Not sure if this is common but I have found that almost all the students I have worked with who have global differences do not actually use extra time when they are given it. For interest where I work I have not seen many recent local EP reports recently which suggest this, the request usually comes from a parent. My first move would be implement for example a key skills test and change pen colours when the student has worked for the allotted time and see if the extra time results in any more correct answers. I also explore whether rest breaks would be useful or whether a separate room/read aloud would be useful or if there is an option for paper-based/computer based papers. If the student's standard scores are below 85 another thing worthy of consideration is to explore whether they need to spend time working with a reader and/or scribe to get used to this way of working.
Amanda
> Date: Mon, 15 Feb 2010 13:39:31 +0000
> From: [log in to unmask]
> Subject: Recommendatin for 25% extra time no clear Spld/dyslexia diagnosis
> To: [log in to unmask]
>
> Dear All
>
> I wanted to know how other institutions manage requests for 25% where EP
> or other suitably qualified specialist recommends 25% extra time in
> examinations however there is no diagnosis of an spld/dyslexia rather the
> student is experiencing global learning difficutlies?
>
> Thanks.
> Heather
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