Provision requested
The provision requested page is completed by the Learning & Support Coordinator. A common access request mistake is that the Author tries to complete this section however they do not have access. Once this page is completed the status of the access request is open and the access request summary icon is visible on the home page and at the top of all other pages. This icon allows all participants to check the progress of the access request. A red icon indicates that there are incomplete sections, while a green icon indicates all sections of the application have been completed.
Network
This is automatic and is derived from the school initiating the request.
Types of provisions
Select one targeted support for each priority/ preference.
Parents may choose 1, or 2 or 3 preferences depending on appropriateness and eligibility. The 1st priority selected should always be the parent's first choice. As an example if the parents preference is a support class and then IFS, the class preference should be selected 1st and then IFS 2nd.
Where a support class is being requested consider whether IFS should be selected as a 2nd or 3rd priority or not. If the student already has IFS support then IFS should not be selected.
An access request in year 5 for year 7 focuses on support class placement. A request for IFS can be cloned and submittted in year 6 term 4 if the student is not offerred a support class placement. For students already receiving IFS support their funding will automatically roll over to year 7.
The types of provisions are:
Support class in a special school /centre (SSP).
Support class in a mainstream school.
Integration Funding Support in a mainstream classroom.
Distance education – only three categories of distance education require an access request:
- Distance vlog for students with additional learning and support needs (2.8).
- Distance vlog for students with significant support needs (2.9). Up to 200 days of transition support for a student enrolled in a NSW department school.
- Distance vlog Support Unit (DESU) - Sir Eric Woodward Memorial School for students with moderate or severe intellectual disability
Itinerant support teacher hearing and/or support teacher vision. An access request for hearing or vision support is only required if:
- The support recommendation is above 8 hours hearing or 12 hours vision
- Where more than one provision is requested such as sensory support and IFS or sensory support and a support class.
Resource early intervention - the early intervention class teacher in some areas works with a child's preschool to develop a transtion support plan. (A transtion support teacher early intervention works directly with the child at their preschool and as they begin kindergarten and is accessed by contacting your student support & specialist programs team - not via an access request.)
Choose “Or” – “And” between priorities. Integration funding support or a support class are mutually exclusive. However a student is able to be supported with itinerant sensory teacher support as well as either integration funding support or enrolment in a specialist support class.
Priority
- All provisions listed (e.g. support class) appear under each priority
- One provision only can be selected from each priority
- 1st Priority must be selected, 2nd Priority and 3rd Priority may be left as Not Applicable
- Further information on support classes in mainstream schools and special schools, including locations is available at
- Information on the Integration, Funding Support Program /teaching-and-learning/disability-learning-and-support/programs-and-services/integration-funding-support
- Once the Provision Requested screen has been saved, the workflow participants will receive an email notification of the section/s that need to be completed.
When is the provision required
Choose one of four time periods; immediate support; for the following year; for the following term, during Year 5 for year 7
Types of support classes
To locate specialist support classes by school and support needs type
| Type | Disability code | Disability confirmation sheet required | Class caters for |
|---|---|---|---|
| Autism (AU) | AU | yes | students with autism |
| Behaviour Disorder (BD) | BD | no | students with behaviour disorder |
| Deaf/Blind (DB) | DB | yes | students with deafness or hearing impairment and blindness or vision impairment |
| Early Intervention (EI) | IN2/IN3/AU/H1/PH1/PH2/L/V1/MH1/MH2/MH3 | yes | students with early intervention support needs |
| Emotional Disturbance (ED) | MH1/MH2/MH3 | yes | students with emotional disturbance |
| Hearing Impairment (H) | H1 | yes | students with deafness or hearing impairment |
| Intellectual disability mild (IM) | IN1 | yes | students with mild intellectual disability |
| Intellectual disability moderate (IO) | IN2 | yes | students with moderate intellectual disability |
| Intellectual disability moderate and autism (IO/AU) | AU and/ or IN2 | yes | students with moderate intellectual disability and/ or autism |
| Intellectual disability moderate/severe (IO/IS) | IN2/IN3 | yes | students with moderate or severe intellectual disability |
| Intellectual disability severe (IS) | IN3 | yes | students with severe intellectual disability |
| Multicategorical (MC) | IN2/IN3/AU/PH1/PH2/MH1/MH2/MH3 | yes | students with a range of disabilities with similar support needs |
| Physical disability (PH) | PH1/PH2 | yes | students with physical disability |
| Tutorial class (TUT) | BD | no | students with intensive behaviour and educational support needs |
| Vision Impairment (V) | V1 | yes | students with blindness or vision impairment |
Distance vlog
Access to distance education is not a provision of choice and students must meet one of the conditions of full time enrolment outlined in the distance education procedures to be eligible for enrolment. Information on Distance vlog: /teaching-and-learning/curriculum/rural-and-distance-education/distance-education
Comment
Add any information about the provision that may assist the placement panel such as:
- comment on priority order if more than one (particularly if priorities are of equal value). Include comments on any other issues related to the provision/s requested.
- the parent/carer may be requesting a specific school because a sibling attends that school.