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Academic adjustments

Appropriate Professional: Registered Psychologist, Psychiatrist

Documentation should include:

  • A clear statement of the condition, including diagnosis present symptoms and whether the condition is
    mild, moderate or severe in nature.
  • Documentation must provide evidence of ADHD/ADD based on the Diagnostic and Statistical Manual of
    Mental Disorders IV and must confirm that the condition currently impacts on study or participation.
  • If a learning disability exists with another disability, and the student requires allowances for both
    disabilities, then diagnostic evidence of all disabilities must be included in the report(s).
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: Audiologist

Documentation should include:

  • The amount and type of hearing loss and whether the impairment is permanent, fluctuating, or short-term.
  • The impact of the impairment on the student's functioning in the university environment (e.g. the need for
  • assistive technology).
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: General Practitioner (with management history and history of specialist visit/tests),
Specialist

Conditions may include Chronic Fatigue Syndrome, Glandular Fever, Diabetes, Epilepsy

Documentation should include:

  • A clear statement of the condition including diagnosis present symptoms and whether the condition is mild, moderate or severe in nature.
  • A statement indicating whether the disability is permanent, fluctuating, or short-term or if the disability needs to be reassessed after a period of time (e.g. every 6 months, yearly).
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the student's capacity to meet academic requirements within the university context.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: Educational Psychologist with training and experience in testing for a Learning
Disability, Neuropsychologist

Documentation on letterhead should include:

  • The name and credentials of the Psychologist, including the date of the testing.
  • Standardised assessment of current levels of aptitude, achievement and information processing. Clear and
    specific evidence and identification of a learning disability. Individual 'learning styles' and 'learning
    differences’ do not constitute a learning disability.
  • Actual test scores and interpretation of these results.
  • Evidence of comprehensive age-appropriate testing and all test scores. (Testing using the Wechsler
    Intelligence Scale for Children (WISC) is not acceptable for students 21 years and over.)
  • A comprehensive diagnostic interview that includes academic, developmental, family, and psychosocial
    history.
  • A statement of the strengths and weaknesses that will affect the student's capacity to meet academic
    demands and recommendations relevant to the university environment. Recommendations should be
    based on objective evidence of limitations in learning and supported by test results.
  • Documentation should be no more than 3 years old unless the assessment and report has been conducted
    in adulthood. At age 21, it is considered that the student has reached cognitive maturity.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments
    for this student.
  • Testing and diagnosis by an Irlen System Clinic or Auditory Processing testing by an audiologist is
    unacceptable as the sole basis for a diagnosis of learning disability, unless it contains a comprehensive
    assessment conducted by a qualified psychologist.

Appropriate Professional: Chronic Conditions: Neurologist, Neurophysiologist, Registered Psychologist with
Clinical Designation, Psychiatrist. Temporary Conditions: General Practitioner

Conditions may include: Acquired Brain Injury, Cerebral Aneurysm, Cerebral Tumour, Concussion, Side-Effects
from Cancer Therapies

Documentation should include:

  • A clear statement of the condition, including diagnosis present symptoms and whether the condition is mild, moderate or severe in nature.
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the student's capacity to meet academic requirements within the university context.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: Chronic Conditions: Specialist , Physiotherapist (with management history and
history of specialist visit/tests), Occupational Therapist (with management history and history of specialist
visit/tests).

Temporary Conditions: General Practitioner, Physiotherapist, Occupational Therapist

Conditions may include: Permanent Or Long Term Condition, Low Muscle Tone, Poor/Impaired Motor
Skills, Arthritis, Cancer, Cerebral Palsy, Muscular Dystrophy, Paraplegia, Cystic Fibrosis, Lymphoma.

Documentation should include:

  • A clear statement of the condition, including diagnosis present symptoms and whether the condition is mild, moderate or severe in nature.
  • A statement indicating the severity of the condition and whether the disability is permanent, fluctuating or short-term or if the disability needs to be reassessed after a period of time (e.g. every 6 months, yearly).
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the student's capacity to meet academic requirements within the university context.
  • If condition or disability is temporary, the documentation should specify the time frame for which the student is expected to be affected, the nature of the condition and the limitations on the student’s performance.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: Registered Psychologist, Psychiatrist and General Practitioner (not sufficient by
itself to receive comprehensive support).

Conditions may include: Depression, Eating Disorder, Obsessive Compulsive Disorder(OCD), Panic/Anxiety
Disorder, Post Traumatic Stress Disorder(PTSD), Schizophrenia, Bipolar

Documentation should include:

  • A clear statement of the condition, including diagnosis present symptoms and whether the condition is mild, moderate or severe in nature.
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the student's capacity to meet academic requirements within the university context.
  • Only interim support (generally up to one semester) will be available if your General Practitioner makes a diagnosis.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: General Practitioner, Physiotherapist, Occupational Therapist, A&E Hospital
Conditions may include: Arm In Plaster (Writing Hand), Arm In Sling, Broken and/Wrist/Finger (Writing
Hand), Broken Scapula

Documentation should include:

  • A clear statement of the condition, including diagnosis present symptoms and whether the condition is mild, moderate or severe in nature.
  • The documentation should specify the time frame for which the student is expected to be affected and the limitations on the student’s performance.
  • A statement indicating the severity of the condition and whether the disability needs to be reassessed after
    a period of time (e.g. every 6 months, yearly).
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the
    student's capacity to meet academic requirements within the university context.

Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.

Appropriate Professional: Ophthalmologist, Optometrist

Documentation should include:

  • The amount of residual vision present and whether the impairment is permanent, fluctuating, or shortterm. The type of visual impairment such as cortical, eye injury, optic nerve should also be included
  • Relevant medical information on letterhead relating to the impact of the disability or condition on the student's capacity to meet academic requirements within the university context.
  • Suggestions that may act as a guideline for the Accessibility & Inclusion Advisor to negotiate suitable academic adjustments for this student.