Special
requirements
2016
Contact us
Please contact the Special Circumstances Unit (SCU) if you have any queries about applications for Special
Arrangements or Special Consideration.
Special Circumstances Unit (SCU)
Email: scu@cambridgeenglish.org
Helpdesk
Please see the support site: support.cambridgeenglish.org
This website answers many frequently asked questions, includes information and updates, and contains instructions
and information on running our exams. You can also use it to contact our Helpdesk by submitting a query or instant
messaging with a Helpdesk Analyst.
You can also reach the Helpdesk at:
Email: helpdesk@cambridgeenglish.org
Tel: +44 1223 553997 (for urgent queries)
Our postal address
Cambridge Assessment
DC10 Hill Farm Road
Whittlesford
Cambridge CB22 4FZ
United Kingdom
When contacting us, always include your centre number in the subject line. This will speed up the processing of
your query.
Please avoid using personal contact details and do not disclose them to your contacts or customers.
International offices
Please see www.cambridgeenglish.org/about/international-offices for information about how to contact a
Cambridge English Language Assessment office in your region.
2 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Contents
1
2
Introduction.................................................................................................................................... 4
Special Consideration ..................................................................................................................... 5
2.1 Reasons to apply for Special Consideration .................................................................................................... 5
2.2 How to apply for Special Consideration ......................................................................................................... 6
2.3 Confirmation of application ........................................................................................................................... 6
2.4 What Special Consideration will be given? ..................................................................................................... 6
3
Special Arrangements ..................................................................................................................... 7
3.1 Identifying candidates who require Special Arrangements .............................................................................. 7
3.2 Deadlines for Special Arrangements applications and how to apply ................................................................. 7
3.3 Medical evidence in support of requests for Special Arrangements .................................................................. 8
4
Special Arrangements provisions ................................................................................................... 9
4.1 Additional time and/or supervised breaks ...................................................................................................... 9
4.2 Modified question papers ............................................................................................................................. 9
4.3 Modified versions of the Listening component ............................................................................................. 10
4.4 Modified Speaking tests ............................................................................................................................. 11
4.5 Dummy partners (except Cambridge English: ESOL Skills for Life) ................................................................ 12
4.6 Exemptions and certificate endorsements.................................................................................................... 12
4.7 The writing of answers ............................................................................................................................... 13
4.8 Regulations for support workers ................................................................................................................. 14
5
Returning Special Arrangements candidates’ answers ................................................................ 14
6
Regulations for the use of computers/word processors and other forms of access technology . 15
6.1 Introduction .............................................................................................................................................. 15
6.2 General principles ...................................................................................................................................... 15
6.3 Application for provision ............................................................................................................................. 15
6.4 Code of practice and procedures ................................................................................................................ 16
6.5 Responsibilities of the centre ...................................................................................................................... 16
7
Regulations for the use of a Reader ............................................................................................. 17
7.1 General principles ...................................................................................................................................... 17
7.2 Code of practice ........................................................................................................................................ 17
7.3 Responsibilities of a Reader ........................................................................................................................ 18
8
Regulations for help with writing answers .................................................................................. 18
8.1 General principles ...................................................................................................................................... 18
8.2 Code of practice ........................................................................................................................................ 18
9
Regulations for the production of a transcript ............................................................................. 18
9.1 General principles ...................................................................................................................................... 18
9.2 Applications ............................................................................................................................................... 18
9.3 Code of practice ........................................................................................................................................ 18
Appendix 1 – Access technology checklist .......................................................................................... 19
3 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
1 Introduction
Throughout this booklet, ‘You’ means the centre and/or the Centre Exams Manager on behalf of the centre or any
supervisor or invigilator who needs to carry out these tasks. As required in your Centre Agreement, you are
responsible for and must ensure these and any other instructions from Cambridge English Language Assessment are
followed.
