, NCCD Portal
Copy link to this questionWhen should we start collecting evidence?
You can start twelve months before Census Day, which means evidence from the previous school year can count. Your evidence has to support a claim that reasonable adjustments were provided for at least 10 weeks across that period.
The Guidelines strongly encourage schools to begin well before Census Day. The schools that find July difficult are the ones reconstructing a year of practice from memory.
Source NCCD Portal, Frequently asked questions
Copy link to this questionWho gets counted
The eligibility test is narrower than most staff assume. The gap between "we are supporting this student" and "this student counts" is where most inclusion errors sit.
When is a student eligible to be included?
Three things all have to be true. The student has a disability as defined by the Disability Discrimination Act 1992. The student was counted in the school census for that year. And the student received adjustments because of the functional impact of that disability for at least 10 weeks of school education in the twelve months before Census Day.
If any one of those is missing, the student is not counted.
Source NCCD Portal, Frequently asked questions
Copy link to this questionDoes a student need a formal diagnosis?
No. School teams can use their professional, evidence-based judgement to determine that a student has an imputed disability, meaning a disability attributed on reasonable grounds. What matters is the functional impact on the student's learning and the adjustments you are making in response, not whether a report exists.
Source NCCD Portal, Frequently asked questions
Copy link to this questionWhat does functional impact mean, and why does it matter?
Functional impact is how the disability actually affects the student at school. The Guidelines point to communication, mobility, curriculum access, personal care and social participation, and note that for some students you might also consider safety, motor development, emotional wellbeing, sensory needs and transitions.
It matters because functional impact is the trigger. Where you have documented evidence that a student received adjustments addressing that impact for at least 10 cumulative weeks in the twelve months before Census Day, the student must be included. A diagnosis on its own does nothing.
Source NCCD Guidelines: Effective 2026 Onward, Glossary, p.38; Section B.2, p.11
Copy link to this questionAre students with mental health conditions included?
They can be, on the same test as anyone else. The student needs to meet the broad definition of disability under the DDA, and the condition needs to have a functional impact on their schooling. The DDA definition covers a disorder, illness or disease affecting a person's thought processes, perception of reality, emotions or judgement, or resulting in disturbed behaviour.
A health or other condition that does not affect the student's ability to participate on the same basis as their peers does not bring them into the NCCD.
Source NCCD Guidelines: Effective 2026 Onward, Glossary, p.37; NCCD Portal, Frequently asked questions
Copy link to this questionCan a student be included if the adjustments are for behaviour?
Yes, where the behaviour is a symptom or manifestation of a disability. The DDA definition says so explicitly.
The plan itself is not the evidence of disability. A behaviour management plan or a personalised learning plan does not establish that a student has a disability, but it can point to an imputed disability when it documents the teaching and learning adjustments being made so the student can access the curriculum.
Source NCCD Guidelines: Effective 2026 Onward, Glossary, p.37; NCCD Portal, Frequently asked questions
Copy link to this questionImputed disability
Imputing is where professional judgement carries the most weight, and where the 2026 Guidelines tightened the language. Worth reading even if you think your practice is settled.
What is imputed disability?
Where no medical or allied health diagnostic report is available, the school team can attribute a disability to a student who is receiving educational adjustments, based on the DDA definition. An imputed disability is an undiagnosed disability the team considers the student to have. The team needs reasonable grounds for that judgement and evidence to support it.
Source NCCD Guidelines: Effective 2026 Onward, Section C.4.2, p.24
Copy link to this questionWhen can we impute a disability?
When there is no diagnostic report, the student is receiving educational adjustments, and the team has reasonable grounds and supporting evidence.
Before you impute, confirm that the adjustments are being made because of disability rather than because of academic performance, learning difficulties or external factors. That confirmation step was made explicit in the 2026 Guidelines, which tells you where the Department's attention is.
Source NCCD Guidelines: Effective 2026 Onward, Section C.4.2, p.24
Copy link to this questionWhen should we not impute a disability?
Where the difficulty is not disability. Some students receive adjustments for circumstances that have nothing to do with disability: limited school attendance, a refugee background, family disruption, ineffective prior instruction, transience, or English language acquisition. On those grounds alone a student is not included, even though the school is genuinely adjusting to support their learning.
This is the distinction audits look at most closely. Document the reasoning behind the judgement, not just the outcome.
Source NCCD Guidelines: Effective 2026 Onward, Section C.4.2, p.24
Copy link to this questionThe 10-week rule
What is the 10-week rule?
