What this guide covers
- how to reach the Needs Profile section in the add student flow
- when to use Yes — confirmed, Not confirmed (Imputed), or Prefer not to say
- how to search and select a DSM-5 diagnosis
- how to set the NCCD category and describe learning barriers
This guide shows you how to set disability categories in Superadjust when you create or update a student record. The Needs Profile section appears after you complete the adjustment level and parent/carer consultation steps. What you see next depends on the diagnosis status you select.
Context: The Needs Profile section is marked as optional, but completing it powers more accurate AI adjustment suggestions and clearer NCCD reporting. In a managed school with a coordinator, some values may be limited or overwritten during nomination.
Step 1: Complete the earlier steps first
To reach the Needs Profile section, you need to complete the earlier steps in the add student flow: core details, adjustment level, and parent/carer consultation.
Adjustment level selection with four NCCD levels
- 1.Enter the student's core details: first name, last name, year level, and class.
- 2.Set the adjustment level (QDTP, Supplementary, Substantial, or Extensive) or leave it blank to set later.
- 3.Record whether a parent or carer has been consulted: Yes, Not yet, or Prefer not to say.
- 4.After completing these steps, the Needs Profile card appears at the bottom. Tap it to continue.
Parent/Carer consultation with note field and Needs Profile card
Step 2: Select the diagnosis status
The Needs Profile section starts by asking whether the student has a confirmed diagnosis. Your answer determines what fields appear next.
Needs Profile section with diagnosis status options
- Yes — confirmed: A formal diagnosis exists from a medical or psychological professional. This reveals the DSM-5 diagnosis search field.
- Not confirmed (Imputed): The disability-related need is inferred from evidence and professional judgement, not a formal diagnosis. This reveals the NCCD category and barriers fields.
- Prefer not to say: You are not setting this yet. This also reveals the NCCD category and barriers fields.
Each field has a different job
| Field | Job |
|---|---|
| NCCD category | The disability category used in NCCD reporting and readiness context. |
| Diagnosis status | Shows whether the disability information is confirmed, imputed, or unspecified. |
| Diagnoses | Optional list of specific diagnoses with one marked as primary if applicable. |
| DSM-5 classification | Optional clinical context derived from or linked to diagnoses — not a replacement for NCCD category. |
Step 3a: If "Yes — confirmed" is selected
When the student has a confirmed diagnosis, a search field appears where you can look up and select the DSM-5 diagnosis. The primary diagnosis is used for NCCD reporting.
DSM-5 diagnosis search field appears when "Yes — confirmed" is selected
- 1.Type in the search field to find the relevant DSM-5 diagnosis.
- 2.Select the diagnosis from the search results.
- 3.The primary diagnosis will be used for NCCD reporting purposes.
- 4.You can add multiple diagnoses if needed.
Step 3b: If "Not confirmed (Imputed)" or "Prefer not to say" is selected
When the diagnosis is imputed or unspecified, an info callout appears explaining that a formal diagnosis is not required. The NCCD recognises imputed disability — a functional need identified through observation alone. You then select the NCCD category and describe the learning barriers.
NCCD Category and barriers fields appear when diagnosis is imputed or unspecified
- 1.Read the info callout: A formal diagnosis is not required. NCCD recognises imputed disability — a functional need identified through observation alone.
- 2.Select the NCCD category that best describes the student's area of need: Cognitive, Social-Emotional, Sensory, Physical, Multiple/Complex, or Not sure yet.
- 3.In the barriers text field, describe what barriers impact learning or participation (e.g. difficulty sustaining attention, sensory overload in group settings).
- 4.You can change these later if the student's needs become clearer.
Supported NCCD categories
| Category | Description |
|---|---|
| Cognitive | Intellectual disability or learning difficulties affecting cognitive processing. |
| Social-Emotional | Mental health conditions, anxiety, depression, or behavioural challenges. |
| Sensory | Vision or hearing impairment affecting access to learning. |
| Physical | Physical disability, motor impairment, or chronic health condition. |
| Multiple / Complex | More than one disability category applies to the student. |
| Not sure yet | Category is uncertain and requires further assessment or review. |
| Uncategorized | Default placeholder when no category has been selected or confirmed. |
The NCCD category describes the reporting category. It is separate from the diagnosis. Even without a formal diagnosis, you can still set the NCCD category based on observed functional need.
Step 4: Save and check the final category state
After completing the Needs Profile, return to the main add student panel and save the record. The progress chips at the top show what has been entered.
- 1.Review the progress chips at the top: student name, year level and class, adjustment level, and consultation status.
- 2.Check that the Needs Profile section shows the details you entered.
- 3.Press Add student to save the record.
- 4.If you are in a managed school flow with a coordinator, the record may be created as pending for review.
Why this matters
A clear disability setup makes the student profile easier to trust later. The diagnosis status determines what additional fields appear, and the NCCD category supports reporting context. Keeping these fields separate helps avoid confusion during setup, review, and later evidence work.
Common mistake
Using diagnosis, DSM-5 classification, and NCCD category as if they mean the same thing. They do not. DSM-5 classification is clinical context that appears when you have a confirmed diagnosis. NCCD category is the reporting category that appears when you have an imputed or unspecified diagnosis. Check each field separately before saving.
What to do next
Once the disability details are set, review the student profile and then move on to logging the first piece of evidence. If your school uses coordinator review, check whether the profile is still pending before treating the category state as final.
Next guide
The nomination flow →
How nominating works for school-linked teachers — plus what coordinators see when reviewing.