Haven't time to reply in detail, but we have one student with severe
physical difficulty AND visual impairment who had a slightly different mode
of examination (at the suggestion of lecturers concerned) for nearly every
module of his second year course, depending on the specific problems of the
material.
We also have a student with severe cerebral palsy (now doing a PhD!) who was
found in her first year to have a typing speed of 7 wpm. From then on she
was examined by prepared "mini-dissertations" (which are certainly not an
academically soft option!!) rather than by formal timed exams. The external
examiner was entirely satisfied by (a) fairness to the disabled student; (b)
fairness to the other candidates; and (c) the general integrity of the
examination process.
My OHT on the subject (used when I lecture on this topic)
says:
Understand the functional limitations of the students disability.
Assess how this is likely to have a direct affect on exam performance.
Discuss past experience with the student.
Consider how the exam procedure can be effectively adapted (this may involve
the use of scribes or other ancillary help)
Ensure that required admin procedures are initiated in good time.
THESE PROCEDURES MAY ALSO AFFECT:
General arrangements for admin and invigilation of exam.
The accommodation used.
Exam security.
Comparability.
Yours, in haste, Ron
Dr R.A.L.Hinton
Director, Tactile Diagrams Research Unit &
Senior Tutor to Students with Disabilities
Education Dept.
Loughborough University,
Leics. LE11 3TU
United Kingdom
Tel: 01509-222770 Fax: 01509-223912
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