To count a student, you need documented evidence, physical or digital, that adjustments addressing the functional impact of their disability were provided for at least 10 cumulative weeks of school education in the twelve months before Census Day.
For every level except Extensive, any amount of adjustment within a school week makes that a week for NCCD purposes.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3.1, p.22
Copy link to this questionDo the 10 weeks need to be consecutive?
Not for QDTP, Supplementary or Substantial. Those weeks can be non-consecutive and can be split across terms. Extensive is the exception, and it is the exception that catches schools out.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3.1, p.22
Copy link to this questionDoes the 10-week rule work differently for Extensive adjustments?
Yes. Extensive requires 10 consecutive weeks of extensive targeted measures and sustained, intensive support provided at all times. The flexibilities that apply to the other levels do not apply here. If your evidence for an Extensive student has gaps in it, the student is not Extensive.
| QDTP, Supplementary, Substantial | Extensive | |
|---|---|---|
| Consecutive weeks | Not required. Can be split across terms | 10 consecutive weeks required |
| Every day | Not required | Support provided at all times |
| Amount per week | Any amount within a school week counts | Support provided at all times |
| Short terms | Not applicable | May be counted across two terms, separated only by school holidays, provided the weeks stay consecutive |
Source NCCD Guidelines: Effective 2026 Onward, Section C.3.1, p.22; NCCD Guidelines page
Copy link to this questionCan the 10 consecutive weeks for Extensive span two terms?
Yes, where a term is shorter than 10 weeks. The weeks can run across two terms separated only by school holidays, as long as they remain consecutive. Week 10 of Term 1 followed by weeks 1 to 9 of Term 2 works.
School-based activities during the holidays, such as a camp or excursion where the school is providing adjustments, can count towards the 10 weeks. Non-educational support during holidays, such as outside school hours care or a holiday program, cannot.
Source NCCD Guidelines page
Copy link to this questionLevels of adjustment
The level is the field with the largest funding consequence and the one moderation exists to correct. It is set by what you provide, not by what the student has.
What are the four levels of adjustment?
| Level | What it means |
|---|---|
| Support within quality differentiated teaching practice (QDTP) | Minor adjustments reasonably expected as part of quality teaching, provided through usual school processes without drawing on additional resources |
| Supplementary | Adjustments beyond the strategies and resources already available to all students, for particular activities at specific times through the week |
| Substantial | Substantial support needs. Essential adjustments and considerable assistance to the usual educational program at most times, on most days |
| Extensive | Very high support needs. Extensive targeted measures and sustained intensive support at all times |
Where a student received different levels across the twelve months before Census Day, report the highest level provided for at least the minimum 10 weeks.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21
Copy link to this questionWhat does a supplementary adjustment look like in practice?
Support that goes beyond what is available to the whole class, delivered at particular times rather than continuously. Prearranged frequent breaks for a student. Working to a health care plan. The distinguishing feature is that the adjustment is additional and scheduled, not constant.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21; Guide to choosing the level of adjustment, NCCD Portal
Copy link to this questionWhat does a substantial adjustment look like in practice?
Considerable assistance at most times, on most days. An interpreter so the student can access the curriculum. Support in addition to the classroom teacher to manage a health condition daily. The student needs help to participate across the ordinary run of the school day rather than at set points in it.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21; Guide to choosing the level of adjustment, NCCD Portal
Copy link to this questionWhat does an extensive adjustment look like in practice?
Intensive support at all times. A full-time oral interpreter, such as Auslan or Makaton, across all activities. One-on-one physical support for the student to access learning activities all of the time. Extensive is the level where support is continuous rather than frequent.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21; Guide to choosing the level of adjustment, NCCD Portal
Copy link to this questionHow do we decide between supplementary, substantial and extensive?
Where the team is genuinely unsure, the Guidelines direct you to four things: the frequency, intensity, duration and range of the adjustments and support being provided. Work through those rather than starting from the student's diagnosis.
If it is still unclear, your approved authority, system office or state Association of Independent Schools can help. Getting a borderline call reviewed before submission is cheaper than defending it at audit.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21
Copy link to this questionIs the level based on the diagnosis or on the adjustments provided?
On the adjustments. Once you have established that a student's disability-related needs are being addressed, teachers and school teams use professional judgement to decide what level is actually being provided. The diagnosis does not set the level, and two students with the same diagnosis can sit at different levels in the same school.
