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Stakeholder Access & Application Matrix
Consultation edition 1.2 | PDF | 11 pages | 249 kB
Stakeholder matrix
One person. Different contributions.
The learner remains central. Explore roles across home, education, disability support and health.
These are proposed applications for consultation. A role or purchase does not grant access to someone else's personal records.
19 roles, including separate families, carers and six education roles.
Learners, families and carers
Learner / participant / student
How this role can use the framework
Choose a meaningful activity; explore information in a preferred format; practise, ask for help, stop or return later. Take part in deciding what is recorded and shared.
Relevant resources
Home & Daily Living; First Aid help-seeking; Healthy Living; Where Do I Buy?; programs chosen by interest.
What meaningful progress may look like
Expresses a preference, uses a helpful visual, asks for a break or takes a chosen step in an everyday activity. A decision not to participate is not failure.
Working together and boundaries
Own goals, preferences and feedback remain central. Use decision support where chosen; agree what is recorded and shared. Participation does not require a diagnosis or a digital profile.
Families
How this role can use the framework
Use the framework as a partner in learning: share the person's interests, culture and familiar ways of communicating; choose useful home activities together; notice what works; and prepare questions for educators or practitioners. Join the program-support call when appropriate.
Relevant resources
Home & Daily Living; Healthy Living; Who / When Do I Call?; overviews and facilitator guides.
What meaningful progress may look like
The person expresses a preference or uses a familiar skill at home. Family knowledge informs an agreed next step without replacing the learner's own account or turning home life into constant assessment.
Working together and boundaries
Keep the learner's voice and family observations distinct. Share only agreed information. Kinship alone does not authorise access to an adult's records; verify child or representative authority.
Carers / chosen supporters
How this role can use the framework
Support agreed routines and continuity between settings; learn the person's preferred prompts, pace and stop cues; rehearse everyday tasks; and share relevant observations during an authorised handover. Follow current plans rather than inventing new treatment instructions.
Relevant resources
Daily routines; help-seeking; Healthy Living; Safety Awareness; selected programs and delivery guides.
What meaningful progress may look like
The person has a consistent, respectful experience with different carers, can ask for a pause, and uses a chosen support. Record the actual help offered rather than rating compliance or assuming dependence.
Working together and boundaries
Work within the agreed relationship, tasks and current plans. Formal, informal, kinship, foster or paid care roles do not create blanket authority over the person's information.
Disability support
Support workers
How this role can use the framework
Prepare the environment; break an agreed task into practical steps; model and rehearse at the person's pace; notice changes and seek guidance. Follow the current support plan and task-specific supervision.
Relevant resources
Programs; Home & Daily Living; Healthy Living; Safety Awareness; help-seeking and shopping visuals.
What meaningful progress may look like
Record the actual task, setting, prompts and choices: for example, the person selects ingredients using a picture list and asks for assistance with one step.
Working together and boundaries
Follow the agreed support plan and supervision. Record own observations and suggest adjustments. Do not diagnose, prescribe treatment, alter clinical instructions or mark a qualification as achieved.
Support coordinators
How this role can use the framework
Help the person identify relevant resources and services; coordinate agreed learning opportunities; bring together consented observations about goals and practical barriers. Explain options without directing a purchase.
Relevant resources
Program overviews; Who / When Do I Call?; everyday-living and participation resources.
What meaningful progress may look like
The learner makes informed choices about supports; gaps and duplication are identified; agreed next steps are clear. Learning observations may inform discussion, not establish funding eligibility.
Working together and boundaries
Coordinate agreed goals and next actions using consented summaries. Do not assume access to all clinical notes or authority to change health plans. A resource purchase does not guarantee an NDIS claim.
Disability service providers / team leaders
How this role can use the framework
Use the framework for consistent induction, facilitator preparation, accessible program delivery and reflective quality review. Allocate trained staff and appropriate supervision; retain organisational safety and incident processes.
Relevant resources
Program and facilitator guides; Safety Awareness; Home & Daily Living; relevant overviews.
What meaningful progress may look like
Teams use agreed resources consistently and can show learner choices, access adjustments, safety checks and changes following feedback. Do not use compliance or attendance alone as a quality measure.
Working together and boundaries
Staff preparation and resource access do not create blanket case access. Allocate appropriate supervision, retain safety and incident processes, and use only authorised learner information.
