The Department of Education's
Every student with disability succeeding plan 2021–2025 aims to support the success and wellbeing of every student with disability through each stage of learning in an inclusive education system in regions and in schools.
The plan commits to 45 actions, including transitioning to a new resource allocation model for students with disability. This action will complete the final recommendation of the
Queensland Disability Review.
The department has commenced a 2-year transition to a new students with disability – reasonable adjustments resourcing (RAR) model. The RAR model will support all students with disability based on the adjustments they need to access and participate in education. In the most recent state budget, the Queensland Government announced $80.6 million to support transition to the new model. More information about the transition to the new RAR is outlined below and in our
information for students and families fact sheet.
The Department of Education is committed to ensuring every student with disability succeeds and is achieving their full potential. We are committed to continuing our journey towards a more
inclusive education system where students of all abilities can:
attend their local state school and be welcomed
access and participate in a high-quality education and fully engage in the curriculum alongside their similar-aged peers
learn in a safe and supportive environment, free from bullying, discrimination or harassment
achieve academically and socially with reasonable adjustments and supports tailored to meet their learning needs.
Who are students with disability?
Disability is defined in the
Disability Discrimination Act 1992 (Cwth) and the
Anti-Discrimination Act 1991 (Qld). It includes a range of disabilities, including learning disabilities and health conditions. All disabilities, conditions or disorders can have an impact on the student’s functioning at school in a variety of ways. The student’s disability may be lifelong or temporary and strengths, interests and needs will be different for each student and may change for a student during the year and as they grow.
Schools collect information about students with disability in the annual Nationally Consistent Collection of Data on School Students with Disability (NCCD). This collection helps schools to identify, monitor and make reasonable adjustments for students with disability.
You can learn more about the
Disability Discrimination Act 1992 (Cwth) and the
Disability Standards for Education 2005 (Cwth) on the
NCCD website and more about the
Anti-Discrimination Act 1991 (Qld) on the Queensland Government website.
Reasonable adjustments resourcing (RAR) allocation
Each state school receives a core allocation of resources and funding to support the learning needs of all students. In addition to the core allocation, RAR allocates extra teachers and teacher aides to schools where adjustments are needed for students with disability. The resources are allocated to schools, not individual students.
Under RAR, the resource allocation for each school is based on the level of supports students with disability need to access and participate in education.
The Nationally Consistent Collection of Data on School Students with Disability (NCCD)
The NCCD is a national data collection reported by schools each year. NCCD records students who have received a reasonable adjustment to address the functional impact of a disability. It enables schools and the department to better understand the needs of students with disability and how they can be best supported at school.
Reasonable adjustments are recorded in the NCCD in 4 levels:
Extensive – students have very high support needs and are provided with extensive targeted measures and sustained levels of intensive support at all times.
Substantial – students have substantial support needs, receive essential adjustments and require considerable adult assistance at most times, on most days.
Supplementary – students receive adjustments in addition to the strategies and resources already available for all students.
Support provided within quality differentiated teaching practice – students are supported through usual school processes, without drawing on additional resources.
RAR targets additional resources to schools where a student’s adjustment requirements are in the top 3 levels (supplementary, substantial or extensive levels).
A small number of students require very intensive adjustments at all times across multiple areas of their schooling. Schools will be resourced at the highest level to support these students. Schools can apply to receive resources at the extensive plus level through the department.
Prep and new students to state education
RAR allocates additional teachers and teacher aides to schools for
anticipated adjustments for Prep and other new students to the state education system, meaning students will get the support they need earlier.
All disabilities targeted
The previous resource allocation model targeted resources to 6 disabilities, based on the Education Adjustment Program.
RAR provides resources for
all disabilities, including autism; intellectual disability; vision, hearing and physical impairments; dyslexia; attention deficit hyperactivity disorder and mental health conditions.
Resources are provided to schools based on the level of reasonable adjustments made for students, regardless of their type of disability.
Transition to the new model
State schools will transition to the new model over 2 years in 2023 and 2024. No school will receive fewer resources during this transition period.
Schools that report providing adjustments for more students, or making more intensive adjustments, will gradually be provided with more resources.
From 2025, all state primary, secondary and special schools will be resourced based on the adjustments schools report making.
To find out more about the supports provided for students with disability, visit the following pages.