911±¬ÁÏ

Introduction

 911±¬ÁÏ Qualifications access arrangements and reasonable adjustments policy is designed to remove unnecessary barriers to assessment, allowing learners to demonstrate their competence effectively, while ensuring that adjustments do not provide an unfair advantage.
 
The regulatory requirements for reasonable adjustments are set out in the current version of the General Conditions of Recognition, found in the Ofqual Handbook.

1.1 Purpose and scope

This document:

• Provides a definition of the Equality Act 2010 of disability and Disability Discrimination Act 1995 (Northern Ireland)
• Describes how to apply for a reasonable adjustment/access arrangement
• Gives types of reasonable adjustments/access arrangements that can be provided

1.2 Confidentiality

Information provided by learners or stakeholders under this policy will be treated as confidential and only be shared with the persons necessary when considering the request

1.3 Review of this policy

This policy will be monitored by 911±¬ÁÏ Qualifications, and any necessary amendments will be made and implemented at the earliest opportunity. As a minimum, 911±¬ÁÏ Qualifications will review this and all associated policies on an annual basis as part of its ongoing quality assurance procedures
 

Definitions

Throughout this guidance the Royal Horticultural Society as an Awarding Organisation is stated as 911±¬ÁÏ Qualifications.
 

2.1 Access Arrangements

Access arrangements are agreed before an assessment on behalf of a learner with particular special needs, for example, the use of a scribe, supervised rest breaks or extra time. The intention behind an access arrangement is to meet the particular special needs of an individual learner without affecting the integrity and demand

2.2 Reasonable Adjustments

A reasonable adjustment is any action that reduces the impact of a disability that places a learner at a substantial disadvantage in a theory or practical assessment. Adjustments must not compromise the reliability or validity of the assessment and should reflect the learner’s normal way of working, without giving an unfair advantage. They are agreed in advance and not considered during the assessment itself

Examples include:

• Adapting materials, such as using coloured paper or Braille
• Providing facilitators, e.g. a sign language interpreter or reader
• Re-organising the assessment environment, such as reducing visual stimuli
• Changing the assessment method, e.g. written to spoken
• Using assistive technology like screen readers or voice-activated software

A reasonable adjustment can vary and be unique to an individual. Whether an adjustment will be considered reasonable will depend on a number of factors which include, but are not limited to, the:

• needs of the disabled learner
• effectiveness of the adjustment
• cost of the adjustment
• likely impact of the adjustment upon the learner and other learners
• the security and integrity of the assessment

 
Under the Equality Act 2010, awarding bodies must make reasonable adjustments where a disabled learner would otherwise be at a substantial disadvantage compared to non-disabled learners.
 

2.3 The Equality Act 2010 definition of disability

The Equality Act 2010 definition of disability is where you have a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities.
Within this definition, the following terms are interpreted as below:

• Substantial

Where the difference between the effects on a person with the impairment compared to a person without the impairment is more than minor or trivial. Examples of a substantial adverse effect include persistent and significant difficulty in reading, understanding written material in one's native language, concentrating or following simple verbal instructions and having a physical impairment.
 

• Long-term

The impairment has existed for at least 12 months or is likely to do so.
 

• Normal day to day activities

Study and education related activities are included in the meaning of ‘day to day’ activities.

For centres in Northern Ireland separate legislation is in place. However, the definitions and procedures in this document relating to reasonable adjustments and access arrangements will apply.
 
The definition of disability is defined in the Disability Discrimination Act 1995 (as amended). The provisions that make discrimination in the arrangements for awarding general qualifications by awarding bodies unlawful are contained in Part 3, Chapter 3, of the Special Educational Needs and Disability (Northern Ireland) Order 2005 (SENDO 2005).
 

2.4 Development of qualifications

When developing new qualifications 911±¬ÁÏ Qualifications considers the capabilities of all potential learners to take the assessment both theoretical and practical to ensure that the needs of all learners are considered when qualification standards are being developed and reviewed.

Duties/Responsibilities of 911±¬ÁÏ Qualifications

To ensure 911±¬ÁÏ Qualifications meets its obligations under Equality and Disability legislation, as well as regulatory requirements, it undertakes the following responsibilities:
 

3.1 Maintains a policy to prevent discrimination—whether direct, indirect, or dual—in the assessment of skills and knowledge. This policy complies with relevant legislation, is reviewed regularly, and is communicated to approved centres via qualification guidance, and the 911±¬ÁÏ Qualifications portal.

