Access arrangements allow candidates or learners with disabilities to access the assessment without changing the demands of the assessment. This might include, for example, readers, scribes and modified question papers.
In this way, awarding bodies will comply with the duty of the Equality Act 2010 to make reasonable adjustments.
Modified large print and Braille papers are available from exam boards in a range of formats. Your advisory teacher for vision impairment will be able to help you decide which format is best suited to individual learner’s needs.
Children and young people should not be asked to use an unfamiliar or inaccessible format. Past papers and samples can be downloaded or ordered from each exam board.
Access arrangements cover the entire course (up to two years if at same institution doing same qualification).
ATVI can provide a letter that provides evidence of a child or young person’s vision impairment which can support justification of additional time. The SENDCo must also include a signed and dated document on centre headed paper, which addresses both bullet points below:
- Confirm that extra time is the candidate’s normal way of working within the centre.
- Provide evidence from teaching staff that the candidate has persistent and significant difficulties, and how these substantially impact on teaching and learning.
All arrangements must reflect normal classroom practice.
They can include:
- Additional time, this can include up to 100% for braille users
- Different room e.g. better lighting, using a scribe which may be distracting for others
- Practical assistant may be used for e.g. safety
- Reader: human or computer (but not for reading papers)
- Real objects may be used if a child or young person has difficulty accessing two-dimensional diagrams
- Rest breaks: can be appropriate for a child or young person who finds it difficult to concentrate or who may experience fatigue
- Scribe: can be used only when children or young people are unable to write their own answers or use technology
- Technology can be used provided it’s normal classroom practice
- Written transcription: all or part of a test can be transcribed if it will be difficult for a marker to read the child or young person’s writing