Documentation requirements | UniSC | University of the Sunshine Coast, Queensland, Australia

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Documentation requirements

To register with AccessAbility Services, you must provide current diagnostic evidence of your requirement for any reasonable academic adjustments and support. Adjustments will be based on the verified impacts of your condition or carer role, considering the Inherent Academic Requirements for your program. If documentation is provided that is not sufficiently comprehensive, you may only have access to limited supports.

You have a disability, mental health issue, injury or illness

A Health Practitioner Report (PDF 227KB) 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.

You have a learning disorder

The Guidelines below provide information on documentation needed if you have been diagnosed with a Specific Learning Disorder. Talk to us if you are having difficulty obtaining an assessment.

You are a primary carer for someone with a disability or who is considered frail and aged

A Carer’s Documentation Form (PDF 243KB) 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 Carer’s Documentation Form can be provided on letterhead, dated and signed by the health professional. A letter of confirmation from the Department of Human Services regarding your official carer status is also eligible.

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 your 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 your 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 your documentation and information.

Documentation requirements during COVID-19 pandemic

You should contact AccessAbility Services if you are unsure if your documentation to register meets the documentation requirements or if you 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 your 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.

If you are impacted directly by COVID-19 (either unwell yourself or caring for someone who is unwell):

  • You should contact your 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 your 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 AccessAbility Services.

Guidelines for academic adjustments

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

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 either a) after the age of 16 years, or b) no more than three years ago
  • Results from screening tests will not be accepted
  • 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