3.2 Operates systems for approving reasonable adjustments / access arrangements to theory and practical assessments for learners with disabilities or specific assessment needs. 911±¬ÁÏ Qualifications is committed to responding promptly and effectively to adjustment requests.

3.3 Provides clear, comprehensive guidance to centres on procedures for making assessment adjustments. This includes when centres may approve adjustments independently and when they must seek approval from 911±¬ÁÏ Qualifications, along with requirements for supporting information and record-keeping.

3.4 As part of the centre approval and external verification processes, ensures that centres have robust policies and procedures in place to prevent discrimination and to support equitable access to assessments for learners with disabilities or additional needs.

3.5 Verifies, as far as practicable, that assessment venues used by centres are accessible to disabled learners.

3.6 Considers the diverse needs of potential learners during the development, review, and expansion of qualifications.

3.7 Designs assessment tasks to be varied and flexible, ensuring that no group of learners is unfairly disadvantaged.

3.8 Makes appropriate and necessary adjustments to assessment procedures where required.

Duties/Responsibilities of Approved Centres

All applications for reasonable adjustments / access arrangements must be supported by an appropriate member of staff within the centre. It is the centre’s responsibility to ensure that learners only use reasonable adjustments / access arrangements that have been approved by 911±¬ÁÏ Qualifications or the centre. The centre must also maintain accurate records, including supporting information, for all reasonable adjustment / access arrangements applications for audit purposes.
 
To ensure that Approved Centres meet their responsibilities in terms of Equality and Disability legislation and regulatory requirements, they should:

4.1 Have a clear access policy relating to assessments and communicate this to all staff and learners.

4.2 Select an appropriate qualification for the learner based upon their circumstances. It should be made clear to the learner, if the learner will not meet all the assessment criteria. Centres should explain to the learner any restriction on progressions to other qualifications because of not achieving all the criteria.

4.3 Identify as early as possible, preferably before registering a learner for a qualification, any difficulties the learner may have in accessing the assessment.

4.4 Ensure that all applications for reasonable adjustments / access arrangements are based on the individual need of the learner and that the information in support of the application is sufficient, reliable and valid.

4.5 Follow the 911±¬ÁÏ Qualifications procedures for requesting and implementing assessment adjustments. They are responsible for selecting and submitting appropriate adjustment requests to 911±¬ÁÏ Qualifications on behalf of the learner. Learners should also be actively involved in any decisions regarding the adjustments deemed necessary to support their individual needs.

4.6 Ensure that buildings used for assessments are accessible to disabled learners, as far as is practicable.

4.7 Ensure that there is an effective internal appeals procedure in place so that the learner can query any decision taken by the centre not to allow an adjustment.

4.8 Ensure that the external verifier is informed in good time if reasonable adjustments must be implemented for individual learners, in advance of any practical assessment that takes place. The external verifier may wish to visit the centre to observe an adjustment to the assessment taking place.

Health and Safety considerations for practical assessments

Under no circumstances should a learner’s health and safety be compromised for the sake of completing an assessment. In practical assessments, if there are concerns that a learner’s disability or difficulty may pose health and safety risks to themselves or others, a suitably qualified member of staff must carry out a risk assessment tailored to the learner’s specific circumstances.
 
This assessment should identify potential risks associated with the activity and consider any reasonable adjustments that may mitigate or eliminate those risks. In some cases, the outcome may indicate that the learner cannot safely meet all assessment requirements.
 
Where further clarification is needed, centres should contact 911±¬ÁÏ Qualifications at the earliest opportunity to discuss individual cases

Assess the need for a reasonable adjustment / access arrangement

5.1 About the learner

5.1.1 Learners may be eligible for reasonable adjustments / access arrangements if a specific impairment is likely to significantly impact their performance during an assessment. Many of these learners will meet the definition of disability under the Disability Discrimination Act and the Equality Act 2010.

5.1.2 Adjustments should only be considered where the learner’s difficulty places them at a substantial disadvantage. Minor difficulties should be addressed through general support, such as assistance with study or assessment skills.

5.1.3 Eligibility for reasonable adjustments / access arrangements are not limited to those formally defined as disabled under the Disability Discrimination Act or Equality Act 2010. Likewise, not all disabled learners will require or be entitled to adjustments. Some individuals may have developed effective coping strategies that reduce or eliminate the need for additional support.