Schools must be able to show that the level recorded for each student is supported by documented evidence.
Source NCCD Guidelines: Effective 2026 Onward, Section C.3, p.21; Strategies to support decision making, NCCD Portal
Copy link to this questionCategories of disability
What are the four categories of disability?
| Category | Definition it maps to |
|---|---|
| Physical | The presence in the body of organisms causing disease or illness |
| Cognitive | A disorder or malfunction resulting in the person learning differently from a person without it |
| Sensory | The malfunction, malformation or disfigurement of a part of the person's body |
| Social/emotional | A disorder, illness or disease affecting a person's thought processes, perception of reality, emotions or judgement, or resulting in disturbed behaviour |
Choose the category that is the main driver of the adjustments you are providing. It can change from year to year, and a change is not an error.
Source NCCD Guidelines: Effective 2026 Onward, Appendix 3, p.35; Glossary, p.37; Section C.4, p.23
Copy link to this questionWhat if a student fits more than one category?
Pick one. Where a student has multiple disabilities, or does not sit neatly in a single category, the school team uses professional judgement and documented evidence to select the category requiring the greatest extent of adjustment.
Source NCCD Guidelines: Effective 2026 Onward, Section C.4.1, p.24
Copy link to this questionDoes a diagnosis like ADHD, autism or dyslexia map to a fixed category?
No. Category selection does not follow the medical diagnosis. It follows the teacher's professional judgement about which aspect of the student's learning need has the greatest impact on their education, and therefore drives the most adjustment.
A student imputed with both social/emotional and cognitive disabilities, where the school is mostly adjusting for the cognitive need, is recorded under cognitive.
Source NCCD Guidelines: Effective 2026 Onward, Section C.4, p.23 and C.4.1, p.24; Strategies to support decision making, NCCD Portal
Copy link to this questionEvidence
Almost every school already holds enough evidence. The problem is usually that it is scattered across inboxes, planning documents and people's memories rather than assembled against the student.
What counts as NCCD evidence?
Evidence about the personalised adjustments and supports your school is providing, drawn from your own context and your own learning and support processes. It has to relate to the individual student, and it comes from four areas.
Source Examples of evidence to support a student's inclusion in the NCCD, NCCD Portal
Copy link to this questionWhat are the four areas of evidence?
| Evidence area |
|---|
| The assessed individual needs of the student |
| The adjustments being provided to address the disability, including support within quality differentiated teaching practice |
| Ongoing monitoring and review of those adjustments |
| Consultation and collaboration with the student, parents, guardians, carers and associates |
Monitoring and review is the area schools most often come up short on, because it is the only one that asks you to write something down after the adjustment was already working.
Source Examples of evidence to support a student's inclusion in the NCCD, NCCD Portal
Copy link to this questionCan we use existing classroom records, or do we have to create new documents?
Use what you already have. The Guidelines are explicit that evidence should be collated while you are implementing the adjustments rather than created separately for the collection. Schools are not required to create new or additional evidence for NCCD purposes.
Records that can support inclusion include an individual learning plan or similar, timetables showing adjustments or specialist support being delivered, emails to parents, carers or associates showing consultation, notes from the school team showing monitoring and review, and functional needs checklists.
Source NCCD Guidelines: Effective 2026 Onward, Section C.5.1, pp.25-26; What evidence is the NCCD based upon?
Copy link to this questionAre the NCCD evidence templates compulsory?
No. The Portal's evidence templates are optional. Schools can use them as a suite, use individual templates, fold them into existing processes, or not use them at all.
Source NCCD evidence templates (optional), NCCD Portal
Copy link to this questionHow much evidence is enough?
Enough to show adjustments were provided for the minimum 10 weeks in the twelve months before Census Day. Where the weeks are not consecutive, you need cumulative evidence equivalent to at least 10 weeks, reflected in your day-to-day planning and monitoring.
Where a school does not hold evidence of at least 10 weeks of adjustments, the student must not be counted. That direction is firm.
Source NCCD Guidelines: Effective 2026 Onward, Section C.5.1, pp.25-26
Copy link to this questionHow long do we keep NCCD evidence, and where?
Seven years. The approved authority must ensure the records supporting NCCD information are kept for that period, held either at the authority or at the school. If the authority does not hold them directly, it needs arrangements for the records to be kept securely elsewhere for the full period, with full access available to the authority.
Source NCCD Guidelines: Effective 2026 Onward, Section C.5.2, pp.26-27
Copy link to this questionConsultation and parents
Do we need parental consent to include a student?
