ALTERNATIVE AND ADAPTED ASSESSMENTS OF AND CONCESSIONS
FOR STUDENTS WITH SPECIAL LEARNING NEEDS
1. BACKGROUND
With inclusive education taking root in our educational system, institutions of higher learning are expected to provide the necessary support to students who present with special learning needs such as reading or spelling disorders, sensory deficits such as hearing and visual problems, health conditions and mobility problems.
If students are accepted at Stellenbosch University on the basis of academic potential and if the students need academic support to optimise their academic potential, then reasonable measures have to be taken to accommodate them, whether that be in the classroom, in practicals, during assessments or by other adjustments to the curriculum.
Academic standards should not be compromised, as this is insulting to the students needing the support. It is also unfair to the rest of the students.
Often students present to university with a history of learning, social, psychiatric, physical or sensory difficulties. At other times these conditions might be present as a result of recent onset, an underlying medical condition or an accident.
The Centre for Student Counselling and Development (CSCD) and the Office for Students with Special Learning Needs (Disabilities) facilitate the process of exam and test support, as well as other classroom and practical class support in collaboration with the Examination Division and the academic departments, should students in the specific departments need to be accommodated.
2. FORMS OF ASSESSMENTS AND CONCESSIONS
Adapted assessments and concessions can take the following forms:
2.1 The allocation of extra writing time to students
2.2 The provision of separate rooms
2.3 The use of computers to do assessments
2.4 Exam and test papers in enlarged fonts, including tables, graphs and diagrams
2.5 The use of a scribe or amanuensis to write or type the students’ responses
2.6 The use of a reader for exams and tests
2.7 The use of assistive technology to write tests and exams
2.8 Spelling and handwriting concessions
2.9 Oral examinations
2.10 The second-opportunity test
3. PROCESSES TO BE FOLLOWED WHEN ADMINISTERING ADAPTED ASSESSMENTS AND CONCESSIONS (with reference to Section 2)
3.1 The allocation of extra writing time to the students
This process is facilitated by the CSCD and the Registrar’s Office, with the final decision resorting with the Vice-Rector (Teaching) if necessary.
· Full documentation from specialists such as psychologists, psychiatrists, occupational therapists, reading and language specialists, other medical practitioners/specialists or lecturing staff are required to process applications for extra writing time or other concessions for tests and examinations.
· Extra writing time for tests and examinations is managed by the Registrar’s Division on the recommendation of the CSCD - on the basis of specialist reports. The dean of the applicable faculty (and/or departmental chairpersons) also make inputs into the granting of concessions, in collaboration with the CSCD.
· Departments are responsible for the administration of tests in collaboration with the students concerned. The CSCD initiates this request and the students are expected to remind the relevant lecturers as well as new lecturers of the test concessions.
· Invigilators can be requested from the Examination Division, but should be remunerated by the relevant department or faculty.
· Students receive between 5 and 20 minutes extra per hour, and in extreme cases 30 minutes extra per hour, depending on the severity of the problem. Specialists who do the assessments with the students mostly recommend the extra time needed.
· In the case of accounting subjects (for example Accounting, Financial Accounting or Management Accounting), a maximum of only six extra minutes per hour can be allowed, as required by the relevant accounting boards. Such requests are often received from students with learning disorders such as reading and writing disorders, or deaf and blind students who need time to orientate themselves and who might need more help with planning and organisation during tests.
3.2 The provision of separate rooms
In cases of severe anxiety (such as social phobia, a medical condition that needs medication) during an assessment or severe attention deficit disorder, a smaller test group (fewer than ten students) can be arranged. If it is absolutely necessary that a student be the only person writing in a room because of severe anxiety when surrounded by even a few people in a closed space, then such a request can be considered.
3.3 The use of computers to do assessments
In cases where students have conditions such as arthritis or other motor or muscular conditions that become painful when writing, the use of computers is sometimes recommended. In such cases the Examination Division arranges to have the exams written in the computer room of HUMARGA.
3.4 Exam and test papers in enlarged fonts, including tables, graphs and diagrams
Students with visual, reading or spelling problems sometimes request enlarged fonts, tables and diagrams, which enable better reading.
3.4.1 Departmental or faculty arrangements for examinations
· The relevant departments are requested to do the necessary enlargements.
· The Examination Division requires that lecturers submit exam question papers in enlarged fonts.
The lecturers should take note of the student(s) in need of question papers with enlarged fonts.
· The use of A4 paper is advised for enlarged formats, as larger paper sizes could be difficult to handle under the pressure of exams and tests.
3.4.2 Departmental or faculty arrangements for tests
· As above, but applied to tests written by the students in the departments.
3.5 The use of a scribe or amanuensis to write or type the students’ responses
Often students with severe dyslexia or severe fine motor or writing problems require the services of a scribe or amanuensis. The scribe or amanuensis writes down verbatim what the students say. The scribe or amanuensis should be neutral and impartial, should not show any signs of uncertainty or confusion when taking down the responses of the student and should not question the responses. Clarification can only be obtained when a scribe or amanuensis has not clearly heard what a student has said. In this case, the student should simply be asked to repeat what was said. Such assessments should also be recorded for quality-control purposes.
3.5.1 During examinations: The Examination Division arranges scribes or amanuenses for examination purposes.
3.5.2 During tests: The department is expected to arrange scribes or amanuenses.
3.6 The use of a reader for exams and tests
Students who present with very poor or very slow reading and writing speed sometimes require the services of a reader. Texts can be read to students while they follow their own copies. A reader can be used to read to more than one student at a time. The reader should be neutral and impartial.
3.7 The use of assistive technology to write tests and exams
Assistive technology can be used when students with visual impairments cannot read printed text or need help to read texts. JAWS text-to-voice recognition technology enables a blind person to hear questions and then type the answers. Sometimes the conversion of text to braille is needed. Assessment in braille is usually done in HUMARGA’s Lombardi Braille Room. Zoomtext software, which enlarges text on the computer screen, is also available. A document enlargement machine as well as braille printing facilities are also available.
3.8 Spelling and handwriting concessions
Students sometimes present with dysgraphia (a disorder of written expression), where their handwriting is illegible and their writing is not clearly understood, while their verbal expression is much stronger. In such cases, the students could make use of a scribe or amanuensis. Alternatively, if the student does not have a scribe to write for them, they can write the words “Diagnosed spelling problem/Dyslexia” at the top of their answer sheets, so that the marker is aware of their problem.
3.9 Oral examinations
This should be used as a last resort after first considering other forms of adapted assessments and should take place with close collaboration between the student and the relevant department and lecturers.
3.10 The second-opportunity test
This opportunity can be granted if students present with severe medical, psychiatric or medical distress that is debilitating enough to warrant the second-opportunity test.
This could happen if students experience extreme anxiety before the test, are involved in an accident or have a medical or health condition that makes writing or preparation for a test debilitating. In emergency cases (such as accidents or sudden illnesses), the student can go directly to Mrs MC Louw at the Examinations Department. With disorders of a more psychological and emotional nature, a medical certificate is needed and should be presented to the relevant academic departments.
Exam and test concessions can be sought for conditions that might not have been covered in the guidelines above. Discretion and consultation are advised at all times to provide the best possible support that would fit the condition of the student and the nature of the work to be examined.
Marcia Lyner-Cleophas
Head: Office for Students with Special Learning Needs (Disabilities) - 2007