5.2 Identifying the learner's needs

Centres have a responsibility to ensure that they have effective internal procedures for identifying learners’ needs and that these procedures comply with the requirements of Disability and Equal Opportunity legislation (Equality Act 2010). Centres may choose to use the following guide when identifying learners’ needs.

5.2.1 Identify those learners who are having difficulties or are likely to have difficulties with the assessment.

Learners should be encouraged to make any assessment related needs known to the centre at the earliest opportunity, and preferably before they are registered or entered for a qualification. Centres should ensure that all staff who recruit, advise or guide potential learners have had access awareness training. Centres should begin to record the learner’s need for assistance and the kind of assistance provided during the learning programme as soon as the need has been identified.

5.2.2 Identify whether reasonable adjustments / access arrangements may be needed.

Relevant centre staff, in collaboration with the learner, should determine whether the learner can meet the assessment requirements or if reasonable adjustments / access arrangements are necessary. It is essential to involve the learner in this discussion, as they are best placed to explain how their disability or difficulty affects their performance. Where the impact of a particular difficulty is unclear, centres should seek specialist advice to assess how it may influence the learner’s ability to complete the assessment. Assumptions based on previous experiences should be avoided; decisions must be based on the individual’s specific needs. Any agreed adjustments must be clearly documented for audit purposes by both the centre and 911±¬ÁÏ Qualifications.

5.2.3 Identify the appropriate adjustment

When identifying suitable assessment adjustments, centre staff should consider the learner’s usual way of working, any previous support provided during teaching and informal assessments, and the specific requirements of the qualification. In some cases, simple adjustments—such as altering seat height or providing an armrest—may be sufficient. It’s important to recognise that a learner may not require the same adjustment across all assessment types, as different assessments place different demands on the individual. For example, a learner with dyslexia might need additional time for a written exam but not for a practical task.
 

5.2.4 Ensure that the adjustment is in accordance with these guidelines

Centres must ensure that the adjustment will not impair 911±¬ÁÏ Qualifications ability to examine the learner’s performance, skill, or knowledge fairly.

5.3       Identifying and obtaining supporting information

5.3.1     To ensure that any assessment adjustment provides necessary support without giving an unfair advantage, centres must clearly understand how the learner’s disability or difficulty affects their performance.

5.3.2     Where the impact of a disability is not immediately apparent, centres should seek specialist advice to determine the appropriate type and level of support required.

5.3.3  If the centre can verify a clearly defined physical disability—such as a mobility impairment, profound hearing loss, or visual impairment—no further information is required.

5.3.4  A Statement of Special Educational Needs does not automatically entitle a learner to adjustments. The centre must consider both the qualification’s demands and the learner’s individual needs, as the statement may have limited relevance to the assessment.

5.3.5 For less visible difficulties, such as learning disabilities, additional information is required to demonstrate how the condition affects assessment performance. Acceptable forms of information include:

• Internal assessments conducted by qualified centre staff (e.g. learning support, teaching staff, assessors), outlining the learner’s needs and how they are being met. This should include confirmation that the learner can manage the assessment content and level. Documentation must be retained for audit purposes. Information from previous institutions may also be included
• History of support provided during the learning programme and informal assessments, showing how the learner’s needs have been addressed. This should also be documented for audit purposes
• Independent specialist reports, such as medical or psychological assessments, which must include the assessor’s name, title, and credentials. Reports should describe the nature and impact of the difficulty, including any effects of medication. If the condition may change over time, the report must be based on assessments conducted within the past two years

5.3.6 Where the learner uses alternative means of providing information, the method must have equal rigour to those used for other learners.

5.4 Requesting reasonable adjustments / access arrangements

If, after considering all the factors outlined above, the centre determines that a learner requires a reasonable adjustment /access arrangement, it must refer to point 6.2 and either apply to 911±¬ÁÏ Qualifications on the learner’s behalf or approve the adjustment internally, as appropriate.

Making reasonable adjustments / access arrangements

6.1 The following principles must guide decisions regarding a learner’s need for assessment adjustments:

6.1.1 Learners should be capable of meeting all assessment requirements. Adjustments must not compensate for a lack of knowledge or skills. The learner must be able to engage with the content and perform at the required level

6.1.2 Adjustments must not compromise the integrity of the qualification or the assessment criteria

6.1.3 Adjustments should ensure fairness—providing neither an unfair advantage nor a disadvantage. The credibility of the qualification must remain consistent for all learners

6.1.4 All adjustments must be tailored to the individual needs of the learner

6.1.5 Adjustments should reflect the learner’s normal way of working, provided this does not alter what is being assessed. Learners should have prior experience and practice using the adjustment

6.1.6 Adjustments must be supported by valid, reliable, and sufficient information

6.1.7 All adjustments must be implemented in line with the guidance provided by 911±¬ÁÏ Qualifications.

6.2 Range of reasonable adjustments / access arrangements at the centre (paper based or online)

Reasonable adjustments / access arrangements permitted by 911±¬ÁÏ Qualifications.
 
