- Access arrangements need to be backed up by documented suitable evidence.
- The arrangements will be determined by the individual's needs, not his/her medical condition.
The case and arrangements described are indicative and designed to show the way evidence is compiled and the rationale in considering access arrangements.
Any candidate with a disability is entitled to have his/her needs addressed on an individual basis.
The case in this activity relates to a student with a long term substantial hearing impairment who is about to start GCSE courses.
Background
Student B has a long term and substantial hearing impairment. This hearing loss is a profound, bilateral, sensorineural hearing loss; he was fitted with a cochlear implant at the age of three and a half. He wears a Nucleus N5 on the right side consistently.
The hearing impairment has significantly impacted on this candidate's language and literacy acquisition and development of cross-curricular literacy skills.
Student B has a significant language and literacy delay as evidenced by test scores.
Student B is completing KS3 and is about to embark on courses leading to GCSEs.
Day to day support
Student B has full time support at school (20 hours from an EHC Plan) to support his learning needs due to profound deafness and severe linguistic and literacy delay.
He has a Roger transmitter with an ear level receiver for educational use.
Student B finds it difficult to access the content of lessons and complete required work without additional time for processing information and further explanation from a mainstream teacher, teaching assistant or Teacher of the Deaf. He is supported both in class and one to one by a teaching assistant and Teacher of the Deaf to facilitate his access to the curriculum.
Any listening/pre-recorded tasks are completed with a live voice, familiar to Student B, to enable him to use lip reading clues to support listening.
Student B has been supported throughout KS3 with the following:
- Consistent TA support
- In class support to modify language and explain and clarify concepts
- Regular Teacher of the Deaf support (three sessions per week)
- Regularly reviewed individual provision map
- Small group work
- Pre and post tutoring
- 1:1 support to facilitate language acquisition and development
- A live speaker for listening tasks
- A human reader for written tasks
- Allowance to read out aloud during tests
- Exam papers with modified language
- Additional time allowance for internal exams/assessments
- A Language Modifier in internal exams/assessments
The access arrangements should be determined by the candidate's needs and normal ways of working, such that the assessment is not compromised.
Which of the following arrangements would be relevant to student B?
Select all of the arrangements that could be considered.
After you have had a go at the activity above, select the 'expert opinion' button to see details of the rationale in considering the access arrangements.
The feedback will appear after the reveal button.
Student B report
The letter of evidence for student B consists of a more detailed report. Here you can see the various test scores for vocabulary, reading and comprehension along with evidence of the student's impairment.
This also shows the information that would be provided for Form 8.