Disability Loading (from NCCD Data)
What it is
A federal disability funding pool distributed to the NSW Department of Education, based on the Nationally Consistent Collection of Data (NCCD). It increases funding depending on the level of adjustment a student requires.
How it works
Each student with a disability is recorded as requiring:
- Quality Differentiated Adjustments (QDA)
- Supplementary Adjustments
- Substantial Adjustments
- Extensive Adjustments
The higher the level, the more funding is allocated to the school system. The money goes into a central disability pool, then is redistributed to schools primarily through:
- LLAD funding
- Additional staffing
- Specialist support allocations
Conditions / Eligibility
Funding Allocation: The Australian Government provides funding to states and territories, which is then distributed to schools. While the Commonwealth uses NCCD data to calculate its contribution, the exact amount a specific school receives may differ as systems and schools have flexibility in how they pool and allocate total resources to best meet all student needs.
- A student must have documented evidence of 10+ weeks of adjustments
- Adjustments must be ongoing
- Disability must be diagnosed or well-documented
What it can be used for
Disability loading contributes to the pool of resources schools use to implement adjustments (e.g., assistive technology, additional staff, or other supports). Schools may apply these resources toward communication access where required.
This funding supports:
- Assistive technology
- Captioning/interpreting
- Specialist staff
- Adjusted resources
When schools use it
- When a student is listed under “substantial” or “extensive” adjustments
- When extra communication-access supports are needed outside IFS
- When pooling funds for event inclusion
Why it matters
It helps schools cover the cost gap when one student requires expensive communication-access supports.
Support Class / Deaf Education Centre Funding
Schools that host support classes (e.g., hearing or vision support) receive additional staffing and resources through NSW’s specialist educational provisions. These schools typically have higher communication access needs and may engage external providers when internal support is insufficient.
What it is
Special additional funding for schools that operate:
- Deaf Education Centres
- Hearing Support Classes
- Vision Support Classes
- Multi-category disability classes
How it works
These schools have specialised staff and resources. Funding covers interpreters, teachers of the Deaf, specialist equipment, and communication access technology.
Conditions / Eligibility
Only schools with designated support units get this funding. It must be used for students in those classes or students accessing those services.
What it can be used for
- Additional Auslan interpreters
- Captioning technology
- Communication aids
- Contracting external providers for overflow or specialised needs
When schools use it
- When internal interpreters are unavailable
- When large events require more interpreters
- When excursions need additional communication support
Why it matters
These schools often have high demand for interpreting, making external contracts essential.
Assistive Technology & Equipment Funding
Equipment is usually provided through:
- Disability resourcing
- Specialist support teams
- Internal procurement processes
- Inclusive education support pathways
Schools can access specialised equipment (AAC devices, FM systems, Braille tech, sensory equipment, etc.) through the department’s disability and inclusion resourcing processes. This funding does not typically cover external service providers.
NSW Department of Education Funding – STEP Application
What is “STEP” in NSW Education
“STEP” stands for Support Technology and Equipment Program (STEP). It’s a program run by the NSW Department of Education to provide technology and/or equipment for students with a disability who attend public schools.
The purpose of STEP is to give students who need adjustments or assistive supports access to appropriate technology or equipment that helps them participate in learning, for example, assistive communication devices, adaptive hardware, or other tools that remove barriers to access.
How the STEP Application Works
The application for STEP must be submitted by the student’s school (not the parent directly). In other words, you, as a parent or carer, would work with the school, typically the Learning & Wellbeing team, or a Support/Interagency coordinator, to request the STEP application.
- Application generally needs supporting documentation: for example, a specialist’s report (speech pathologist, occupational therapist, physiotherapist, etc.) showing why the student needs the assistive technology or equipment.
- Once submitted, the Department reviews the request; if approved, funding is provided so the school can supply the equipment/technology to the studen
Learn more
The STEP application form itself is publicly available; this is the official form used by NSW DoE schools to request support for a student’s equipment needs. Education NSW.
For policy details (when and how STEP can be used, eligibility criteria, supporting documentation requirements), see the “Technology in schools procedures” policy on the NSW Department of Education site.
Integration Funding Support (IFS)
What it is
IFS is a targeted disability funding program for NSW public school students who require moderate to high levels of ongoing adjustments due to disability. It is not automatic; schools must apply for it for individual students.
How it works
The school’s Learning and Support Team (LST) identifies a student whose learning needs cannot be met with the school’s general disability funds.
- They are school-aged
- They are enrolled full-time in a mainstream class in a NSW public school
- They have a moderate to severe intellectual disability, physical disability, mental health disorder, autism spectrum disorder, hearing and/or vision impairment as defined by the Department’s disability criteria
- They need essential adjustments to access learning opportunities and school experiences.
Conditions / Eligibility
A student must demonstrate:
- A diagnosed disability (e.g., hearing impairment, autism, intellectual disability) OR
- Significant functional needs requiring ongoing adjustments AND Evidence that the require support beyond normal school resources.
What it can be used for
IFS provides additional funding that schools can use to deliver the required adjustments, typically additional teacher or SLSO support. In cases where specialist communication support is needed, schools may engage external services (e.g., interpreters) if internal staffing cannot meet the need.
When schools use it
- When a student needs regular interpreting/captioning (daily or several times a week)
- When a student’s disability significantly affects their participation in the curriculum
- When communication access is essential for learning
Why it matters
This funding is explicitly designed for ongoing disability adjustments, making it ideal for long-term interpreting or captioning arrangements.
Low-Level Adjustment for Disability (LLAD) Equity Loading
What it is
LLAD is a base disability funding provided automatically to every mainstream public school. It supports students who need low to medium adjustments.
How it works
Funding is determined by NCCD data, enrolment numbers, and student learning profiles.
- It is not tied to any individual.
- Principals and Learning & Support Teams decide how to distribute it.
Conditions / Eligibility
- No application required.
- Covers all students with disability, learning difficulties, or support needs requiring regular adjustments.
- Funds must be used for educational access purposes.
What it can be used for
LLAD is flexible and can be used for a range of reasonable adjustments. Depending on need, schools may use LLAD to support communication access for events, meetings, or short-term adjustments.
Because it’s flexible, it may cover:
- Short-term or occasional interpreting
- Captioning for events
- Support for parent–teacher interviews
- Excursion access
- Temporary support when waiting for IFS approval
When schools use it
- When the need is short-term, infrequent, or low intensity
- When an event requires access (assembly, ceremony)
- When one-off communication support is needed
- When a student has minor hearing/processing issues and needs intermittent support
Why it matters
Provides the first layer of disability support and enables schools to pay for CaptionConnect without needing a formal application.