Table A lists the reasonable adjustments / access arrangements that must be applied for though the 911±¬ÁÏ Qualifications portal.

Table A:

REASONABLE ADJUSTMENT

Extra time up to 25%

Bi-lingual dictionaries plus 25% Extra Time

Reader / Computer Reader

Scribe / Speech recognition technology

Access to a mobile phone for medical purposes

Practical Assistant

Table B outlines the reasonable adjustments / access arrangements that training centres are authorised to approve independently. Decisions must be based on whether the learner has a substantial and long-term impairment that adversely affects their performance, and whether the adjustment reflects the learner’s normal way of working within the centre.

Table B:

Reasonable adjustment

Supervised rest breaks

Change in the organisation of the assessment room / area

Separate accommodation within the centre

Bi-lingual translation dictionaries (without 25% extra time)

Coloured Overlays

Prompter

Read aloud (which includes examination reading pen)

Timer on learner’s desk – small countdown clock, a small analogue or digital clock

Non-electronic headphones / ear defenders/ ear plugs

Assessment on coloured / enlarged paper

Fidget toys and stress balls

Use of a word processor

Sign Language Professional

Braille assessment paper

The following sections provide guidance for centres on how various types of reasonable adjustments / access arrangements should be implemented.
 
Centres should note the following:

• not all the adjustments to the assessment described below will be reasonable, or practical, for particular situations. If in doubt, centres are advised to contact 911±¬ÁÏ Qualifications for advice
• the learner may not need, nor be allowed, the same adjustment for all qualifications. Some learners may need a single adjustment; others may require a combination of several adjustments. Adjustments should not compensate for lack of knowledge and skills. The learners must be able to cope with the content of the assessment and be able to work at the level required for the assessment
• centres will be required to implement the adjustment to the assessment in accordance with the guidance given below in sections 6.2.1 – 6.2.20. If centres exceed the level of assistance and type of assistance as set out in these sections, it may be viewed as malpractice and lead to sanctions for both the learner and the centre

6.2.1 Extra time up to 25%

For time-constrained assessments, learners may be granted extra time if they have a condition that affects their processing speed.

• The amount of extra time should be proportionate to the impact of the learner’s difficulty on their ability to complete the assessment. While up to 25% additional time is commonly allowed, this should not be assumed for all learners. 'Unlimited' extra time is not permitted. Centres are responsible for determining the appropriate allowance, using informal assessment performance as a guide
• Before approving extra time, the centre must ensure the learner is capable of managing the assessment content and is medically fit to undertake the extended duration
• Extra time is not permitted in practical assessments where timing is an essential component of the evaluation

6.2.2 Bi-lingual translation dictionaries plus 25% extra time

• Learners whose first language is not English, Irish (Gaeilge), or Welsh may use a bi-lingual translation dictionary during assessments, provided this reflects their normal way of working within the centre
• Learners permitted to use a bi-lingual dictionary may also be eligible for up to 25% extra time if they have been resident in the UK for less than two years at the time of the assessment. This two-year period includes holiday breaks
• Centres must assess each learner’s individual needs. Not all learners will require both a dictionary and extra time. The use of a dictionary alone does not automatically justify additional time
• Centres must ensure that any dictionary used during an assessment—whether physical or electronic—is free from notes, annotations, or any content that could give the learner an unfair advantage. Learners must be informed in advance that only clean dictionaries are permitted. If notes are found during inspection, the dictionary cannot be used in the assessment. Where electronic dictionaries are allowed, centres must verify that any additional functionality (such as internet access or predictive text) is disabled. If this cannot be guaranteed, the device must not be used

6.2.3 Reader / Computer Reader

A reader is a person or electronic device that can read the instructions of the question paper and the questions to the learner. A reader cannot decode or interpret the paper. A reader may be used, for example, by a learner with a visual impairment who is unable to read the words for themselves and who does not use Braille. Using a reader can allow a learner to demonstrate their knowledge, skills and understanding, making the qualification accessible to them. This may involve reading the whole paper to the learner or the learner may request only some words to be read.

