- The following arrangements are delegated to the centre; there is no need to make an application for external approval:
- The use of word processors and other technology
- The use of separate accommodation
- Coloured/enlarged paper.
- Most Awarding Organisations produce a range of 'standard' modified papers which may be ordered using the AAO tool:
- Modified enlarged print in 18, 24 and 36 point
- Braille
- Electronic (PDF) format.
- It is possible to request individually customised papers, though cost is a factor in 'reasonable adjustment'.
- For a candidate with a documented vision impairment it should not be necessary to provide evidence of their reading speed and comprehension when applying for extra time or to use a reader or computer reader.
- All braille scripts must be transcribed into print by the centre before sending for marking.
Vision-impaired
This activity looks at the arrangements that are related to vision impairment.
This is not an exhaustive list and any candidate with a disability is entitled to have their needs addressed on an individual basis.
Select the headings to see more detail about the arrangements.
Rationale
Some candidates may find the amount of reading, writing and processing involved in a timed examination very tiring. In some cases it may be appropriate to allow them supervised rest breaks.
Description
The timing of the examination should be paused and re-started when the candidate is ready to continue.
The candidate must continue to be supervised during the rest break.
Any time taken for a rest break should be added to the end of the exam, so that candidates are not disadvantaged.
During the rest break the candidate must not have access to the question paper/answer booklet.
Constraints
There is no maximum time set for supervised rest breaks.
Evidence
Identify the candidate's established difficulties.
Confirm that supervised rest breaks reflect his/her normal way of working within the centre.
Considerations
A rest break is not the same as extra time because the candidate cannot use this time to answer questions. In some cases a combination of extra time (refer to separate arrangement) and rest breaks may be appropriate.
The decision must be made by the SENCo based on their knowledge of the candidate's needs and the candidate's normal way of working when placed under timed conditions.
The duration of the supervised rest break should be determined by the SENCo before the start of the examination series.
Process
This arrangement is delegated to the centre, there is no need to make an application for external approval.
JCQ guidance
Refer to the
Rationale
Many candidates with a sensory impairment will need extra time to complete an examination. This is because sensory impairments commonly affects an individual's speed of information processing and linguistic access, which may be unrelated to their cognitive ability. For example, it may take a candidate longer to read the text or to have it read to them.
Description
The candidate is given 25% extra time.
Constraints
There may be some tests or examinations where extra time is not allowed because completing a task in a set time is one of the skills being assessed.
Evidence
The SENCo must paint a picture of the candidate's normal way of working, clearly demonstrating the need for extra time.
An assessment of needs based on:
- Statement or EHC Plan
- Evidence from an external specialist (eg QTVI)
- Please note that providing evidence of a standardised reading score via JCQ Form 8 is not required for candidates with vision impairment.
Considerations
Before requesting extra time, the use of supervised rest breaks should be considered first.
If the candidate needs extra time due to the use of a reader or scribe you should also refer to those sections in addition.
The arrangement must not only be granted to the candidate at the time of his/her examinations — there must be evidence that it is their normal way of working in examinations.
Process
An application must be submitted using AAO.
It may be automatically approved.
JCQ guidance
Refer to the
Rationale
Many candidates with a vision impairment will need extra time to complete an examination. This is because vision impairments commonly affects an individual's speed of information processing, which may be unrelated to their cognitive ability. For example, it may take a candidate longer to read the text or to have it read to them.
The candidate may need more time to locate specific information in a modified paper in large print or braille. Extra time may also be required if a candidate writes slowly or dictates his or her answers to a scribe.
Up to 100% may be allowed for examinations involving large amounts of text or complex diagrams if sufficient evidence of need is presented.
Description
The candidate is given extra time.
The amount of extra time requested should be based on evidence of the candidate's normal way of working using the access arrangements e.g. in mock examinations and regular assessments. Extra time typically varies from around 25-50% of the time allowed for the standard paper; more might be allowed if sufficient evidence of need is presented.
For example, for a candidate proficient in reading braille and using a braille paper it would normally be appropriate to award no more than 50% extra time, possibly in conjunction with other access arrangements.
Constraints
There may be some tests or examinations where extra time is not allowed because completing a task in a set time is one of the skills being assessed.
Evidence
Confirmation of the candidate's disability.
Evidence of how the amount of extra time required has been determined.
Show the involvement of teaching staff in determining the need for extra time.
Confirm that without the application of extra time the candidate would be at a substantial disadvantage.
For a candidate with vision impairment it is not necessary to provide evidence of their reading speed and comprehension via JCQ Form 8 when applying for extra time.
Considerations
There needs to be strong justification for why more than the 25% extra time adjustment is needed.
