Author: Marion Stanton
The single most important criteria for asking exam boards to make reasonable adjustments is the ‘normal way of working’. Schools need to show that the adjustments the students require reflect the way in which they work in lessons as well as during tests, assessments, and exams. In addition, it is important to demonstrate that the student will not be given an unfair advantage through the reasonable adjustments being requested. Conversely, the exam boards must demonstrate that they are not creating an unfair disadvantage through lack of reasonable adjustments. It is the responsibility of the school to make the arguments for the reasonable adjustments when they fall outside the guidance contained in the JQC ‘Access Arrangements, Reasonable Adjustments and Special Consideration. Document:
https://www.jcq.org.uk/wp-content/uploads/2023/09/AA_regs_Revision_One_Sep23_FINAL.pdf
In order to support schools around the needs of students who rely on Augmentative and Alternative Communication (AAC) CandLE have been working as part of the AAC Exams Access Working Group and have produced a supplementary guidance which can be accessed here:
Exam boards are bound by the 2010 Equality Act to make reasonable adjustments ‘where a disabled person would be at a substantial disadvantage in undertaking an assessment.’
GCSE exam boards have made considerable headway in understanding the needs of students who rely on AAC, but other providers of alternatives may not be so experienced in offering the reasonable adjustments required.