Rules when using a Reader

• The reader may help a learner who is partially sighted retrieve information found in diagrams, graphs, maps and tables so that he/she has access to the same visual information as a sighted learner. The learner must make clear what help he/she requires
• The reader may read numbers printed in figures as words (e.g. 356 would be read as three hundred and fifty-six, but when reading the number, it should also be pointed to on the question paper). An exception would be when the question is asking for a number to be written in words (e.g. write the number 356 in words);
• The reader may, if requested, give the spelling of a word which appears on the paper but otherwise, spellings must not be given
• The reader may read back, when requested, what the learner has written without any emphasis on any errors
• The reader must read accurately
• The reader must only read the instructions of the question paper and questions and must not explain or clarify
• The reader must only repeat the instructions of the question paper or questions when a learner indicates a specific need for help
• The reader must abide by the regulations since failure to do so could lead to the disqualification of the learner
• The reader must not advise the learner regarding which questions to do, when to move on to the next question, nor the order in which questions should be answered
• There is a memory aid for the Reader on the 911±¬ÁÏ Qualifications Portal

6.2.4 Scribe / Speech recognition technology

A scribe is a person who writes or word-processes a learner’s dictated responses during an assessment. Alternatively, speech recognition technology may be used to perform this function electronically. Other writing aids may include tools that assist with written communication, such as spellcheck features on word processors.
 
When a learner requires the support of a scribe for the full duration of an assessment, centres should consider allowing up to 25% extra time. This is because the scribe may need the learner to repeat responses to ensure accuracy, which can slow the process. There is no requirement to submit a separate application or provide information of slow processing to justify this additional time when a scribe is used.
 
To maintain assessment integrity, the learner and scribe must be accommodated in a separate room, away from the main assessment area. If the scribe is also the learner’s subject teacher, learning support assistant, or teaching assistant, they cannot act as the invigilator during the assessment when working one-to-one with the learner.

Rules when using a scribe

• The scribe must type or write accurately, and at a reasonable speed, what the learner has said
• The scribe must draw or add to maps, diagrams and graphs strictly in accordance with the learner’s instructions
• The scribe must abide by the regulations since failure to do so could lead to the disqualification of the learner
• The scribe must write, or word process a correction on a typescript or Braille sheet if requested to do so by the learner
• The scribe must immediately refer any problems in communication during the assessment to the invigilator or examinations officer
• The scribe must not give factual help to the learner or indicate when the answer is complete
• The scribe must not advise the learner on which questions to do, when to move on to the next question, or the order in which questions should be answered
• The scribe may, at the learner’s request, read back what has been recorded
• There is a memory aid for the Scribe on the 911±¬ÁÏ Qualifications Portal

6.2.5 Access to a mobile phone for medical purposes 

Learners who require access to a mobile phone or similar device during an assessment—for example, to manage a medical condition such as diabetes—must provide formal medical evidence when applying to 911±¬ÁÏ Qualifications. This evidence should confirm the nature of the condition and the necessity of the device during the assessment.
 

6.2.6 Practical assistant

A practical assistant is someone who supports a learner during a practical assessment by carrying out tasks under the learner’s instruction. However, the assistant must not perform any task or skill that is the focus of the assessment. For example, if the assessment is evaluating the learner’s ability to manipulate apparatus or make accurate visual observations, the use of a practical assistant is not permitted.
 
Practical assistants must not be involved in invigilation, marking, moderation, or verification activities. If a learner requires a practical assistant for Level 2 PCA 1 and 2 tasks or Level 3 PCA practical tasks, specific guidance documents outlining permitted adjustments for each task are available on the 911±¬ÁÏ Qualifications Portal.

Guidance for the practical assistant
 
During a practical assessment a practical assistant should:

• follow the instructions prepared by the centre on the level and kind of assistance that can be given to the learner
• carry out instructions exactly as they are given unless to do so would cause a hazard. If the practical assistant does not understand the learner's instructions, they may ask for clarification but must not lead the learner in any way or attempt to interpret the learner's wishes; if incorrect or inadequate instructions are given by the learner this must be reflected in the outcome of the assessment
• immediately refer any problems during the assessment to the invigilator / supervisor

6.2.7 Supervised rest breaks

In time-constrained assessments, learners may be permitted supervised rest breaks if there is a demonstrated need. These breaks can be taken either inside or outside the assessment or practical assessment area, and the time taken will not be deducted from the overall assessment duration.
 
