Hi everyone,
Going back to the original question, this is what we do here at Leeds for students on the spectrum:
Before we even get to the exams students will spend a lot of time doing exam prep with their Specialist Mentor and/or the AS-specialist Strategy Tutor. Part of this is around looking at past papers and learning to 'decode' exam question structure, as well as planning and structuring answers.
In some cases exams simply aren't an appropriate form of assessment for some students with an ASC, so we work with departments to identify alternative assessments based on the learning outcomes for the particular module.
Where exams do take place, we can arrange the following, depending on the individual student's requirements:
Language modification of exam papers, where required. I have, for the last few years, been on a bit of a campaign to persuade academics to write more accessible exam papers, and have a training package to this effect. It's a long, slow process (although it's actually relatively easy to write an accessible exam paper) especially because there is an assumption that writing a complicated paper/question is somehow part of the test. So, at present, I modify papers for students where it is recommended on their Needs Assessment, or identified through my work with the student if they don't have an Assessment. I currently do lang mod for around 15 of our 67 students who have disclosed an ASC. I use the following document as guidance - it's from 2008, but I find it a practical and useful guide with good examples: http://www.ciea.org.uk/upload/pdfs/senco/olm%20guidance%20examples%20screen%20v%202%200.pdf
Familiar invigilator - some students will be invigilated by one of our mentoring team (sometimes their own mentor, although we are aware of a possible conflict of interest). This can remove some of the anxiety around unfamiliar people, and in particular can mitigate against the possibility of a student feeling they can't ask a question, flag a problem etc to someone they don't know. Familiar invigilators, because they are mentors who work with students who have an ASC all the time, are also particularly good at supporting students who have meltdowns in exams.
Prompter - often a familiar invigilator, someone who will mark the time (such as prompting a student to move on to the next question at the end of each hour), or someone who can spot when the student is losing focus and try to redirect their attention.
Separate room - taking exams in a room on their own, often in their department as it's a familiar environment.
Reader - if required, but we don't have many ASC students with this recommendation.
Regular breaks - up to 10 mins per hour on a stop-the-clock basis, which can include leaving the room if required, under supervision.
Plus other exam arrangements which are recommended for a lot students, such as extra time, use of a PC, amanuensis, no two exams in one day, exams on coloured paper, large print etc.
If the student is unable to perform well in their exam(s) then we are often able to support the student in requesting that they resit exams as first attempts, with all capping removed.
Hope that helps...
Harriet
Harriet Cannon
Disability Coordinator (Autism Spectrum Conditions)
Equality Service
University of Leeds
Tel: 0113 34 37538
Hours of work: 7.15am-3.15pm - I do not work on Fridays.
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-----Original Message-----
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Daniel Aherne
Sent: 19 April 2012 17:14
To: [log in to unmask]
Subject: Exam arrangements
Hi All,
I would really like to collect some evidence/good practise on reasonable adjustments to exam arrangements for students who are on the Autism Spectrum.
I am particularly keen to hear of “readers" being used and how effective/appropriate people felt this was as a reasonable adjustment.
Daniel Aherne
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