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we just offer a percentage of extra time as appropriate. e.g. if a dyslexic student also had need of rest breaks because of a physical disability/medical condition, we would allow 25% for dyslexia and perhaps another 10% for the disability (dependent on the severity of the condition). The extra exam time is just added on. We found individual "stop the clock" technique extremely difficult to use in a roomful of people taking "breaks" at different times and for differing lengths of time. The invigilators are made aware if any examinees have more than the usual 25% and ensure that the minimum disruption takes place when other students leave the exam room. val ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Can anyone advise me on rest breaks in examinations. If a student is recommended extra time in exams and rest breaks, should the rest breaks be in addition to the extra time or inclusive? If it is in addition, is extra time added at the end or does the exam stop and resume? I know there was a request last week about the marking of assessments/examinations for dyslexic students but as yet I don't think there has been a reply. If anyone has any information and can offer guidance, it would be greatly appreciated. We have a number of courses, i.e. Journalism, English and creative writing that assess spelling, grammar and punctuation as a learning module outcome and I am being asked what is best practice in dealing with this situation and in line with SENDA Any help with these queries would be greatly appreciated. Thank you. With best wishes Claire Disability Support Manager Disability Support Service CSB Level 10 University of Huddersfield Queensgate Huddersfield HD1 3DH Tel: 01484 473940 Fax: 01484 472560 Email: [log in to unmask] -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Val Morgan Disability Co-ordinator Queen Mary, University of London email: [log in to unmask] tel: 020 7882 5175 fax: 020 7882 3617