Dear all,
We would like to know how other institutions determine what exam and assessment arrangements should be put in place for students with a hearing impairment. The area of particular interest is deciding which of these students should be entitled to extra time in exams and should not be penalised for spelling/grammar in their answers.
- Do you consider each case individually or are there categories of students (eg those who have British Sign Language as a first language) who have an automatic entitlement to extra time etc?
- How do you handle cases where the medical evidence or Statement of Need for a student with a hearing impairment is ambiguous as to what arrangements they will require in exams?
Please send replies to my colleague Colin Baker (email [log in to unmask]).
Many thanks
Lesley
Examinations Officer
University of Reading
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