The regulations in this booklet are for the following Cambridge English exams (paper-based and computer-based
where relevant). Some of our exams are still listed with their old names on some of our systems (in brackets):
Cambridge English: Young Learners (YLE)
Cambridge English: Key (KET)
Cambridge English: Key (KET) for Schools
Cambridge English: Preliminary (PET)
Cambridge English: Preliminary (PET) for Schools
Cambridge English: First (FCE)
Cambridge English: First (FCE) for Schools
Cambridge English: Advanced (CAE)
Cambridge English: Proficiency (CPE)
Cambridge English: Business Certificates (BEC)
Cambridge English: Financial (ICFE)
Cambridge English: Legal (ILEC)
TKT
Delta Module One
Cambridge English: ESOL Skills for Life (SfL – UK
only)
For running exams on the day, please refer to the Special Requirements Exam Day Booklet, available from the
support site, which contains specific exam-day instructions for candidates taking modified papers (ie: braille and
modified large print versions of written papers, or special requirements/hearing impaired versions of Listening tests).
There are also supplementary instructions sent to you at the relevant time with the live exam materials for Listening
tests (Supervisor's Booklet) and Speaking tests (Support Booklet) as well as in email communications.
Candidates working on standard (not modified) papers who only require administrative special arrangements, e.g.
extra time, may be examined with other candidates if it does not further disadvantage them (i.e. noise when other
candidates who have finished leave the room), and they should be given instructions from the relevant standard Exam
Day Booklet.
Key
Some items in this booklet are specific to certain exams and these are highlighted by the use of symbols:
— This highlights a change since the last edition of the Special requirements booklet
— Please refer to the Special Requirements Exam Day Booklet when you see this symbol
— These regulations are only relevant to computer-based exams
— These regulations are only relevant to Cambridge English: ESOL Skills for Life (UK only)
A number of provisions are available to ensure that candidates who have special requirements can demonstrate
their ability in English. This booklet contains details about these provisions and how to apply for them.
There are two main categories:
Special Arrangements are provisions for candidates who have a permanent or long-term disability, such as a
visual or hearing difficulty, or a temporary disability such as a broken arm. Applications for Special Arrangements
are made before the candidate sits the exam, using a Special Arrangements form for the relevant exam, which is
available on our support site. Please see Section 3.2 for more information about how and when to apply.
Special Consideration can be requested for candidates who cannot perform to the best of their ability due to
adverse circumstances immediately before or during an exam. Examples include illness, bereavement or
4 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
circumstances affecting the conditions under which an exam is taken. Special Consideration may also be
appropriate for candidates who were temporarily or permanently disabled at the time of the exam but for whom
Special Arrangements were not in place or were not adequate or satisfactory. Special Consideration is applied for
after the candidate sits the exam using the Special Consideration form, available from the support site.
An example to clarify the distinction between Special Arrangements and Special Consideration is that of a candidate
with a broken arm, for whom Special Arrangements (for example, arranging for help with writing their answers and
extra time) should be made before the exam. If, on the day of the exam, the candidate is still in pain or shock
following the accident which resulted in the broken arm, an application for Special Consideration must also be made
after the exam.
2 Special Consideration
2.1 Reasons to apply for Special Consideration
There are many reasons why you might wish to apply for Special Consideration for a candidate or group of
candidates. Here are some examples of acceptable and unacceptable reasons. These lists are not intended to be
comprehensive.
Examples of acceptable reasons:
Illness during or immediately preceding the exam.
Distress owing to factors like the death of a close friend or relative, acute family/domestic problems, etc.,
immediately preceding the exam.
Suffering from shock (e.g. owing to a road accident).
Unforeseen problems with sound equipment (where all affected candidates are given Special Consideration).
Inappropriate or inadequate Special Arrangements for candidates with permanent disabilities, where it can be
shown that there are good reasons why Special Arrangements are not in place or are inadequate.
Serious disturbance during an exam (where all affected candidates are given Special Consideration).
Part-absence due to an illness or injury, unavoidable transport failures, death or funeral of a relative or close
friend, requirement to attend a hospital or law court, or other circumstances completely outside the control of the
candidate.
