DISABILITY LEGISLATION
Schools and examining
bodies have to be aware of
the legislation surrounding
Assessment
disability when looking at
the logistics of the new
qualifications. We explain
the crucial points
for all
W
hen drawing up a new set of
qualifications, examination
boards must be mindful of the
disability discrimination legislation, to ensure
that pupils are not disadvantaged by the
requirements of assessment.
Discrimination could take place in one
of two ways: by disabled students being
treated “less favourably” than others, or by
examiners failing to make a “reasonable
adjustment” when students are placed at a
“substantial disadvantage” to others because
of their impairment.
In order to have rights under the Disability
Discrimination Act (DDA), an individual
must meet the definition of criteria set out in
the legislation: “A person has a disability that
is covered by the Act if s/he has a physical or The Joint Council for Qualifications or can be reproduced accurately in modified
mental impairment that has a substantial and represents all awarding bodies on the issue papers.”
long-term adverse effect on her/his ability to of disability discrimination to ensure that all In some cases, candidates may be awarded
carry out normal day-to-day activities.” students are treated fairly across the board, up to 25 per cent additional time to complete
These can include sensory impairments, regardless of whose specification they study. the tasks, or they may be assigned a reader
learning difficulties such as dyslexia, autism OCR has a checking procedure in place to or scribe who will assist them in completing
and Asperger’s syndrome, and mental health ensure it does not introduce, unwittingly, any the tasks. For example, if the subject criteria
conditions. It can also include progressive additional barriers which might disadvantage require the student to demonstrate particular
illnesses such as multiple sclerosis, cancer disabled students. Its department for access skills, such as a practical experiment in a
and HIV, and conditions such as pain, fatigue arrangements works to enable students science lab, but the candidate is unable to use
or memory loss. to show what they know and can do, for their hands to carry out the task, a practical
Part 4 of the DDA places a duty on example by making special arrangements for assistant could be used to complete the
educational bodies to ensure that disabled anyone who cannot access the assessment in experiment.
candidates do not receive less favourable the usual way. The student would get marks based on all
treatment, and that reasonable adjustments This could range from making questions of their work around the practical element,
such as the design of the experiment and
analysis of the results, but they would
not get marks for the work undertaken by
‘
We routinely circulate advice to our senior
the assistant. The learner must be able to
examiners on how to write questions that
demonstrate the skills required to meet
the subject criteria, as if they cannot, they
provide maximum accessibility, and we have
cannot get the marks for that part of the
assessment. This is currently under review.
also trained senior examiners to be aware of
Examination boards can also sanction
supervised rest breaks, the use of a bilingual
dictionary, or the use of a computer or other
issues faced by disabled studen
are made to remove any substantial available in lar
’
ts
technology.
They may also give “special consideration”
to candidates who find themselves in
ger print or Braille, or different difficult circumstances on the day of their
disadvantage experienced by disabled coloured scripts, to tests with modified examination.
students. language, for example to help people who This might include, for example, health
When drawing up criteria, the have been deaf from birth to understand the issues, such as an incapacitating illness, the
Qualifications and Curriculum Authority questions. flare up of a severe congenital condition such
works with subject experts to decide what Helen Eccles, OCR’s assistant director, as epilepsy, diabetes or asthma, or a broken
skills are needed for a learner to gain a standards and development, said: “We limb.
GCSE. Although they take into account routinely circulate advice to our senior Special consideration is also given to
disability, some of the criteria may still examiners on how to write questions that candidates who have suffered a recent
exclude some candidates from completing provide maximum accessibility, and we have bereavement, a domestic crisis or car accident.
them where a skill is an integral part of the also trained senior examiners to be aware of Schools must consult with the examination
qualifications. For example, a candidate issues faced by disabled students. board about whether a candidate is eligible
who has been deaf from birth may be unable “We also check the use of visual material for special consideration before applying
to demonstrate speaking skills in a foreign in question papers to ensure any diagrams or any measures themselves, and before the
language. pictures are a necessary part of the question candidate sits the assessment.
SecEd
DELIVERING INNOVATION
19
IN QUALIFICATIONS
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