AARA in context

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This information is for students, parents/carers, and school staff, to assist in understanding AARA in the context of the Disability Standards for Education 2005 (DSE), the Nationally Consistent Collection of Data on school students with disability (NCCD) and the Education Adjustment Program (EAP).

The DSE

The Disability Standards for Education 2005 (DSE) were formulated under the Disability Discrimination Act 1992 (DDA) to clarify and elaborate on legal obligations for education providers, regarding students with disabilities.

The focus is on ensuring that students with disabilities can access and participate in education on the same basis as their peers, with reasonable adjustments provided to enable this, as needed.

Adjustments are actions designed to minimise barriers to learning, participation and access, which are determined in consultation with students and/or parents/carers.

NCCD

The NCCD collects data on all Australian school students with disability receiving adjustments to enable access and participation on the same basis as other students.

Teachers and school staff use their professional judgment, based on evidence, to determine the broad category of disability for each student included in the NCCD, and the level of adjustments being provided to them. Evidence is collected to support the inclusion of students in the NCCD, including evidence of:

• consultation and collaboration with the student and/or parents/carers

• assessed individual needs of the student

• adjustments being provided to address their assessed needs

• ongoing monitoring and review of adjustments.

EAP

The Education Adjustment Program (EAP) assists schools in identifying and responding to the educational needs of students who require significant adjustments related to:

• Autism Spectrum Disorder

• Hearing Impairment

• Intellectual Disability

• Physical Impairment

• Speech-Language Impairment

• Vision Impairment.

For EAP, schools:

• hold relevant documentation that verifies disability for each eligible student, according to specific eligibility criteria for each category

• document the impacts of the disability in the school context and adjustments in place.

AARA in context

Access arrangements and reasonable adjustments (AARA)

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AARA in context

Access arrangements and reasonable adjustments (AARA) Queensland Curriculum & Assessment Authority August 2021 Page 2 of 3

QCAA-approved AARA

The QCAA requires supporting documentation in AARA applications for senior students

undertaking summative assessment in Units 3 and 4. This applies where QCAA-approved AARA are required, including:

• for internal assessment: extra time and rest breaks

• for external assessment and Senior External Examination (SEE): extra time, rest breaks, alternative format papers, assistance, assistive technology.

For students with disability, supporting documentation must include a medical report and school statement. In most cases, information required is already gathered as schools meet their obligations under the DSE and collect data for the NCCD and EAP.

Medical report

For students included in EAP categories listed above, schools may submit confirmation that EAP verification covers the student’s enrolment in Units 3 and 4 as an alternative to a medical report.

For students included in the NCCD, medical reports already collected to support their inclusion in the NCCD may be submitted. To meet QCAA requirements, schools ensure that:

• medical documentation is completed by a relevant practitioner, who is a general practitioner (GP), medical specialist or registered psychologist who is not related to the student or employed by the school (details of the diagnosis should be written by the practitioner who is best placed professionally to make the diagnosis)

• AARA time specifications are met

- for students with long-term conditions — no earlier than the student’s Year 10 enrolment. If dated earlier, an update from a GP may be submitted

- for students with short-term conditions and mental health conditions — within the six months preceding relevant internal assessment and no earlier than 30 April for external assessment.

School statement

In keeping with best practice, and in meeting NCCD and EAP requirements, schools document, monitor and review adjustments in place for students with disability. For AARA applications, this information is summarised in a school statement that emphasises the functional impacts of the disability in assessment, and adjustments required to address those impacts and enable the student to access and participate in assessment on the same basis as students without disability.

Principal-reported AARA

School principals approve AARA that do not require QCAA approval, including:

• for internal assessment: alternative format papers, assistance, assistive technology comparable assessment, computer, extensions, reader, scribe

• for internal and external assessment: bite-sized food, medication, diabetes management, varied seating, vision aids, other equipment.

In approving AARA, the principal or principal’s delegate must be reasonably satisfied that the need for the AARA exists, and be able to provide evidence to justify the decision. In most instances for students with disability, evidence relevant to NCCD and EAP will be readily available for this purpose. The QCAA does not specify evidence requirements, or expect schools to create new or additional evidence — the guideline is that the principal or delegate is reasonably satisfied.

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AARA in context

Access arrangements and reasonable adjustments (AARA) Queensland Curriculum & Assessment Authority August 2021 Page 3 of 3

More information

• National requirements

- Disability Discrimination Act 1992 (DDA): www.legislation.gov.au/Details/C2016C00763 - Disability Standards for Education 2005 (DSE): https://docs.education.gov.au/node/16354 - Education Adjustment Program (EAP) Handbook:

https://education.qld.gov.au/student/Documents/eap-handbook.pdf - Nationally Consistent Collection of Data (NCCD): www.nccd.edu.au

• QCAA policies and processes

- AARA factsheets, all available at www.qcaa.qld.edu.au/senior/assessment/aara - QCE and QCIA policy and procedures handbook, Section 6

www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook/6-aara - phone 1300 381 575 or email [email protected].

Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. |