Spring Term:
Access Arrangements / Reasonable Adjustments
What are Access Arrangements?
Access arrangements are ‘reasonable adjustments’ that allow students with a special education needs or disability, to access the examination without compromising the integrity of the exam itself. Access arrangements are agreed before examinations and must reflect the student’s normal way of working in lessons.
All arrangements are tailored to students’ individual needs and whilst several arrangements are Centre delegated (e.g. rest breaks, laptop, prompter and reader/scanning pen) with evidence and data collated by the SENCO/equivalent member of staff, some students require a formal assessment completed by a suitably qualified assessor and/or medical professional, for arrangements such as: extra time and a scribe. The administration of access arrangement assessments for exams and the completion of all relevant paperwork (e.g. Part 2 of Form 8 ) is something that we specialise in.
Assessments
The assessments consist of the selection and administration of appropriate tests of reading, writing, spelling, working memory and/or cognitive-processing speed. Access arrangement assessments can be carried out in flexible ways, depending on what arrangements are required. For example, reading, writing and processing speed, can be performed with groups of around 10 students. Other aspects, such as: short-term and working memory; focus and concentration and/or reading take place on a 1:1 basis.
Depending on the disability of the student, and access arrangement, a formal assessment can provide quantitative data on a student’s abilities. For example. The request of a reader does not need formally assessed scores; it only needs to be their ‘normal way of working’ within the classroom setting. However, a reading assessment can identify students who have ‘persistent and significant difficulties with reading, which has a ‘substantial and long-term adverse effect, evidencing a genuine need for the arrangement.
The Evidence
SENCOs/equivalent member of staff, within the Centre must provide a file of evidence, which is subject to external inspection. It is imperative that the process of collating and recording of information is done precisely, and AAO reflect students’ need and ‘normal way of working’ and are not put in place just for an exam or assessment.
Having a good understanding of JCQ regulations is essential, of course, but even if you have read it from cover to cover, the whole process can be quite daunting, especially if you are new to access arrangements. Having someone to support and guide you through the whole process, ensuring files are well organised and ready for inspection, is worth investing in!
JCJ Assessment Services also offers mentoring sessions around access arrangements.