Education
Early childhood educators / teachers
How this role can use the framework
Select brief, play-based uses of visuals in arrival, play, handwashing, food and transition routines. Plan with families and carers, follow the child's interests and communication, and use real objects or print alongside any digital resource.
Relevant resources
Home & Daily Living; Healthy Living; help/stop visuals; Who / When Do I Call?; age-appropriate Safety Awareness.
What meaningful progress may look like
The child makes a choice, joins a play routine, communicates discomfort or uses a familiar transition cue. Note engagement, relationship and support in context; do not turn a visual sequence into a school-readiness test.
Working together and boundaries
Plan with families and carers and use real objects or print alongside any digital resource. Link use to the service's approved framework, including EYLF where applicable; Tyneside does not replace it.
Primary-school educators / teachers
How this role can use the framework
Use visual sequences, vocabulary, modelling and practical rehearsal to make classroom learning accessible. Choose goals with the student, connect classroom and home practice, and offer suitable ways to show understanding in lessons and school routines.
Relevant resources
School safety mapping; First Aid awareness; Healthy Living; Home & Daily Living; help-seeking and shopping resources.
What meaningful progress may look like
The student explains or demonstrates an idea, asks for help, joins a shared activity or uses a routine in a new setting. Record learning alongside the adjustment and the student's own feedback, not speed alone.
Working together and boundaries
The teacher retains educational responsibility. Use the local syllabus, school plans and agreed adjustments; share selected summaries. Resource use alone does not establish curriculum attainment.
Secondary-school educators / teachers
How this role can use the framework
Connect subject learning, practical life skills and transition goals. Prepare accessible task instructions for projects, community activities and work exploration; coordinate relevant adjustments across subjects with the student and authorised team.
Relevant resources
Years 7-10 safety mapping; Life Skills & Employability; Photography; Digital Animation; Food Safety and practical program overviews.
What meaningful progress may look like
The student plans a project, communicates a boundary or support need, applies a skill, and identifies a next step towards further learning or community participation. Retain age-respectful presentation and student choice.
Working together and boundaries
Coordinate relevant subject and transition goals with the student. Share only agreed information. Senior-secondary use needs local syllabus review; existing mapping does not establish Years 11-12 coverage.
Adult-learning educators / trainers
How this role can use the framework
Use relevant daily, community and vocational activities to support adult literacy, numeracy, digital confidence and learning strategies. Agree accessible materials, practice opportunities and feedback. Distinguish informal learning from any regulated training and assessment.
Relevant resources
Life Skills & Employability; Food Safety; vocational program overviews; Home & Daily Living; shopping and help-seeking visuals.
What meaningful progress may look like
The adult chooses a useful goal, applies a strategy, completes an authentic step or explains a workplace task with agreed support. Separate learning observations from the evidence needed for a formal competency decision.
Working together and boundaries
Respect the adult's sharing choices. TAFE, RTO and community educators retain their assessment processes. Resource participation does not grant a qualification or replace required evidence.
Learning support teachers / learning and support teachers
How this role can use the framework
Collaborate with the learner, classroom teachers, families and carers to identify access barriers; plan and review adjustments; trial targeted teaching; model effective resource use; and coordinate relevant specialist input across learning settings.
Relevant resources
School learning/safety mapping; visual sequences; glossaries; facilitator guides; relevant program and daily-living resources.
What meaningful progress may look like
An adjustment makes learning more accessible and the student can describe what helps. Record trials, classroom use and review decisions with the learner; evidence informs the next teaching step rather than a diagnostic label.
Working together and boundaries
Work with classroom teachers to propose and review learning supports; share agreed information. This is a teaching role, distinct from a teacher aide's delegated assistance.
Teacher aides / student learning support officers
How this role can use the framework
Implement the teacher's agreed sequence, prepare visuals, provide agreed prompts, support communication and transitions, and report factual observations. Help the student participate without supplying their assessed answer or taking over their task.
Relevant resources
Teacher-selected visual steps; school safety; Home & Daily Living; help-seeking and activity preparation resources.
What meaningful progress may look like
The student joins a task, uses a chosen communication support or completes a step with recorded assistance. Observe what the learner did and what support was offered; take adjustment suggestions back to the teacher.
Working together and boundaries
Work under teacher direction and supervision; report own observations and suggestions. Do not independently approve curriculum or clinical plans. Local titles and duties vary by setting.
Allied health and medical
Paediatricians
How this role can use the framework
Use an age-appropriate visual to invite the child's perspective, prepare an appointment and discuss practical learning with family and the team. Recommend suitable educational access supports within the child's wider care.
