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An Australian twice-exceptional young person is entitled to accommodations, an individualised learning plan, and support via their disability. Parents, educators and other adults have a responsibility to ensure the modifications in the plan are based upon strengths not weaknesses.
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Schools must meet their legal obligations under the Discrimination and Harassment laws, the Disability Discrimination Act 1992 (Cth) and also the Disability Standards for Education 2005 (Cth) to make reasonable adjustments to accommodate students with disability. These obligations apply to all students with disability, not just those who are eligible for support under targeted funding programs.
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To be provided with "reasonable adjustments"
​the student’s impairment must meet the Disability Discrimination Act 1992 broad definition of disability.
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The functional impact of the student’s disability results in the school actively addressing or supporting the student’s specific individual education needs arising from their disability within quality differentiated teaching practice and/or monitoring the student or providing a ‘supplementary’ or higher level of adjustment or support.
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The 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.
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From 2018, the student with disability loading provided by the Australian Government is based on the NCCD; schools will continue to manage their total resources to meet the learning needs of their students.
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​So why does this matter .....
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Tip: Examples of students to include
Students with disability may include, but are not limited to, students who:
• have been diagnosed with a disability by a medical or allied health practitioner
• do not have a formal diagnosis of a disability but have an impairment requiring an
adjustment(s) or can be supported through quality differentiated teaching
• live with cognitive, physical, sensory and social/emotional disability or difficulties in
learning due to disability or difficulties in behaviour due to disability
• are gifted and talented and whose learning is impacted by disability (page 8).
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It’s essential that the individual learning plan (ILP) is not only created but also actively maintained and updated throughout the student's education.
For students with ADHD, for example, implementing specific strategies like movement breaks consistently allows them to demonstrate a documented need for those accommodations during critical exam periods. If a strategy like using a scribe hasn't been used regularly throughout their schooling, it may be challenging to justify it during final exams.
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Regular documentation of these accommodations and their effectiveness is key. This not only helps ensure that students are supported in a way that meets their needs but also builds a strong case for accommodations when it matters most. Frequent reviews of the ILP, along with input from educators, parents, and the students themselves, can create a more tailored approach to learning and assessments.​​​
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Please check the relevant policies for your state or territory. The NCCD is an Australia wide support structure.
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An ILP should be created that includes the modifications and reasonable adjustment for the young person's giftedness. A strength based plan is essential.
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The parent must keep copies of the ILP to ensure their young person receives appropriate supports every year.
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