If a candidate is part-absent from an exam for an acceptable reason you have the following options:
1. If a candidate has missed their Speaking test, it may be possible for the candidate to be examined on another
occasion within the window. Note that in the case of Speaking tests where the standard format requires
candidates to take the test with another candidate, if all the other candidates at the centre have been examined
already, the candidate might need to transfer to a nearby centre. If this is not possible, the centre must apply to
us as soon as possible for authorisation for the test to be conducted with a ‘dummy partner’. See Section 4.5 for
regulations on dummy partners.
2. If the Speaking window is at an end, you can ask us to extend the window for a short period in the first instance
by submitting a Timetable Deviation form, available from the support site. If this matter cannot be resolved by
extending the window, you should ask us to consider the award of a grade without the Speaking marks, based on
the candidate’s performance in the other papers.
3. Please note that in the case of Cambridge English: Young Learners candidates, it is not possible to award a grade
if a candidate misses a component. Your centre will not be charged for Cambridge English: Young Learners
candidates who do not attend all parts of the test.
4. If a candidate misses a Listening test and you are running a Listening test back-to-back, it might be possible to
include them in a subsequent group.
5. If a candidate has missed only one component for medical or compassionate reasons, please contact the Special
Circumstances Unit (SCU) as soon as possible to discuss your candidate’s options.
5 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
6. If a candidate has missed more than one component for medical or compassionate reasons, you can ask for a
refund for the candidate. Please see Section 2.12 of the 2015 Handbook for centres for further information.
Examples of unacceptable reasons:
Unfavourable exam conditions which could be foreseen. It is your responsibility to ensure that your candidates are
examined under suitable conditions.
Minor disturbances, except when occurring in Listening tests. You are permitted to use discretion when the
immediate remedy of allowing an appropriate period of extra time to compensate for time lost will offer sufficient
alleviation of the difficulty. In all such cases, submit a Special Consideration form to us containing a full written
report of the action taken, which clearly indicates that the report is for information only.
Indispositions like hay fever which are variable in their effect, except where the candidate was clearly affected on
the day of an exam.
Where the candidate has been allowed Special Arrangements for a permanent disability unless these were not
satisfactory or adequate.
Claims that a candidate’s attainment has been affected by disruption or indisposition during the course of study
prior to the exam.
Part-absence due to misreading or misunderstanding the exam timetable, oversleeping, holidays, moving home,
social, family or sporting commitments.
Please remind your supervisors and invigilators to take into consideration whether adverse circumstances affect all
the candidates in the room, a range of candidates in an area, or a single candidate. In particular, please do not
make applications for only those candidates who have complained if it is clear that others (or all candidates) in the
room might have been affected.
2.2 How to apply for Special Consideration
You must only apply for Special Consideration if you support the application unreservedly. We cannot accept
requests directly from schools or candidates.
You must fill out the Special Consideration form available from the support site.
For paper-based exams, submit the application within one week of the exam day. For computer-based exams,
submit within one day of the exam day. Applications received after this deadline will be rejected.
The application must be supported by a medical certificate if it is due to injury which the centre is unable to verify,
and in all cases of candidate illness.
We will not consider applications for Special Consideration after the issue of results under any circumstances.
2.3 Confirmation of application
We will acknowledge receipt of applications for Special Consideration and, once processed, inform you of the
outcome.
We will contact you if an application for Special Consideration is not accepted. You must inform your candidates
and preparation centres of the decision as you would have submitted the application on their behalf.
2.4 What Special Consideration will be given?
We will review the evidence to see if the circumstances reported have impacted negatively on the candidate’s
performance: if we believe that there has been a negative impact, we will adjust the candidate’s marks
appropriately in accordance with guidelines provided for awarding bodies. The maximum additional marks that can
be applied are 5% of the component mark. Cambridge English Language Assessment, in line with other awarding
bodies, will not enter into discussion with candidates or their parents as to how much special consideration should
be applied.
6 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
3 Special Arrangements
3.1 Identifying candidates who require Special Arrangements
We will make suitable arrangements wherever possible to help candidates with special requirements:
to understand questions and tasks
to write their answers and to demonstrate their English language skills to the best of their ability.
