Examinations are an unavoidable part of the educational journey for most young people. We can all remember the pressure of exam season, the revision timetables, deadly silence of an exam hall and the fear of 'mind blanking'. Exams aim to provide a standardised measure of student achievement, however, not all students are able to access these assessments equally. To ensure fairness and inclusivity, the Joint Council for Qualifications (JCQ) has established guidelines for exam accommodations. These guidelines aim to support students with disabilities and special educational needs, ensuring they have the necessary provisions to demonstrate their true capabilities. This article provides a comprehensive overview of the JCQ guidelines, as well as information on how a cognitive assessment can support the application for exam accommodations.
Understanding Exam Accommodations
Exam accommodations, also known as access arrangements, are adjustments made to the standard administration of exams to mitigate the impact of a student’s disability or learning difficulty. These accommodations are intended to 'level the playing field'. Exam accommodations must be applied for, and require documentation from medical professionals, psychologists, or educational specialists. Often a cognitive assessment is needed. A cognitive assessment is a formal, comprehensive assessment conducted by a Clinical Psychologist or Educational Psychologist to assess your child’s cognitive abilities, including their overall IQ, verbal and visual spatial skills, processing speed, memory, academic ability, attention and executive functioning. The results can demonstrate a young person has an overall learning disability, specific learning disability (like Dyslexia) or specific 'deficits' in their cognitive profile, such as slow processing speed or working memory that leads them to be disadvantaged in exams without accommodations. Schools must apply for this accommodation through the JCQ’s Access Arrangements Online (AAO) system.
Key Accommodations and Their Implementation
Extra Time
One of the most common accommodations is the provision of extra time. This is typically an additional 25% of the standard exam duration, but can vary based on the severity of the student’s needs. Students with slow processing speeds, severe dyslexia, or other learning difficulties often benefit from this adjustment.
Scribes and Readers
Students who have difficulty with writing or reading can be provided with a scribe or reader. This may be due to dyslexia, dysgraphia or dyspraxia. A scribe writes down the student’s answers verbatim, while a reader reads the exam questions aloud.
Assistive Technology
Assistive technology, including word processors and screen readers, is becoming increasingly important for students with disabilities. These tools can help students with physical impairments, dyslexia, or visual impairments to participate more fully in exams. Schools must ensure the technology is secure and does not provide undue assistance.
Modified Papers
For students with visual impairments or other disabilities that affect their ability to read standard exam papers, modified papers are available. These can include large print, braille, or simplified language versions.
Rest Breaks
Some students may need to take breaks during an exam due to medical conditions, anxiety, or Attention Deficit Hyperactivity Disorder (ADHD). These supervised breaks do not count towards the total exam time.
Separate Room
Students who have attention difficulties or a diagnosis of ADHD or have severe anxiety may benefit from taking their exams in a separate room. This arrangement minimises distractions and helps to reduce stress.
Applying for Accommodations
The process for applying for exam accommodations involves several steps:
Gathering Evidence: Documentation from medical professionals, psychologists, or educational specialists is required to support the need for accommodations. This is often where a cognitive assessment is most helpful.
Submission through AAO: Schools submit applications via the Access Arrangements Online system.
Review and Approval: The JCQ reviews applications and evidence, granting accommodations as appropriate.
Implementation and Monitoring: Once approved, schools are responsible for implementing and monitoring the accommodations to ensure compliance with JCQ regulations.
Schools play a crucial role in this process, from identifying students in need of accommodations to ensuring that these are implemented correctly and fairly. By understanding and effectively implementing these guidelines, educators can help ensure that exams measure students’ knowledge and skills accurately and fairly. For more detailed information and specific guidelines, educators and administrators are encouraged to consult the latest JCQ Access Arrangements and Reasonable Adjustments regulations.
At the Lotus Psychology Practice we are skilled in offering comprehensive cognitive assessments for children and young people, often a requirement for accommodations. If you are unsure if your child would benefit from an assessment, we encourage you to speak to your child's special education needs co-ordinator within their school. If you would like to arrange a cognitive assessment, please get in touch with us at The Lotus Psychology Practice.
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