Permanent/ongoing conditions
For disabilities, medical conditions, or impairments that are long-term or lifelong and require ongoing adjustments for external assessments.
Important: A medical or allied health professional’s report is required for all applications under this category. School-based documentation and other supporting evidence cannot replace medical documentation but may be included as additional evidence.
Medical and Allied Health documentation (mandatory)
(At least one of the following must be provided, even if the application is completed by a school-based professional.)
- A medical report or letter from a GP, specialist, or allied health professional (e.g., psychologist, speech pathologist, occupational therapist) confirming the diagnosis and functional impact on external assessments.
- Formal diagnosis reports (e.g., cognitive, psychological, speech/language, or physical assessments).
- Neuropsychological or educational assessments outlining specific learning or functional impacts.
- Hearing, vision, or mobility impairment reports from a relevant specialist.
Currency of documentation
- Medical documentation can be from any period in the student’s life, but it must demonstrate a diagnosis and functional impact on senior secondary external assessments.
- If evidence is more than three years old, a current medical certificate or letter from the student’s regular GP or specialist is required to confirm that the adjustments detailed in the original report are still valid.
School-based documentation (supporting evidence only)
(Can supplement, but not replace, medical documentation.)
- Learning plans, individual education plans (IEPs), or support plans documenting ongoing school-based adjustments.
- Records of previously approved adjustments (e.g., NAPLAN, previous school years).
- Teacher observations and reports confirming a sustained functional impact on learning and assessment performance.
Other supporting documents (supplementary evidence only)
- Disability Support Pension (DSP) or NDIS documentation confirming eligibility and support needs.
- Assistive technology assessments or usage records if applicable.
Non-Permanent Conditions
For temporary injuries, illnesses, or conditions that impact a student’s ability to complete external assessments but are expected to improve over time.
Important: A medical or allied health professional’s report is required for all applications under this category. School-based documentation and other supporting evidence cannot replace medical documentation but may be included as additional evidence.
Medical and Allied Health documentation (mandatory)
(At least one of the following must be provided, even if the application is completed by a school-based professional.)
- Medical certificate from a GP or specialist stating the condition, expected duration, and functional impact on assessments.
- Hospital or emergency department discharge summaries confirming treatment and functional impact.
- Physiotherapy, occupational therapy, or rehabilitation reports outlining recovery timelines and recommended adjustments.
- Psychologist or counsellor reports if the condition is related to mental health (e.g., anxiety, depression, or short-term mental health crises).
Currency of Documentation
- Medical and allied health documentation must be recent, with reports dated within the last 12 months to reflect the current functional impact on external assessments.
School-based documentation (supporting evidence only)
(Can supplement, but not replace, medical documentation.)
- Teacher or school reports outlining observed functional impact and temporary support measures in place.
- Learning plans or short-term accommodations implemented within the school.
Other supporting documents (supplementary evidence only)
- Surgery confirmation letters or post-operative care instructions.
- Medication impact statements from prescribing doctors if side effects interfere with assessments.
Imputed conditions
For students without a formal diagnosis where the school reasonably believes they have a disability, condition, or impairment that affects their ability to undertake assessments, based on observed learning and functional difficulties.
Important: An imputed diagnosis may be considered when a student lacks a formal medical diagnosis but has substantial school-based evidence indicating a disability, condition, or impairment that significantly impacts external assessments. This may include school reports, professional observations, or historical assessments. While medical documentation is not required, any available history or pending assessments should be included where possible.
School-based documentation:
- A detailed statement from the school principal, TASC Liaison Officer (TLO), or learning support coordinator outlining observed difficulties, functional impacts, and previous classroom/exam accommodations.
- Learning plans, individual education plans (IEPs), or support plans documenting ongoing school-based adjustments.
- Teacher reports describing specific challenges faced by the student in assessments.
Professional reports & observations:
- A school psychologist, counsellor, or social worker report summarising observed difficulties and intervention strategies.
- Records of previous referrals to medical or allied health professionals (e.g., waiting list confirmations for a formal assessment).
Historical educational assessments:
- Previous educational assessments (e.g., cognitive, speech/language, or behavioural assessments) that indicate a likely disability or condition.
- Early intervention reports from previous schooling years (if applicable).
Communication with families:
- Parent/guardian statements outlining concerns and challenges observed at home, especially if paired with supporting school evidence.
- Correspondence between school and family regarding attempts to support the student’s learning needs.