You must ensure that you have systems in place to identify at an early stage any candidates who will need Special
Arrangements, particularly those in need of modified material or use of access (assistive) technology. Please make
your preparation centres aware that any candidates with special requirements must be identified early, so that you
can give us enough notice.
You must consider what might be the most appropriate arrangements for each individual candidate. Submit an
application as soon as possible using the appropriate S pecial Arrangements form (see 3.2 below). We will try to
reach agreement with you as to the most appropriate exam provision(s) in each individual case.
The provisions are intended:
to remove, as far as possible, the effects of the disability on the candidate’s ability to demonstrate their true level
of attainment in relation to the assessment objectives. We cannot compensate candidates for lack of attainment
caused by their disabilities.
to ensure that the Special Arrangements do not give candidates with disabilities an unfair advantage over other
candidates. Candidates with disabilities will not usually be permitted provisions which would enable them to
circumvent the assessment objectives.
to avoid misleading the user of the certificate about the candidate’s attainment.
Except in an emergency (see Section 4), no Special Arrangements for candidates with permanent disabilities may be
made unless prior approval has been given by Cambridge English Language Assessment.
Special Arrangements for candidates taking computer-based exams currently consist of certain
administrative arrangements, such as extra time for a particular exam and separate invigilation. Any requirements
must be submitted to the Special Circumstances Unit (SCU) using the Special Arrangements form for CBT,
available from the support site.
Any candidate whose Special Arrangements cannot be accommodated within a computer-based exam must be
offered the modified paper-based exam as an alternative.
3.2 Deadlines for Special Arrangements applications and how to apply
All applications for Special Arrangements must be submitted to the Special Circumstances Unit (SCU) on the relevant
Special Arrangements form. Detailed advice on the completion and submission of the application is on the form,
available from the support site.
We recommend that you contact the Special Circumstances Unit (SCU) before submitting the application if you
have any doubts about what the candidate will require.
Applications will not normally be accepted without supporting medical evidence from an appropriately qualified
medical practitioner.
Please note that delays caused by incomplete or unclear applications which are still unresolved by the closing date for
entries might make it impossible to authorise applications or despatch modified materials in time.
Administrative Special Arrangements
(e.g. using someone to help write answers, use of access technology)
All applications must be received by the Special Circumstances Unit (SCU) by the closing date for entries for the
exam in question.
7 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Applications for modified material
See the list of modified material at www.cambridgeenglish.org/help/special-requirements for details.
Applications for this material must be submitted by the closing date for entries for the exam in question.
Applications for any other modified materials must be submitted on the appropriate Special Arrangements form at
least three months before the exam date.
Applications for emergency Special Arrangements
In the case of permanent or long-term disabilities and temporary disabilities (e.g. a broken arm, or an ear infection
affecting the candidate’s hearing) which you only become aware of shortly before an exam, it might still be possible
to put Special Arrangements in place. Please contact the Special Circumstances Unit (SCU) as soon as possible.
If this is not possible, you can use your discretion to make appropriate arrangements (following the provisions and
regulations outlined in Section 2) to alleviate the problems. Submit a report detailing the circumstances to the
Special Circumstances Unit (SCU) immediately after the exam, indicating clearly why it was necessary to make
emergency Special Arrangements without prior authorisation.
In some cases where you are made aware of a special requirement on the day of the exam, you can accommodate
the candidate’s request without seeking authorisation, or subsequently advising the Special Circumstances Unit (SCU).
For example a candidate who has a hearing difficulty requests a seat at the front of the room.
For Speaking tests, where you are only advised on the day of the exam that a candidate has a hearing or speech
difficulty, for example, which could disadvantage a partner, you must get authorisation for a ‘dummy partner’ from
the Special Circumstances Unit (SCU) as soon as possible. If it is not possible to contact the Special Circumstances
Unit (SCU), contact your local Professional Support Leader or Regional Team Leader. See Section 4.5 for regulations
on using dummy partners.