Although extra time between 26% and 50%, and over 50% are considered 'exceptional arrangements' they are typical for candidates with significant vision impairment.
Process
An application must be submitted using AAO.
It will be automatically rejected.
The centre should then refer the application to the relevant awarding body.
JCQ guidance
Extra time up to 50%
Refer to the
Extra time over 50%
Refer to the
Rationale
The candidate uses equipment in their normal day-to-day studies and without it would be at a substantial disadvantage when compared with other non-disabled candidates undertaking the assessment.
Description
The candidate is allowed to use technology if it is their normal way of working.
In principle, any technology is permissible in an examination. This includes:
- optical or electronic magnifiers
- e-book readers
- computers
- braille notetakers
- word processors
- CCTV
- Coloured overlays (physical and virtual)
- Optical Character Reader (OCR) scanners
Constraints
There are extensive rules concerning the use of any type of word processor, summarised as follows.
- There must be no student's work or any other subject content on the machine.
- Spell check, grammar check, automatic facilities such as AutoCorrect and predictive writing software must be rendered inoperative.
- There must be no network link to intranet or Internet.
Evidence
Confirmation that the candidate has a substantial and long term impairment (within the meaning of the Equality Act) which has an adverse effect.
Confirm that the arrangement is the candidate's normal way of working within the centre
Considerations
For computer readers refer to the section below.
Process
This arrangement is delegated to the centre, there is no need to make an application for external approval.
JCQ guidance
Word processors
Refer to the
Other technology
Refer to the
Rationale
Modified papers in accessible formats are an essential access arrangement for many candidates with vision impairment. The awarding bodies recognise and provide a range of 'standard' modified formats in the hope that these will meet the needs of most candidates.
Description
The candidate is given an alternate examination paper.
The 'standard' modified formats available are:
- Coloured/enlarged paper — centres should submit an application on AAO to open papers 90 minutes early and to copy them onto coloured or A3 paper as required. No changes may be made to the content or layout of the original paper.
- Modified enlarged paper — these papers are intended for candidates who cannot read a standard examination paper. The layout and presentation of the standard paper is modified to remove elements of visual complexity without changing the demands of the assessment.
Pictures and diagrams are often re-drawn to make them more visually accessible. In some cases pictures may also be replaced or supplemented with a written description. The standard formats for MEP papers are:- 18 point bold print on A4 paper
- 24 point bold print on A4 paper (new in 2018)
- 24 point bold print on A3 paper
- 36 point bold print on A3 paper (this option may not be available in all subjects).
The usual font is Arial but this may not be true for all papers. - Braille paper — the standard format is contracted Grade 2 braille in Unified English Braille (UEB). Uncontracted braille and other specialised formats, such as tactile diagrams with print rather than braille labels, are available on request.
Constraints
Modified papers need to be applied for in good time according to the guidance and deadlines provide by JCQ and those of individual Awarding Organisations.
The paper must not be further modified by the centre.
Evidence
The candidate must be deemed to have persistent and significant difficulties when accessing and processing information
Awarding bodies do not require evidence of the candidate's difficulties when a 'standard' modified paper is requested.
Considerations
For the adjustment to be effective, the candidate must have had appropriate opportunities to practice using an awarding body's past modified papers before his/her first examination.
Modified large print and braille papers should be produced in line with Best Practice Guidance produced by the UK Association of Accessible Formats (UKAAF). Centres should follow this guidance to make sure they are producing their own internal assessment materials in a similar format wherever possible.
Process
For GCE and GCSE an order for modified papers must be submitted using AAO.
For an overview of the process, refer to the
Modified papers for other qualifications are requested using Form 7.
There is a separate area within in the AAO for centres to order modified papers.
JCQ guidance
Coloured/enlarged papers
Refer to the
Enlarged papers
Refer to the
Braille papers
Refer to the
Rationale
Electronic PDF files of standard print papers may be suitable for some candidates with a mild vision impairment who prefer to read papers on screen.
This format is also used for candidates wishing to use a computer reader.
Description
The candidate is given a non-interactive electronic question paper in PDF format. The centre is responsible for installation and presentation to the candidate.
The paper can be read on-screen.
Constraints
The PDF paper cannot be typed into.
Centres may also be able to request electronic versions of modified enlarged papers to be read on screen, but these cannot be ordered via AAO and should be requested directly from the Awarding Organisation concerned.
It is important to note that examination papers in electronic formats will not necessarily be fully accessible when zoomed or read with screen magnification software or a screen reader.
The paper may not be further modified. It may not be converted to another format eg MS Word.
Availability of these electronic versions means that there is no necessity for the centre to scan-in any papers.
Evidence
Confirmation that the candidate has a substantial and long term vision impairment and prefers to read on-screen, rather than on paper, as part of their normal way of working.
