Documentation requirements

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Documentation requirements

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Students registering with AccessAbility Services due to a disability or health condition 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, taking into account the inherent academic requirements for their program. Students who do not provide sufficiently comprehensive documentation may only have access to limited supports.

This information should be on letterhead from an Australian Health Practitioner Regulation Agency (AHPRA) qualified professional, and state whether the condition is permanent, temporary or variable. Alternatively, students can have their health practitioner complete a Health Practitioner Report (PDF 120KB)*

Documentation will not be accepted if it is:

  • More than three years old for learning disabilities
  • 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)

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.

Guidelines for academic accommodations

Condition Documentation required
Mental health condition
(e.g. major depressive disorder, generalised anxiety disorder, schizophrenia)
Assessment by a psychologist, psychiatrist or GP
Physical impairment
(e.g. muscular dystrophy, arthritis)
Assessment by a medical specialist, physiotherapist or GP
Medical condition
(e.g. chronic fatigue syndrome, epilepsy, diabetes)

Assessment by a medical specialist or GP

Vision impairment

Assessment by an ophthalmologist, optometrist, GP, or specialist vision testing service (such as Vision Australia Services)

Should include the extent of vision loss and visual acuity, use of assistive equipment, and specific impact in a learning environment

Hearing impairment

Assessment by an audiologist or GP

Should include use of hearing aids, cochlear implants or assistive technology, and how the hearing loss specifically impacts in a learning environment

Acquired brain injury

Assessment by a neurologist, psychiatrist or neuropsychologist

Neurological disorder
(e.g. cerebral palsy, multiple sclerosis)
Assessment by a neurologist, psychiatrist or neuropsychologist or GP
Specific learning disorder
(e.g. dyslexia, dyscalculia)

Assessment by a psychologist

Must include results of standardised assessment of information processing

This needs to have been completed at the age 17 or later

Recommendations must be substantiated by test results

Attention deficit hyperactivity disorder (ADHD) Assessment by a psychiatrist or psychologist
Must provide evidence of ADHD and how it specifically impacts in a learning environment
Autism spectrum disorder (autism, Asperger's syndrome) Assessment by a paediatrician, psychiatrist or psychologist
Temporary Condition or Injury

Examples:

  • Broken bones affecting mobility or writing ability
  • Surgery affecting study ability

Assessment by a GP or relevant registered health professional

Documentation must state the nature of the condition and limitations on academic performance, including recommended reasonable academic adjustments 

Specifies 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.

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