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Published byCori Watson Modified over 9 years ago
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Update on Awarding Extra Time Anwen Jones SpLD Specialist Disability Advisory Service The University of Oxford
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Headlines ….
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Candidate OfQualTeacherSENCO Centre policy EP / STParent JCQ / Exam Board
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Aim of AA is to allow access to all without conferring unfair advantage Equality Act 2010 Reasonable adjustment Impact is substantial and long-term
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Interpreting guidance Who is eligible for an arrangement? Those with or without a formal disability / diagnosis What is reasonable? Set out in JCQ guidance Define substantial and long-term? Not minor or trivial – evidenced through standardised tests and school-based data.
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Being dyslexic is not enough Painting a picture of need – balance is the key Quantitative Qualitative
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Quantitative: Speed of Working? <85
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Speed of Working Reading Speed (Continuous text preferably) Writing Speed (Free writing speed – not sentence completion) Cognitive Processing Speed Working memory Rapid naming Phonological awareness Visual processing speed Visual / motor integration
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Quantitative evidence & exceptional circumstances Vast majority of cases of ET <85 Exceptional cases 85 - 89 Very rare and exceptional 90+
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Qualitative Evidence: Balance Normal way of working 84 or less Normal way of working plus.. Multiple scores / more evidence of need 85-89 All the above plus formal evidence of disability 90+
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FAQ? When to assess? Regulations have not changed – best practice recommendations have changed Who can assess? Who needs to register ? Specialist Assessors / Everyone without an APC What paperwork do they need to complete? Form 8 / Centre equivalent.... With some exceptions for in-house professionals
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Impact on Centre: Assessing for extra time is difficult! Resources Specialist Staff Test materials – up-to-date Time Monitoring and review procedures
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SpLD Assessment Standards Committee http://www.sasc.org.uk/ Guidance on SpLD Diagnostic Assessments http://www.ox.ac.uk/students/shw/das/
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Questions?
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