Rest breaks are not permitted where speed or timing is a core component of the assessment. However, if there is a natural pause between tasks, supervised breaks may be allowed.
 

• Centres must ensure that both the learner and their work are supervised throughout the break
• Rest breaks must not compromise the validity of the assessment criteria
• Please note: When having a Supervised rest break during an online exam, the learner must sit in front of the screen having the rest break as leaving the screen will result in the assessment being voided

6.2.8 Change in the organisation of the assessment room / area

Minor changes to the organisation of the assessment room / practical assessment area may benefit some learners with autistic spectrum disorder, with visual or hearing impairment or with physical difficulties.
 

• Visually impaired learners may benefit from sitting near a window so that they have good lighting
• Hearing-impaired learners may benefit from being seated near the front of the room
• Some learners may benefit from using chairs with armrests, or adjustable heights
• Autistic learners may benefit from having visual/ noise stimuli, such as a ticking clock, removed from the room

6.2.9 Separate accommodation within the centre

It may be necessary to accommodate learners separately. Centres should ensure that where learners are accommodated separately for the assessments, the usual assessment conditions apply, and separate invigilation is arranged.
 

6.2.10 Bi-lingual translation dictionaries (without 25% extra time)

Bilingual translation dictionaries can be used by learners if their 'first language is not English, Irish or Welsh' and where this reflects their 'normal way of working.
 

6.2.11 Coloured Overlays

These are transparent coloured sheets of plastic used to help individuals with visual stress or dyslexia improve reading. A learner can use this in an assessment providing it’s the normal way of working.
 

6.2.12 Prompter

A prompter may be permitted where a learner has a substantial and long-term adverse impairment resulting in persistent distractibility or significant difficulty in concentrating.
 
A learner may be assisted by a prompter who can keep him/her focused on the need to answer a question and then move on to answering the next question.
 

6.2.13 Read aloud (which includes examination reading pen)

It can make a significant difference to a learner who persistently struggles to understand what they have read to read aloud. Where a learner is reading difficult text, he/she may work more effectively if they can hear themselves read.
 
A learner who reads aloud to him/herself must be accommodated in another room, away from the main assessment room.
 

6.2.14Timer on learner’s desk – small countdown clock, a small analogue or digital clock

This would benefit learners that need help with focus and time management.
 

6.2.15 Non-electronic headphones / ear defenders/ ear plugs

These would need to be checked by the invigilator at the start of the exam. Please note these cannot be used during an online assessment.
 

6.2.16 Assessment on coloured / enlarged paper

Exam papers can be provided on coloured or enlarged paper (e.g. A3) to support learners with learning difficulties, visual impairments, or other specific needs.

Although centres are authorised to approve this reasonable adjustment, they must notify 911±¬ÁÏ Qualifications by emailing [email protected] as soon as possible and no later than the learner registration closing date.
 

6.2.17 Fidget toys and stress balls

Any fidget toys or stress balls that are brought into the exam room must be silent and non-disruptive.
 

6.2.18 Word Processor

Centres are allowed to provide a word processor (e.g. laptop or computer) with the spelling, grammar and predictive text disabled to a learner where it is their normal way of working within the centre and is appropriate to their needs.

Rules when using a word processor

• The laptop will be used as a typewriter, be free standing and not connected to the internet
• The laptop must have been cleared of any previously stored data
• The centre must provide a memory stick for the learner to save their work. The memory stick must be cleared of any previously stored data
• Must be accommodated in such a way that other learners are not disturbed and cannot read the screen. Where a learner using a word processor is accommodated in another room, a separate invigilator will be required
• The laptop must either be connected to a printer so that a script can be printed or have the facility to print from a portable storage medium. This must be done after the assessment is over
• The laptop must not be used on the learner’s behalf by a third party unless the learner has permission to use a scribe
• Word Processor Examiner / Invigilator instructions are available on the 911±¬ÁÏ Qualifications Portal

6.2.19 Sign Language Professional

A sign language professional is most likely to be used during a practical assessment.
 
