Disability Support Registration
The Disability Support Service provides information and services to assist you in your studies. Students are encouraged to make contact with the Disability Support Service early.
Students who require alternative print formats or the use of a sign language interpreter should contact the Service well before enrolment in order for the support systems to be set up in advance of your course.
Supporting documentation guidelines
Applications for support services must include current supporting documentation from a doctor, therapist, or other appropriate professional. Seeking information about a student’s condition is used by the Disability Support Office in establishing disability, understanding how disability may impact a student, and in making informed decisions about accommodations. Professional judgment is an essential component of this process.
Supporting documentation must do the following:
- Be current and provide a specific diagnosis of the disability, impairment or medical condition and identify whether the disability is permanent, temporary or fluctuating
- Describe in detail the limitations/impact this disability has on the individual and on their study
- Recommend specific equipment and/or support services and why these are needed
- Establish the professional credentials of the evaluator.
For example supporting documentation for a Specific Learning Disability would normally meet the following standards:
- A qualified professional (with training and experience in evaluating adolescents and adults with learning disabilities) must conduct the evaluation. The following professionals would generally be considered qualified: clinical or educational psychologists; school psychologists; neuropsychologists; learning disability specialists. They must be registered/certified to administer C-level psychometric testing at a minimum.
- Documentation necessary to substantiate the learning disability must be comprehensive and would normally include:
- Diagnostic interview and psychometric assessment of aptitude/cognitive ability and prior academic achievement
- Areas of cognitive and information processing
- Documentation must include a specific diagnosis
- Test scores from standardised instruments should be provided
- Each accommodation recommended by the evaluator should include a rationale
- An interpretative summary should be provided.