3.3 Medical evidence in support of requests for Special Arrangements
It is a requirement that Centre Exams Managers unreservedly support all requests for Special Arrangements.
Unless, in the view of the CEM, it would be inappropriate to ask for evidence of a disability requiring Special
Arrangements (e.g: candidates who are blind, or have motor impairment/brain injuries), all applications must be
supported by medical evidence.
It is difficult to be prescriptive about what constitutes acceptable medical evidence as the local context can vary and
this can affect what is considered the norm. However, you must check the original medical certificate and endorse it.
You must then make a copy of the certificate and send it to us with the application. The following guidance may be
useful in helping you to decide whether to endorse it:
It must be legible and written either in English or a language supplied with a translation authorised by you.
It must give a clear statement of the candidate’s disability and make it clear how the disability justifies the Special
Arrangements requested.
It must be an original document on headed paper or with an official stamp and bearing the name, relevant
qualification(s) and signature of a recognised medical practitioner.
In the case of applications for Special Arrangements from candidates with specific learning difficulties (e.g.
dyslexia) additional criteria apply:
It must be in the form of a report prepared when the candidate was aged 13 or older.
It must include details of the degree of disability.
It must include an assurance that the evidence of specific learning difficulties was obtained through the
results of appropriate and recognised tests, and the tests used must be stated. The most universally
applied tests are the battery of Wechsler tests, although other equally acceptable tests may be standard
in some countries.
The report must be provided by a fully qualified educational, clinical or chartered psychologist, or other
appropriately-qualified specialist assessor.
Other acceptable medical evidence might be considered; please contact the Special Circumstances Unit (SCU)
for advice.
8 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
We will keep a record of medical evidence for Cambridge English: ESOL Skills for Life and TKT candidates requiring
Special Arrangements for one year from the time it is submitted. If a candidate takes more than one mode or
module within that year, you will not be required to re-submit the medical evidence.
4 Special Arrangements provisions
There are a number of different types of arrangement – see below.
4.1 Additional time and/or supervised breaks
Candidates might require extra time to read their papers and/or write their answers, for example, candidates
who have dyslexia, visual difficulties or physical difficulties that impair their writing (such as cerebral palsy).
Additional time up to 25% of the prescribed duration of an exam session will meet the needs of most candidates, but
you can recommend a greater allowance in accordance with your knowledge of the candidate’s requirements. Blind
candidates will often need 100% extra time.
Please note that there are separate measures listed in Sections 4.3 for providing candidates with extra time in
Listening tests.
For some candidates, supervised breaks might be appropriate instead of, or in addition to, the extra time allowance.
An example would be a candidate who has difficulty concentrating for long periods of time, or one who has repetitive
strain injury in the writing hand.
For further information, please go to the support site, click on Exam Administration and then on Helping Special
Requirements candidates. If you need further advice, please contact the Special Circumstances Unit (SCU).
4.2 Modified question papers
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
Candidates might require modified papers if they have visual, hearing or other physical or specific learning
difficulties (see Sections 4.7 and 8 for more information on how candidates using modified papers can write or
otherwise record their answers).
We can modify most question papers. In doing so, we might seek the help of such nationally recognised
organisations as the Royal National Institute of Blind People (RNIB) and the British Association of Teachers of the
Deaf (BATOD).
Braille versions of question papers are available on request for most exams. For the Cambridge English: Young
Learners exams, Braille versions are currently only available for Cambridge English: Young Learners Movers and
Flyers. If a candidate is partially sighted, they may benefit from using someone to help them read and write their
answers. Please refer to Sections 7 and 8.
There are two kinds or grades of Braille – uncontracted (or grade 1) comprising one cell of up to six ‘dots’ for every
letter, and contracted (or grade 2) where one cell represents whole words or common clusters of letters.
Example
9 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Braille papers currently can be produced in SEB (Standard English Braille) and from 2016 onwards, UEB (Unified
English Braille) will also be available. Please specify on the Special Arrangements form which Braille code (format) is
required and whether the candidate needs contracted/uncontracted. It is your responsibility to arrange for the
transcribing of the brailled answers. See Section 9 for further information.
