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We had a student here some time ago, studying languages. Because of their difficulty in speaking to and in front of strangers and being unable to answer questions quickly, the Depts waived the requirement to make 'live' presentations during the course. Instead these were recorded in their room and played back to the tutor only. In oral exams they were always allocated the last 'slot' in the day and allowed to take as long as they liked over their answers. They agained a double first eventually, so it was a successful strategy for them. Sandie Cusack --On 01 May 2007 09:50 +0100 "Uden, Emma L." <[log in to unmask]> wrote: > > Does anyone have any prior experience or guidelines on how to support > students with Asperger's in oral examinations? The student in question is > suggesting he may need some kind of considerate marking. My initial > thoughts are that the person testing the student should be made aware of > the student's issues and that they must use plain English and prompt the > student if they seem to have not understood the question or seem to be > going off track. I am a little stuck though on a considerate marking > scheme? Any ideas? > > Emma Uden > Disability Adviser > Student Enabling Centre > University of Wolverhampton > Tel: 01902 321353 ---------------------- Sandie Cusack, Disability Adviser Access Unit for Deaf and Disabled Students University of Bristol, 4th Floor, University Union, Queen's Road, Bristol, BS8 1LN Tel: 0117 954 5771 Text phone:0117 954 5728 Fax : 0117 923 8546 email: [log in to unmask] http://www.bris.ac.uk/Depts/AccessUnit/