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Examples of special examination arrangements

We offer an extensive range of support arrangements, specifically designed to meet the needs of individual students with the full range of disabilities:

Students distracted by noise

If you think that you might be distracted by noise during the exam, you may want to bring along a set of non-electronic earplugs (widely available from chemists), but please make sure that these are only inserted once the exam duration has begun so that you can clearly hear the invigilator's announcements at the beginning of the exam.

Students with Autism and Asperger's syndrome

Appropriate arrangements may include:

  • change of routine when sitting exams
  • exam papers written in specific style
  • provision of a support worker to clarify the language of an exam paper
  • extra time

Blind or visually impaired students

Appropriate arrangements would depend on the level of your eyesight, your eye condition and your technical skills as follows:

  1. A partially sighted student may be able to use large print examination papers and write in conventional examination booklets.
  2. For students with a greater degree of visual impairment, closed circuit television may be appropriate.
  3. Braille users may prefer examination questions and their answers to be in Braille.

Other support arrangements we are able to put in place include:

  • the provision of computers with character-enhancing or screen-reading software
  • an amanuensis and/or reader
  • additional time ranging from 15 to 30 minutes in the hour (in exceptional circumstances more)
  • sheltered accommodation
  • larger desks

Deaf or hearing-impaired students

Appropriate arrangements would depend on whether the student is pre-lingually deaf, if the first language is British Sign Language (BSL) or if they have an acquired hearing loss:

  • Students whose first language is BSL may require an interpreter, communication support worker or lip-speaker to be available and for assessments to be provided on video.
  • Simplification of the language of the paper may be required for pre-lingually deaf students.

In addition, we may be able to arrange:

Dyslexic and dyspraxic students

Appropriate arrangements may include:

  • extra time to read and understand papers and prepare answers (normally between 10 and 15 minutes per hour)
  • a reader
  • enlarged copies of the question paper
  • hand-held coloured filter
  • a personal list of spellings (approved in advance by the academic school)
  • a hand-held spell checker (i.e. Franklin language master)
  • writing in coloured pens (other than black or blue)
  • specialist equipment (e.g. computer, with spell check, thesaurus, tape recorder etc.)
  • exam papers printed on different coloured paper or double-spaced text, appropriate fonts and margin indents
  • an amanuensis / scribe
  • sheltered accommodation

All students diagnosed with dyslexia will be given sticky labels with the following text: 'This candidate has been reported as having been assessed as dyslexic. Markers of scripts are asked to take note of this, but any question of allowances to be made must be left for consideration at the meeting of the Board of Examiners held to determine the results.'

These labels may be attached to your script and may, where appropriate, be attached to your examinable essays.

Many dyslexic students report that exam marks are considerably lower than coursework marks. You may benefit from detailed feedback from tutors on examinations in order to develop exam strategies for coping with timed work.

Students with medical conditions

Medical conditions that can affect your ability to study can include: HIV, epilepsy, diabetes, heart conditions, severe asthma, arthritis and chronic fatigue syndrome.

Appropriate arrangements may include:

  • supervised breaks
  • sheltered accommodation
  • extra time
  • the provision of a support worker

Students with mental health needs

Appropriate arrangements may include:

  • sheltered accommodation
  • additional time
  • support from welfare and counselling staff before and after exams

Students with mobility difficulties

This could include students who have multiple sclerosis, ME, back problems, head injuries, dexterity problems (e.g. RSI) or other mobility problems (e.g. wheelchair users). Appropriate arrangements may include:

  • sheltered accommodation (normally with other candidates with special examination provision)
  • an accessible venue with accessible toilet facilities
  • a suitable desk and seating
  • special lighting
  • use of a computer
  • specialist equipment (i.e. ergonomic keyboards and mouse, wrist rests, footrests, writing slopes)
  • scribe / amanuensis and/or reader
  • additional time
  • alternative arrangements for assessment where appropriate

Note: You would not normally be allowed rest periods as such, but may be granted a specified amount of extra time which you may manage as you wish according to the medical advice received.

If you require both extra time and rest periods, you will be treated as an exceptional case and reported as such to the Committee on Disability and Examinations and the Board of Examiners.