Documentation requirements - University of the Sunshine Coast, Queensland, Australia

Accessibility links

Documentation requirements

Students registering with AccessAbility Services due to a disability, injury or health condition (including mental health issues) must provide current diagnostic evidence of their requirement for any reasonable academic adjustments and support. Adjustments will be based on the verified impacts of their condition, considering the Inherent Academic Requirements for their program. Students who do not provide sufficiently comprehensive documentation may only have access to limited supports.

Health Practitioner Report (PDF 120KB)* should be completed by an Australian Health Practitioner Regulation Agency (AHPRA) qualified professional (or equivalent in other countries). Alternatively, the same information as requested in the Health Practitioner Report can be provided on letterhead, dated and signed by the health professional.

Documentation will not be accepted if it is:

  • More than six months old for variable health conditions
  • A medical certificate with insufficient information
  • From a professional who is a member of the student’s family or where there is a personal or business relationship
  • From a provider who is not a suitably qualified health professional
  • From other institutions outlining prior educational adjustments (although this could be helpful in assessing student needs)
  • Not signed or dated
  • Not in English

Diagnostic reporting on temporary or variable conditions must be updated at intervals to be negotiated with the Ability Adviser.

Our Ability Advisers maintain confidentiality and privacy with respect to students’ documentation and information.

Documentation requirements during COVID-19 pandemic

Students should contact AccessAbility Services if they are unsure if their documentation to register meets the documentation requirements or if they are having difficulty sourcing suitable documentation due to the impacts of the pandemic.

Documentation will continue to not be accepted if it is:

  • from a professional who is a member of the student’s family or where there is a personal or business relationship,
  • from a provider who is not a suitably qualified health professional,
  • not signed or dated, or
  • not in English.

For students impacted directly by COVID-19 (either unwell themselves or caring for someone who is unwell):

  • They should contact their course coordinators directly to seek extensions, access to course materials, deferred in-class exams, etc.
  • It is not anticipated supports will be needed following the acute illness phase, therefore there would be minimal need for input from AccessAbility Services.
  • Course coordinators are to use their discretion to ascertain whether documentation verifying the student’s situation is required.

WIL Placement Disclosure Statement

There are no changes to the disclosure process that assists with determining risk when preparing for placement.

  • Documentation requirements for gaining access to reasonable adjustments in relation to WIL placements will continue to reflect the AccessAbility Services documentation guidelines with the above considerations, at the discretion of the AccessAbility Services team.
  • Students concerned about their ability to provide a comprehensive Medical or Psychological assessment should discuss this with the placement team or Advanced Practitioner (AccessAbility Services).

Guidelines for academic adjustments

All documentation must provide details of specific impacts in a learning environment

Condition Documentation required
Acquired Brain Injury Assessment by a neurologist or neuropsychologist
Attention-Deficit/Hyperactivity Disorder (ADHD) Assessment by a paediatrician, psychiatrist or psychologist
Autism Spectrum Disorder (ASD) Assessment by a paediatrician, psychiatrist or psychologist
Hearing impairment

Assessment by an audiologist or GP
Must include type of assistive device/s used (eg hearing aids, cochlear implants etc)

Intellectual disability

Assessment by a psychologist
Must include results of standardised assessment
Recommendations must be substantiated by test results

Medical condition
(eg Asthma, Cancer, Chronic Fatigue Syndrome, Diabetes etc)

Assessment by a medical specialist or GP

Mental health condition
(eg Generalised Anxiety Disorder, Major Depressive Disorder, PTSD, Schizophrenia etc)

Assessment by a psychologist, psychiatrist or GP

Neurological condition
(eg Brain Tumour, [Central] Auditory Processing Disorder, Epilepsy, Multiple Sclerosis etc)

Assessment by a medical specialist or GP
For [Central] Auditory Processing Disorder, assessment by a team including an audiologist with specialised training in assessing this disorder

Physical impairment
(eg Amputation, Arthritis, Cerebral Palsy, Muscular Dystrophy etc)

Assessment by a medical specialist or GP
Where relevant, assessment by a physiotherapist may assist with identifying functional impacts

Specific Learning Disorder with impairment
in
- reading (Dyslexia)
- written expression (Dysgraphia) and/or
- mathematics (Dyscalculia)
Assessment by a psychologist
Must include data and results of standardised assessment
Recommendations must be substantiated by test results
Must have been completed no more than three years ago or after the age of 16 years
For mechanical based Dysgraphia, assessment by an occupational therapist may also be required
Vision impairment

Assessment by an ophthalmologist, optometrist, GP or Specialist Vision Testing Service (such as Vision Australia Services)
Must include the extent of vision loss, visual acuity and use of assistive equipment

Temporary condition or injury
(eg broken bones affecting mobility or writing ability, surgery affecting study ability etc)

Assessment by a GP or relevant registered health professional
Must state the nature of the condition and dates or a timeframe for which the student is expected to be affected by the condition or when the student is due to be reassessed

Students with documentation relating to "Irlen Syndrome" or "Scotopic Sensitivity" that does not include comprehensive testing as outlined above or the student's current aptitude, achievement or ability to process information, will receive adjustments limited to use/provision of coloured paper and suitable lighting for examinations only. More extensive support will require a comprehensive assessment and report as detailed above.