Supporting information

We assess most applications for exam provisions

Each application is individually reviewed by our trained, experienced and dedicated team. We also have a panel of specialists we can use when we need to. The panel includes:

• medical practitioners
• educational psychologists
• consultants for people who have a visual or hearing impairment.

We assess applications by treating the supporting information as evidence and comparing it to a set of guidelines. The guidelines were developed in consultation with our panel. The guidelines are confidential to maintain the integrity of the application process. We periodically get them independently reviewed. 

Assessments are based on functional need

Exam provisions are not approved solely on a diagnosis of a medical condition.

Instead, what we look for is:

So schools should submit supporting information that relates to these 2 elements.

Supporting information that shows the functional impact includes specific, measurable data that shows the level of impact in an exam situation. For example, certain reading results, spelling results and writing samples are good supporting information to show a functional impact in these areas. The specific tests are listed in the relevant provisions.

Supporting information that shows how an exam provision can support the student includes medical reports or teacher comments on school-based adjustments that students have already used or trialled.

Some conditions, disabilities or exam needs are clear for many years before the HSC. This means students and schools can practise and compare different adjustments at school to decide what is right for each student. Schools should keep records of these trials and include them in applications.

Some students don’t have a formal diagnosis

Normally, we expect an application for exam provisions to include a medical, vision or hearing form that has been filled in by a qualified health practitioner. These forms ask for the student’s diagnosis.

But students don’t always need a formal diagnosis to be approved for exam provisions. There are many reasons why students might not have a formal diagnosis of a condition or disability.

Some students might have an ‘imputed’ diagnosis. Under the Disability Discrimination Act 1992 and related education guidelines, an imputed disability refers to a condition a student is believed or understood to have, whether or not it's formally diagnosed, that impacts their functioning, often in education. For students, this means schools can identify an undiagnosed disability if they have reasonable evidence, including consulting parents, and provide adjustments for a significant functional impact.

If a student doesn’t have a diagnosis, their application should include:

• why they don’t have a diagnosis of a medical condition or disability
• a reasonable history of the functional impacts they have experienced in exam settings, including previous and current in-school support
• measurable data that indicates the level of impact in an exam situation, for example results of reading tests and spelling tests that NESA will specify
• detailed teacher comments which indicate the impact of the student’s condition on their classwork and in exams.

Each provision needs specific supporting information

If applications don’t include all the right information, we won’t be able to review the application and make a decision.

Each provision has its own supporting information requirements. You can search the exam provisions library to see examples of what supporting information we expect for common provisions. If a particular provision isn’t listed, please contact NESA Student Support on studentsupport@nesa.nsw.edu.au or 02 9367 8117.