Modified Large Print question papers for most exams are also available on request for use by visually impaired
candidates and candidates with other special requirements. Question papers are adapted, taking out any ‘visual’
material which is not needed for answering the question – for example, frames around texts. A uniform font size is
used (18 pt Arial bold) as shown below:
examination
4.3 Modified versions of the Listening component
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
A Special Requirements (SR) version of the Listening test is produced. This version is accompanied by a
Supervisor’s Booklet which contains the listening script with instructions for supervisors on when to pause the CD to
allow candidates to read the questions and to record and check their answers. The length of pauses is at the
discretion of the supervisor. In this way additional time is built into the test according to the candidate’s needs.
Further instructions will also be found in the Special Requirements Exam Day Booklet.
All candidates requiring extra time in a Listening component must apply for a Special Requirements version of the
relevant Listening test, including those with:
visual difficulties
difficulties in writing answers while listening to a recording as a result of, for example, cerebral palsy or dyslexia
dysgraphia or a broken arm.
Arrangements for candidates with hearing difficulties
The most appropriate arrangements for candidates with hearing difficulties will vary according to the severity of the
hearing loss.
For some candidates, the use of special amplification through headphones or other technical aids might be sufficient.
You can arrange this without having to submit an application. Note that the use of personal CD players is not
permitted.
For some candidates the special version of the Listening test, for which the supervisor is given instructions on when to
pause the CD with or without the use of headphones, might be sufficient. This should allow the candidate time to
assimilate what they have heard.
If the impairment is more severe, and the candidate can lip-read in English, a lip-reading version of the
Listening test can usually be supplied. The accompanying Supervisor’s Booklet and Special Requirements Exam Day
Booklet contains instructions on how to conduct a lip-reading test.
For Cambridge English: Key, Key for Schools, Preliminary and Preliminary for Schools two supervisors are required to
conduct the lip-reading version of the Listening test.
Note that the lip-reading version of the Listening test should only be taken by candidates who are able to lip-read in
English and whose level of hearing impairment prevents them from taking a test delivered via a CD. Where the
impairment is so severe that none of the above would be sufficient, see Section 4.6.
Hearing-impaired candidates with severe hearing impairment can also apply for extra time for reading and writing
tests, for example when the candidate requires additional time to process what they are reading.
In addition to the standard check carried out on receipt of CDs for Listening tests, the Supervisor should access the
Supervisor's Booklet accompanying Special Requirements and Hearing-impaired Listening Tests no more than 24
10 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
hours in advance of the exam to familiarise themselves with the material and where to pause the CD.
Arrangements for candidates with visual difficulties
Candidates with visual difficulties can be supplied tests in Braille or in enlarged print, together with the Special
Requirements version of the Listening CD.
Arrangements for candidates with writing difficulties
The Special Requirements version of the Listening test (see above) might also be appropriate for candidates who are
unable to write as they listen, for example because of cerebral palsy, dyslexia, dysgraphia or a broken arm, and
therefore need extra time.
For Section 4.3, you will need to provide separate rooms, equipment and invigilation.
4.4 Modified Speaking tests
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
Candidates might need to take the test in a modified format and/or require modified material if they have severe
hearing, speaking, visual, or other specific learning difficulties.
It is expected that candidates with hearing or speaking difficulties will attempt the Speaking test where it is
possible for them to demonstrate their true level of achievement in relation to the assessment objectives (see
Section 4.6 where this is not the case).
The format of the Speaking test
For most Speaking tests the standard format involves candidates working with a partner. If the severity of a
candidate’s difficulty is such that either the candidate or their partner could be disadvantaged by this standard format,
the centre must apply for the candidate to take the test with a ‘dummy partner’. See Section 4.5. Alternatively, some
exams have a special ‘single candidate format’ version of the test. You can request this special version for Cambridge
English: Key, Key for Schools, Preliminary, Preliminary for Schools, First, First for Schools, Advanced, Proficiency and
ESOL Skills for Life.