No. Consent is not required, because the collection is required and authorised by law. Parents and carers are also not required to disclose information to the school for NCCD purposes.
If your school holds information about a student's adjustments and category of disability, you must provide it to the Department. If you do not hold it, you must make all reasonable efforts to obtain it. Where someone responsible for a student objects, and the objection cannot be resolved through discussion, the approved authority is still required by law to include that student.
Source NCCD Guidelines: Effective 2026 Onward, Section C.7.2, p.29; NCCD Portal, Frequently asked questions
Copy link to this questionIs consultation before making an adjustment mandatory?
Yes, in a specific form. The Standards require the school to consult the student or an associate of the student about the type of adjustment needed before making it.
Consulting both the student and their parents, guardians or carers is recommended. For some students it may be more appropriate to consult only the student, or only their associate. That is permitted, the adjustment must still be made, and the school must document why the parents, guardians or carers were not consulted.
Consultation does not mean agreement. Adjustments can proceed and the student can be included without it.
Source NCCD Guidelines: Effective 2026 Onward, Section C.2.3, p.20
Copy link to this questionWhat if consultation did not happen before the adjustments started?
Document the reason. This became explicit in the 2026 Guidelines. A file note in the student record, an individual learning plan or similar, or a parent-teacher communication book are all acceptable places to record it.
Late is better than absent. A file note written now, dated now, explaining honestly why consultation did not happen, is worth more than a gap.
Source NCCD Guidelines page
Copy link to this questionWhat counts as a record of consultation?
Anything that shows the conversation happened. Individualised planning documents, including education, learning, curriculum, communication, behaviour and transition plans, or goals and strategies within program planning. Notes or minutes from meetings, phone calls and conversations with parents, carers or allied health professionals. Student plans signed by a parent, carer or the student. Records of formal parent-teacher interviews. Parent-teacher communication books. Emails between the school and parents, carers or professionals.
Source Examples of evidence to support a student's inclusion in the NCCD, NCCD Portal; Strategies to support decision making, NCCD Portal
Copy link to this questionWhat if parents or carers disagree with our decision about adjustments?
Consultation does not require agreement for adjustments to be applied or for the student to be included.
Where a parent or carer wants to raise a concern, the first step is a conversation with the school, which resolves most issues. From there they can contact the state or territory education authority or the relevant non-government school authority. If they remain unsatisfied, they can lodge a formal complaint with the Australian Human Rights Commission.
Source NCCD Guidelines: Effective 2026 Onward, Section C.2.3, p.20; NCCD Portal, Frequently asked questions
Copy link to this questionModeration and audit
What is moderation and why does it matter?
Moderation is the school team sitting down together to compare and validate NCCD judgements. It exists to reduce variability in professional judgement, which is the single biggest source of inconsistency in the collection. Schools are strongly encouraged to moderate internally, and education authorities are encouraged to facilitate moderation across schools.
It is also the cheapest audit protection available to a school, because it surfaces the borderline calls while you can still do something about them.
Source NCCD Guidelines: Effective 2026 Onward, Section C.6.1, p.27
Copy link to this questionWhat does the principal sign off?
Before data goes to the Department, the school's processes under the NCCD, the DDA and the Standards, along with the evidence identified by the team, must be approved by the appropriate person at the school. In practice that is the principal, who is responsible for verifying that evidence supports each student's inclusion, level of adjustment and category of disability.
Signing off on a number you have not personally seen evidence behind is the position no principal wants to be in at audit.
Source NCCD Guidelines: Effective 2026 Onward, Section C.7, p.28; NCCD Portal, Frequently asked questions
Copy link to this questionWhat happens after we submit?
For non-government schools, the Census Post-Enumeration is an annual assurance activity that validates whether self-reported student counts are accurate and appropriate for funding and reporting. For government schools, state and territory education authorities run their own quality assurance within their jurisdictions.
Source NCCD Guidelines: Effective 2026 Onward, Sections C.6.4 and C.6.5, p.28
Copy link to this questionWhat happens if we cannot substantiate a student's level of adjustment at audit?
Three consequences are set out. The Department may be unable to calculate the student with disability loading for your school for that year. It may act to recover overpayments of disability loading funding. And it may consider compliance action under the Act against the approved authority.
Separately, providing false or misleading information is a criminal offence and can lead to prosecution under section 137 of the Criminal Code Act 1995.