Considerations
It is the responsibility of the centre to ensure that the PDF provided by the Awarding Organisation is fully compatible with their chosen software package.
UKAAF has developed minimum standards and guidance on producing exam papers in accessible PDF format. It is important to note that Awarding Organisations are at different stages in implementing this in practice. Centres should therefore contact the Awarding Organisation concerned to check details for individual papers and request samples for students to practise with.
Process
An order must be made using AAO. (For multiple candidates, one order per centre will suffice.)
JCQ guidance
Refer to the
Rationale
Under the Equality Act 2010 candidates with vision impairment have a legal right to have their needs met on an individual basis. However, a balance has to be drawn by the Awarding Organisation between the candidate's needs and what is considered to be reasonable in terms of time, cost and the security and integrity of the examination.
If none of the 'standard' modified formats meets the particular needs of a candidate then the centre should make a more detailed case for the format they require.
Description
If approved, the awarding body will produce a customised paper for the candidate to use.
The need for individually modified papers can typically arise where a candidate has multiple difficulties that cannot be met by a single standard modified paper. For example, a candidate may need language modification in addition to enlargement.
Constraints
An adjustment will not be approved if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment.
The paper must not be further modified by the centre.
Evidence
Make a detailed case for the specific format they require, based on evidence of the candidate's individual needs and normal way of working.
Considerations
Centres are advised to be aware of the standard range of modified papers and to encourage their students to work with these wherever possible.
Where a candidate requires question papers in an alternative format the centre must discuss his/her particular requirements at the earliest opportunity with the relevant awarding body's Modified Papers Unit, ideally at the start of the course.
Obtaining similar papers for the candidate to practice with may be an issue.
Process
An application must be submitted using AAO. It will be automatically rejected and the centre should refer the application the relevant awarding body.
Detailed discussion with the awarding bodies 'Modified Papers Unit'.
JCQ guidance
Refer to the
Rationale
Candidates who are unable to read independently or quickly enough in an examination context may need the support of a reader.
Under the same arrangements as those which apply to a reader, a candidate who uses a computer reader as his or her normal way of working should be able to use the computer to read text in an examination.
Description
The reader may be in the form of a human reader or a computer reader.
As well as reading the text of questions, a reader may help a candidate with a vision impairment to identify diagrams, graphs and tables.
Constraints
The reader must not explain or clarify the questions or text, or advise on timing or the choice or order of questions.
Readers are not usually allowed in sections of papers which are testing reading, as candidates cannot be granted marks for a skill that they are unable to demonstrate.
A reader is not approved if the difficulty is related to the candidate's first language not being that used in the examination.
Readers are normally not allowed to decode any symbols (e.g. mathematical, musical, scientific) and unit abbreviations. However, the JCQ guidance states that:
Where a candidate has a significant visual impairment and cannot access a Braille or modified enlarged paper, and cannot independently decode symbols and unit abbreviations, an on-line application for 'Other' should be processed. The centre must set out a compelling rationale as to why the candidate needs symbols and unit abbreviations decoded for him/her by a reader.
Access Arrangements and reasonable adjustments
From September 2020 the following new arrangement relating to readers has also been introduced:
Readers may decode symbols and unit abbreviations in Maths and Science examinations for candidates who require this arrangement in order to access the assessment and where it reflects the candidate’s current and normal way of working within the centre.
Access Arrangements and reasonable adjustments
Evidence
For a candidate with vision impairment it should not be necessary to provide evidence of their reading speed and comprehension when applying for this arrangement. Evidence of the impairment should be documented.
The arrangement, whether for a reader or a computer reader must reflect the candidate's normal way of working in internal school tests and mock examinations.
Considerations
A computer with screen reader software may be used in place of a human reader, but the same rules apply as making application for a reader.
Centres wishing their candidates to access papers via ICT should check that the access technology they intend to use will work with the formats available from the Awarding Organisation.
Where an application for a computer reader is approved, it is strongly recommended that the centre orders a non-interactive electronic question paper. Ideally the Awarding Organisation would supply the paper in a suitable electronic format. Where this is not possible it may be necessary to ask permission (as part of the advance approval process) to open the paper 90 minutes early in order to scan it and set the computer reader up.
A candidate who uses a reader must be accommodated separately within the centre.
An important point to note is that a computer reader is permitted in exams testing reading, while a human reader is not. The difference is explained by the fact that a candidate accessing the paper using a computer reader is working independently, whereas a candidate with a human reader is not.
Process
An application must be submitted using AAO. It may be automatically approved.
