Dear colleagues,

Like, I'm sure most, if not all, of you, we make special arrangements for 
students requiring individual adjustments to their examination conditions, 
usually because of a long-term or temporary disability.
In theory, students are supposed to register with, and be assessed by, the 
University's "student equity" team, who then liaise with the Examinations unit 
regarding the arrangements.  These may range from additional time for each 
exam, to the need for specialist equipment or other resources, such as a 
scribe or reader.
In addition to a growing number of students presenting themselves for such 
arrangments, the Exams unit is faced with an increase in the complexity of the 
arrangements themselves, and I was wondering whether this trend is being 
mirrored elsewhere?
Whilst, by their very nature, individual arrangements are, gnerally, unique to a 
student, I was also wondering whether other institutions have worked out a 
way of managing the complexity in a way that reduces the absolute 'variety' 
of the arrangements, to, perhaps, one of a restricted range?  
[For example, rather than having to monitor an individual or group of students 
who may have been assessed as requiring 10 minutes additional reading time, 
and then a separate individual or group requiring 20 minutes additional reading 
time, an institution might have decreed that, if student are assessed as 
requiring additional reading time, they are all granted 15 minutes]

Feedback from colleagues would be much appreciated.  Bush fires permitting, 
happy to collate responses and circulate in due course.

Kind regards
Kathy Whittingham
Director, Student Management, University of New South Wales, Sydney, 
Australia, 2052.  email:  [log in to unmask]  Tel: +61 2 9385 1868