Relevant resources
Who / When Do I Call?; help / stop / I do not understand visuals; Healthy Living and daily routines.
What meaningful progress may look like
The child indicates a concern or preferred support; family understands the agreed next learning step; consented everyday observations add context to review. These are not diagnostic test scores.
Working together and boundaries
Use consented learning summaries alongside clinical review. Educational observations are not diagnostic test scores. Clinical assessment and treatment decisions remain with the paediatrician.
General practitioners (GPs)
How this role can use the framework
Use visual conversation prompts to support health literacy, appointment preparation and checking understanding. Discuss concerns directly with the person and identify when referral or an individual plan is needed.
Relevant resources
Who / When Do I Call?; help-seeking; Healthy Living; Home & Daily Living.
What meaningful progress may look like
The person communicates questions, identifies the next agreed action or explains who can help. Support does not replace a consultation, clinical examination or urgent care.
Working together and boundaries
Support understanding and communication alongside the consultation. Use selected learner-approved information. Clinical records, triage and medicine decisions remain within the GP's professional care.
Occupational therapists (OTs)
How this role can use the framework
Explore how person, task and environment interact; select or adapt learning supports for meaningful daily activities; coach agreed use with the learner and supporters.
Relevant resources
Home & Daily Living; personal-care and practical programs; kitchen/shopping visuals.
What meaningful progress may look like
A meaningful task becomes more accessible: changed layout, pacing, equipment or sequence enables participation. Document the environment and support, not just completion speed.
Working together and boundaries
Keep learning observations and personal notes distinct from the published resource. Individual equipment and clinical recommendations require OT assessment and current plans.
Speech pathologists
How this role can use the framework
Review vocabulary, symbol meaning, comprehension and ways to express preferences; align visuals with the person's established communication system; coach communication partners.
Relevant resources
I Need Help / help-seeking visuals; Who / When Do I Call?; resource glossaries and visual sequences.
What meaningful progress may look like
The person asks, declines, clarifies or shares a message in their chosen mode across a meaningful activity. Existing communication remains available without a prerequisite speech level.
Working together and boundaries
Align vocabulary and visuals with the person's established communication system. Do not replace or rearrange AAC without agreement, or infer swallowing safety from food-learning materials.
Physiotherapists
How this role can use the framework
Use visual preparation and step cues to support an individually assessed movement or mobility task. Discuss practical access to the learner's chosen home, school or community activity with the team.
Relevant resources
Healthy Living / movement program overviews; Home & Daily Living; activity-specific safety prompts.
What meaningful progress may look like
The person participates in an agreed movement task using the assessed assistance, equipment and rest options; reports discomfort or asks to stop. Functional findings are interpreted by the physiotherapist.
Working together and boundaries
Follow individually assessed assistance, equipment and current plans. Mobility, transfer and exercise instructions remain clinician-controlled; resources do not replace a manual-handling plan.
Exercise physiologists
How this role can use the framework
Help translate an individually assessed exercise plan into understandable preparation, pacing and self-report prompts; use relevant program resources to support participation and health literacy.
Relevant resources
Healthy Living & Exercise; relevant movement overviews; planning and help-seeking visuals.
What meaningful progress may look like
The person understands a chosen activity, follows the prescribed limits, requests a rest and describes their experience. Participation records are not automated clinical exercise assessment.
Working together and boundaries
Follow the individually assessed exercise plan and prescribed limits. The practitioner interprets activity observations; confirm credentials and task scope. Resource participation is not clinical exercise assessment.
Psychologists
How this role can use the framework
Use accessible language and visuals to support discussion of feelings, choices, coping preferences and barriers to participation. Where appropriate, incorporate learning supports within an individually formulated plan.
Relevant resources
Help-seeking; trusted-person resources; Home & Daily Living; selected participation and wellbeing activities.
What meaningful progress may look like
The person identifies a preference, expresses a boundary or chooses a helpful coping/support strategy. Record context and the person's account without interpreting compliance as wellbeing.
Working together and boundaries
Use agreed participation information within the practitioner's scope and individual formulation. Keep therapy notes in the clinical record; do not infer diagnosis or wellbeing from compliance or task completion.
Text retained from the existing standalone stakeholder matrix, consultation edition 1.2. Reference identifiers remain in the source record. The complete supplied reference PDF is available below.