JCQ guidance
Refer to the
Rationale
A candidate with a vision impairment who is unable to write or type independently or at sufficient speed may benefit from dictating his or her answers to a scribe
Description
The candidate dictates his or her answers to a scribe, who will write (or word process) word-for-word as the candidate dictates.
A scribe must strictly follow the candidate's instructions to draw or add to maps, diagrams and graphs.
Constraints
A scribe should only be used where the candidate is not competent in using a word processor themselves.
There may be limitations to the use of a scribe in Modern Foreign Language papers and also in English, where full marks for spelling and punctuation may not be available unless the candidate dictates all his or her responses in full.
Evidence
The SENCo must demonstrate that the candidate has an impairment which has a substantial and long term adverse effect on his/her writing and that using a scribe is the candidate's normal way of working.
Show the involvement of teaching staff in determining the need for a scribe.
Confirm that without the application of a scribe the candidate would be at a substantial disadvantage.
Considerations
Where a candidate dictates answers to a recording, the answers must subsequently be scribed
A scribe is not a reader, prompter or practical assistant. Those arrangements should be requested additionally if needed.
Process
An application must be submitted using AAO. It may be automatically approved.
JCQ guidance
Application
Refer to the
Evidence of need
Refer to the
Rationale
Written examinations
A practical assistant may be needed for written examinations to, for example, guide the candidate to the correct passage of text on a page, or to hold a ruler in the correct place for a line to be drawn. Blind candidates may require a practical assistant to record the position of points or lines indicated on a tactile graph by means of pins and elastic bands.
Practical examinations
There may be safety issues related to a candidate with a vision impairment being involved in the practical assessments for a science examination. In such situations a candidate would be credited with all the marks except those given for skills which have been performed by the practical assistant.
Colour naming
In some examinations, for example geography and science, the recognition of colours may be central to the focus of the assessment. Where a candidate is visually impaired and/or colour blind, a practical assistant should be allowed to name colours for them as long as this is compatible with the assessment objectives of the qualification.
Description
Where approved, the practical assistant will carry out practical tasks at the instruction of the candidate.
There are detailed rules in the JCQ guidance as to what the practical assistant can and cannot do.
Constraints
Generally speaking a practical assistant is unlikely to be permitted in assessments testing practical skills. However, if the practical assistant will be carrying out only minor tasks, it may be appropriate to ask for this arrangement.
A practical assistant is not automatically a reader or scribe. Although the same person may end up carrying out those functions, each arrangement would need to be approved.
Evidence
Detailed information must be provided listing the tasks which the practical assistant would perform. This will allow the awarding body to ensure that the assessment objectives are not compromised.
Confirmation that the candidate uses a practical assistant in their normal work and that to be without one would substantially disadvantage the candidate.
Considerations
The use of a practical assistant always requires approval from an Awarding Organisation to avoid the risk that the candidate may be credited with marks for work done on their behalf.
The practical assistant cannot carry out any tasks where the skills are those being assessed.
Process
An application must be submitted using AAO. It will be automatically rejected and the centre should refer the application the relevant awarding body.
JCQ guidance
Refer to the
Rationale
Some access arrangements may necessitate the provision of separate accommodation, for example the use of a reader or scribe, where their work could be overheard by other candidates or the sound would distract other candidates.
Candidates with vision impairment who require specific forms of lighting to maximise their access to examinations may also need to be accommodated separately.
Description
The candidate sits their examination in a separate room.
Constraints
Separate accommodation will in turn require separate invigilation.
All other regulations and instructions for the conduct of the examination should be carried out.
Evidence
Justification is normally based on the use of another access arrangement.
Considerations
Where other arrangements have been approved, the invigilator may also be acting in another capacity eg a practical assistant. It is important to distinguish these roles and for the person concerned to understand what they may and may not do.
Process
This arrangement is delegated to the centre, there is no need to make an application for external approval. This does not constitute an 'other' arrangement.
JCQ guidance
Separate room
No specific guidance
Alternate site
Refer to the
Rationale
Any answers written in braille need to be transcribed by the centre.
Description
The candidate's answers are transcribed into print before being sent off for marking.
Constraints
Braille
All braille scripts must be transcribed by the centre before sending for marking.
Illegible handwriting
Although a candidate's handwriting may be illegible due to an impairment, it is not permissible for the centre to transcribe the script. Centres should seek to make use of a Word processor arrangement. If this is not appropriate then the centre should consider the use of a scribe access arrangement.
Evidence
No evidence is needed to support the transcription of braille into print.
Considerations
The centre must have someone with the relevant expertise on hand to carry out transcription in the limited time allowed.
Candidates are responsible for producing legible writing.
Process
This arrangement is delegated to the centre, there is no need to make an application for external approval.
JCQ guidance
Refer to the