Source NCCD Guidelines: Effective 2026 Onward, Section B.1.3, p.10
Copy link to this questionFunding
How does NCCD data affect school funding?
Since 1 January 2018, the NCCD has been used to calculate the student with disability loading paid by the Australian Government. The loading is set by the level of adjustment recorded for each student.
Source NCCD Portal, Frequently asked questions
Copy link to this questionHow is the student with disability loading calculated, and which levels attract it?
The loading is a percentage of the Schooling Resource Standard base amount. For 2026 the base is $14,467 for primary and $18,180 for secondary.
| Level of adjustment | Primary | Secondary |
|---|---|---|
| QDTP | No loading | No loading |
| Supplementary | 42% ($6,076) | 33% ($5,999) |
| Substantial | 146% ($21,122) | 116% ($21,089) |
| Extensive | 312% ($45,137) | 248% ($45,086) |
QDTP does not attract the loading. It is still recorded in the collection, and the evidence obligations still apply.
The step from Supplementary to Substantial is the largest single jump in the table, which is why that boundary is worth the most moderation time.
Source Australian Government Department of Education, Schooling Resource Standard, Table 1 (2026 student with disability loading)
Copy link to this questionDoes the funding go to the student or to the school?
To the school system, not the student. No specific dollar amount is allocated to an individual child. The loading is part of the Schooling Resource Standard, which is paid as a lump sum to school authorities, including state and territory governments. Those authorities then distribute funding to schools under local, needs-based arrangements.
Worth being clear about with parents, who often assume the figure attached to a level of adjustment follows their child.
Source NCCD Portal, Frequently asked questions
Copy link to this questionWhat changed for 2026
What changed in the NCCD Guidelines for 2026?
The NCCD Guidelines: Effective 2026 Onward replace the 2025 version and apply from the 2026 School Census. They stay in effect until updated or replaced. The stated aim is clearer, more consistent guidance for planning, implementation and reporting.
| Change | What it means |
|---|---|
| New title and date of effect | Now titled NCCD Guidelines: Effective 2026 Onward, applying from the 2026 School Census |
| Parent consultation documentation | Where consultation with a parent or carer does not happen before adjustments are made, the reason must be documented |
| Timing of adjustments | The flexibility on non-consecutive weeks does not apply to Extensive adjustments, which must be in place at all times |
| Imputing disability | Before imputing, the team confirms adjustments are due to disability rather than academic performance, learning difficulties or external factors |
| Examples of supporting evidence | The Guidelines now include examples such as individual learning plans or similar documentation |
None of these change what a well-run school was already doing. They change what you have to be able to show.
Source NCCD Guidelines page
Copy link to this questionDid the evidence requirements change for 2026?
No. The Department has confirmed there are no changes to evidentiary obligations for the 2026 NCCD, including evidence of supports delivered aligned to the frequency and intensity of the level reported. That evidence continues to be reviewed through the annual audit program. No additional requirements were introduced.
Source NCCD Guidelines page
Copy link to this questionWhat is the School Funding Integrity measure, and does it affect the 2026 NCCD?
It was announced in the 2026-27 Federal Budget. Part of the measure will strengthen and clarify NCCD requirements through changes to policy guidance, data collection and integrity activities. Those changes are still under development and will be implemented in future years, following consultation with school systems, unions and other stakeholders.
It has no impact on the 2026 NCCD. It does signal where the next few years are heading.
Source NCCD Portal, Frequently asked questions
Copy link to this questionHow we check this page
Every answer here is written in our own words and cited to its source, with a link so you can read the original. The sources are: - NCCD Guidelines: Effective 2026 Onward (PDF) - The NCCD Guidelines page and clarifications - NCCD Portal frequently asked questions - Examples of evidence to support a student's inclusion in the NCCD - What evidence is the NCCD based upon? - NCCD evidence templates (optional) - Notice for schools and school principals 2026 (PDF) - Schooling Resource Standard, Australian Government Department of Education Last reviewed: [date], against the NCCD Guidelines: Effective 2026 Onward. We review this page when the Notice for Schools for the following year is published. Material from nccd.edu.au is © 2022 Education Services Australia Ltd, unless otherwise indicated, and is used under Creative Commons BY 4.0. The Guidelines must be attributed as being developed by the Commonwealth of Australia under the title Nationally Consistent Collection of Data on School Students with Disability Guidelines: Effective 2026 Onward. Written by Janet Moeller. [Bio line and principal credential.]