The role of a Sign Language Professional is to present the questions in a different language without: 

• changing the meaning; and/or
• providing any additional information; or
• providing an explanation as to what the question requires of the learner

 
Rules when using a sign language professional

• The Sign Language Professional must be proficient in the learner’s preferred sign language—ideally qualified to at least Level 3 in British Sign Language (BSL) or Irish Sign Language and working towards Level 6. They should be appropriately skilled for the level of the assessment and, where possible, also hold qualifications as a Language Modifier. The professional must be familiar to the learner and work at the learner’s pace throughout the assessment
• To ensure accurate communication, the Sign Language Professional must be familiar with both the subject matter and the learner’s usual way of working. This helps preserve the integrity of the assessment by ensuring that the meaning of questions is not altered. Technical and subject-specific terms must be recognised and finger-spelled, not signed
• Learners using a Sign Language Professional may need to be accommodated in a separate room, away from the main assessment area. In such cases, a separate invigilator is required. The Sign Language Professional cannot act as the invigilator if they are also the learner’s subject teacher, learning support assistant, or teaching assistant

6.2.20Braille assessment paper

This would be for visually impaired learners who use braille, rather than a reader as their normal way of working.
 
The layout and presentation of the standard paper is modified prior to brailling by a teacher specialised in vision impairments. The modified paper would be transcribed into Grade 2 contracted Unified English Braille.
 
In the event of a learner needing a braille paper, please email 911±¬ÁÏ Qualifications on [email protected] at the point of registering the learner at the beginning of the course
 

6.3 Range of reasonable adjustments / access arrangements at home (online)

 The following shows reasonable adjustments / access arrangements permitted by 911±¬ÁÏ Qualifications for learners taking an online assessment at home.
 
Table A1 lists the reasonable adjustments / access arrangements that must be applied for though the 911±¬ÁÏ Qualifications portal for learners taking an online assessment at home.
 
Table A1

Reasonable adjustment

Extra time up to 25%

Bi-lingual dictionaries plus 25% Extra Time

Computer Reader

Speech recognition technology

Access to a mobile phone for medical purposes

 
Table B1 outlines the reasonable adjustments / access arrangements that training centres are authorised to approve independently for learners taking online assessments at home. Decisions must be based on whether the learner has a substantial and long-term impairment that adversely affects their performance, and whether the adjustment reflects the learner’s normal way of working within the centre.
 
Table B1

Reasonable adjustment

Supervised rest breaks

Bi-lingual translation dictionaries (without 25% extra time)

Coloured Overlays

Read aloud (which includes examination reading pen)

Timer on learner’s desk – small countdown clock, a small analogue or digital clock

Fidget toys and stress balls

 
The following sections provide guidance for centres on how various types of reasonable adjustments / access arrangements should be implemented when a learner takes an online exam at home.
 

6.3.1 Extra time up to 25%

Refer to point 6.2.1
 

6.3.2 Bi-lingual dictionaries plus 25% Extra Time

Refer to point 6.2.2
For learners using bi-lingual dictionaries for an online exam at home, please can the centre contact 911±¬ÁÏ Qualifications. And learners must be prepared to show the dictionary pages to the camera so it can be checked.
 

 6.3.3 Computer Reader

The assessment software is compatible with screen readers; learners must try their own on the demo version of the exam prior to the assessment to ensure it works as expected. The screen reader will be able to read the instructions of the question paper and the questions to the learner. The reader software cannot decode or interpret the paper.
 

6.3.4 Speech recognition technology

The assessment software is compatible with speech to text software, but learners must try their own on the demo version of the exam prior to the assessment to ensure it works as expected.
 

6.3.5 Access to a mobile phone for medical purposes

Refer to point 6.2.5
The learner will need to show the device to the camera at the start of the exam and show the camera where the mobile is being placed during the exam. If it looks like the learner is looking at the device too much during an assessment it will be queried.
 

6.3.6 Supervised rest breaks

During an online exam at home, the learner must sit in front of the screen having the rest break as leaving the screen will result in the assessment being voided. The time needed for the rest break must be added on to the exam time before the exam starts.
 

6.3.7 Bi-lingual translation dictionaries (without 25% extra time)

Refer to point 6.2.10
For learners using bi-lingual dictionaries for an online exam at home, please can the centre contact 911±¬ÁÏ Qualifications. And learners must be prepared to show the dictionary pages to the camera so it can be checked.
 

6.3.8 Coloured Overlays

Refer to point 6.2.11
 

6.3.9 Read aloud

Refer to point 6.2.13
 

6.3.10 Timer on learner’s desk – small countdown clock, a small analogue or digital clock

Refer to point 6.2.14
 

6.3.11 Fidget toys and stress balls

Refer to point 6.2.17
The fidget toy or stress ball must be shown to the camera at the beginning of the assessment.

