Children from all walks of life are likely to experience pressure during exam periods. For children with SEND (Special Educational Needs and Disabilities), there are often added anxieties about whether they will be able to showcase their abilities fairly.
The Joint Council for Qualifications (JCQ) work within the premise that a child with SEND should take their exams within their “normal way of working”, accessing a system that allows all applicants equal access to a fair outcome. They provide schools and exam boards with a set of criteria, defining an exam system with equal access arrangements to all students, the purpose of which can be explained as follows:
“Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.” https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/
Do we have a Fair Exam System?
Some SEND students need specific adjustments during their exams. To align all entrants fairly, some accommodations are permissible, including:
Separate Exam Areas: For example, students who have Sensory Processing Disorder may need an alternative setting for exams due to an inability to focus in a hall with high numbers of students.
Use of a Laptop: Conditions such as dysgraphia and dyslexia can impact writing skills, which may mean that using a laptop is their normal way of working. As such, these students can qualify for the use of a laptop in exams.
Additional Time: Children with autism and other neurological conditions can experience a slower processing pace when working and may qualify for a maximum of 25% extra time in exams.
Prompts: Some students have SEND that may impair concentration, such as ADHD. A prompt can provide continual reminders to help them stay on task during an exam.
Breaks: For example, Ehlers-Danlos Syndrome is a physical condition that can cause fatigue; taking rest breaks during an exam may help restore energy. Other candidates may become dysregulated due to their SEND; breaks can help them regroup, enabling them to rejoin the exam with a better mindset.
Scribe: Developmental Language Disorder (DLD) frequently influences a learner’s writing ability. If a SEND impacts writing skills, an entrant can qualify to verbally state their responses to a scribe, who then records their answers to be submitted.
Adapted Papers: An exam may be presented differently, maybe in alternative colours for some dyslexic students, or an enlarged print to assist students with sight requirements.
A school should be aware of the SEND children who may require access arrangements. They will then be able to apply to the relevant exam board, in advance of the exam via the JCQ, with the intent to secure that accommodations are made for their student.
Is our Current System Effective?
The system exists to ensure fair access for all, but within the current approach, is fairness a reality for all SEND learners?
Ensuring fair opportunities can involve the use of costly professionals who will assess a student’s normal way of working and the subsequent access required. However, there are two factors that may intrude on how evenly this works:
- Can every school not only afford, but also have time to fully investigate and clarify all SEND pupils’ regular learning routes?
- If not, can their families afford to go down a private assessment route?
We should additionally ask: have all students had their SEND fully declared early enough, to ensure that their normal way of working can be assessed?
Considering funding constraints, do schools always have the financial resources to employ the extra staff needed to provide all required accommodations for their SEND exam students?
Even with all issues resolved, will exam boards appreciate each student’s specific SEND enough to approve the accommodations requested? In addition, how does this work for students who are educated outside of the school setting, where applications are made by parents, tutors or other professionals?
SENsational Tutor, Jane, has witnessed resistance from an exam board when trying to embrace a learner’s requirements: “Within my own journey as a SEND tutor, I have witnessed some resistance from an exam board to embrace a learner’s requirements.
Despite requests for accommodations to the contrary, one of my students was requested to sit a speaking exam within a small group situation. This was not her normal way of working. Her complex SEND meant that she was extremely unlikely to succeed working in a small group. In addition, her behaviours were highly likely to impact other candidates in the group, potentially changing their exam outcome.
After many emails back and forth, with my student’s needs being reiterated, eventually the exam board were able to fully accommodate her needs.”
Working Towards a Fair, Equal System for all SEND Learners
It is evident that for students with more complex needs, it might be challenging to ensure their requirements are fully accommodated during exams. In addition, funding issues can put up barriers that may prevent some members of the SEND community from having full access arrangements to suit their normal way of working.
We are heading in the right direction, within a system that may not be perfect, but that is fully operational and usable.
However, considering the above, it is advisable to apply as early as possible for exam accommodations. Talk about any concerns to the relevant professionals (whether your child is in or out of school). If you need further support with accommodations for your child, please use the links below, where you can ask questions as you help prepare your child for their exams.
Useful Websites:
https://www.ipsea.org.uk/help-in-exams
https://www.kids.org.uk/sendiass/advice/access-arrangements/
https://www.goodschoolsguide.co.uk/send/advice/exam-access-arrangements
https://www.facebook.com/search/top/?q=SEND%20exam%20access%20arrangements
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique, and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.