6.4 The process for making the adjustments

6.4.1  Reasonable Adjustments / access arrangements to be approved by 911±¬ÁÏ Qualifications (Table A)

Centres must apply through the 911±¬ÁÏ Qualifications portal for Reasonable Adjustments and access arrangements on behalf of the learner. There is a Guidance document on the 911±¬ÁÏ Qualifications portal.
 
The centre finds the learner, through clicking on the cohort and chooses the Reasonable Adjustments option on the actions tab. The Reasonable Adjustment(s) required for that learner need to be ticked.

In the same area the centre exam administrator needs to put the following details:

• Reason for the adjustment. The centre should give details of the effect of the disability on the learner’s performance in the assessment
• Indication of support given to the learner in the learning and assessment situation

Supporting information (refer to section 5.3) should be uploaded in the same area. This may include written reports of assessments of the learner’s needs done within the centre, history of provision within the centre or copies of current medical, specialist information (the credentials of the assessor must be clearly indicated). Information about a learner’s disability should only be sent to 911±¬ÁÏ Qualifications with the learner’s consent.
 
By applying for the reasonable adjustment / access arrangement, the centre assures the following:

• the details in the application are accurate
• the centre will be able to provide the arrangements requested if their use is approved by 911±¬ÁÏ Qualifications
• the reasonable adjustment will be implemented in accordance with the guidance given by 911±¬ÁÏ Qualifications
• the centre will not exceed the allowances given

For each learner requiring a reasonable adjustment / access arrangement, centres must submit an approval request via the 911±¬ÁÏ Qualifications Portal by the deadline specified by 911±¬ÁÏ Qualifications. Late applications may not be processed in time for the learner to sit the assessment.

 If a learner has a long-term condition that is unlikely to change, only one reasonable adjustment request is required at the start of the academic year.
 
Centres must also inform their external verifier in advance if reasonable adjustments will be implemented for individual learners prior to any practical assessment. The verifier may choose to visit the centre to observe the adjustment in practice.
 

6.4.2 Reasonable Adjustments / access arrangements to be approved by the centre (Table B)

 The decision must be based on whether the learner has a substantial and long-term impairment which has an adverse effect, and it is the learner’s normal way of working within the centre.
 
The centre is required to keep a record including supporting information and must let the examiner know on the date of the exam.
 

Requirements for keeping records within the centre

 911±¬ÁÏ Qualifications Portal will store the reasonable adjustments data for a learner indefinitely. Centres are required to keep information of reasonable adjustments / access arrangements they have approved themselves for a period of 12 months from the assessment date.
 

Monitoring and Quality Assurance

 911±¬ÁÏ Qualifications will, as part of its processes and procedures:

8.1 Ensure that approved centres have policies in place to prevent discrimination against disabled learners in terms of providing access to qualifications and assessments.

8.2 Monitor centres’ adherence to these policies and procedures.

8.3 Provide approved centres with these Guidelines.

8.4 Regularly review these procedures considering changes in legislation and regulatory criteria.

8.5 Ensure that 911±¬ÁÏ Qualifications approved centres have effective internal systems and procedures for requesting and permitting reasonable adjustments for assessments.

8.6 Monitor applications for reasonable adjustments to ensure that the adjustments requested are reasonable and supported by information which is valid.

8.7 Monitor centres to check whether their internal systems meet 911±¬ÁÏ Qualifications criteria. This may include additional external verifier visits to centres approved to offer practical assessments, to observe and collect data on the implementation of adjustments to ensure centres compliance with 911±¬ÁÏ Qualifications policies and procedures.

Appeals and Malpractice

9.1 Appeals against decisions involving assessment arrangements for learners with disabilities or assessment-related needs will be covered by the 911±¬ÁÏ Qualifications Appeals procedure.

9.2 Centres need to ensure that they have effective internal appeals procedures so that learners can query any decision taken by the centre not to allow an adjustment to the assessment. These procedures should be made available to learners and should include details of the grounds for appeal and the timescales associated with investigations of appeals.

9.3 Centres should note that failure to comply with this Policy regarding reasonable adjustments to assessments has the potential to constitute malpractice and may lead 911±¬ÁÏ Qualifications to withdraw the centre approval for the centre. Failure to comply in this respect is defined as:

• putting in place arrangements without seeking prior approval from the awarding body, where this is required

• exceeding the allowances agreed with the awarding body

• failing to maintain records of reasonable adjustments for audit

9.4 Where a learner is proved to have been complicit in any failure by the centre to comply with this Policy then any certificate issued to that learner will be invalidated.