Where a Speaking Examiner has not been notified in advance that a candidate has special requirements, the
examiner must refer to the Instructions to Speaking Examiners booklet.
Modified material
For blind candidates, contexts and stimuli are provided as written prompts in Braille. Candidates who are partially
sighted are supplied with enlarged visual material or enlarged print written prompts. Blind and visually impaired
candidates can also apply for a special ‘single candidate format’ version of the test, which is available on the relevant
Special Arrangements form, available from the support site.
For hearing-impaired candidates and candidates with speaking difficulties, the standard Speaking test materials,
which consist of visual stimuli, e.g. photographs, and text as appropriate, are used. Hearing-impaired candidates
and candidates with speaking difficulties can also apply for a special ‘single candidate format’ version of the test,
which is available on the relevant Special Arrangements form.
Prisons and other secure zones
Sometimes the exam might be conducted in a prison, closed religious order, secure military zone or other
restricted setting.
In most cases, these Speaking tests will be conducted by a single examiner taking the role of both the interlocutor
and assessor. Where necessary, centres can apply for a ‘single candidate format’ version of the test, using the Special
Arrangements form, and are responsible for contacting the Speaking Examiner directly to make the necessary
arrangements.
11 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Speaking Examiners and interlocutors
Please note that Speaking Examiners and Cambridge English: ESOL Skills for Life Speaking & Listening Assessors need
to arrive in good time in advance of the test in order to familiarise themselves with the material.
Interlocutors must check the CD before the test in secure conditions and practise pausing the CD as indicated.
4.5 Dummy partners (except Cambridge English: ESOL Skills for Life)
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
Before you apply for authorisation, please note that a dummy partner must be:
a learner whose age and level of English is appropriate to the relevant exam
familiar with the format of the Speaking test.
They might have already taken the Speaking test in the same session. In this case, they must be given a different test
pack, and it must be made clear that their performance in the second test will not be assessed and that their mark for
the first test will not be affected in any way. A candidate still waiting to take the test must not be used as a dummy
partner.
The Speaking Examiner must complete the mark sheet for the real candidate and must enter ‘9999’ as the second
candidate’s number. The dummy partner must not be added to the attendance register and no OMR must be created
for them
You can apply for Special Consideration if the candidate has been disadvantaged by the use of a dummy partner, or
if you were not given advance notice of the candidate’s special requirements and Special Arrangements were
inadequate.
For regulations on the use of dummy partners for Cambridge English: ESOL Skills for Life exams, please
see the Skills for Life Exam Day Booklet.
4.6 Exemptions and certificate endorsements
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
Exemptions
Speaking and/or Listening components – exemption
In cases of severe disability affecting speaking or hearing for candidates taking Cambridge English: Key, Key for
Schools, Preliminary, Preliminary for Schools, First, First for Schools, Advanced, Proficiency, Business Certificates,
Legal or Financial we may consider applications for candidates to be exempted from either the Speaking or the
Listening component, or both Speaking and Listening components.
When such exemptions are permitted and the candidate obtains a passing grade, an endorsement will be made on
the certificate.
Reading components – use of Readers
Usually, candidates should be able to read the question paper, but there can be exceptions, for example for
those with severe physical disabilities including those who are visually impaired but not proficient in Braille. In such
cases we will consider applications for:
a Reader to be authorised to read out the whole of the exam, including the reading texts of the Reading
component
Or
the candidate to use appropriate types of access (assistive) technology (e.g. screen-reading software).
12 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Note that if a Reader or screen-reading software is used to read out the texts of a Reading component, a certificate
endorsement will be required as these arrangements effectively change the Reading test to a Listening test (see also
Section 7.1).
Candidates with specific learning difficulties (e.g. dyslexia, etc.) are not permitted to have a Reader or to use
screen-reading software except as a screen magnification tool.
Endorsements on certificates
Endorsements are added to certificates where some of the objectives of the relevant exam have not been assessed
on account of a particular disability of the candidate. Endorsements apply where a candidate has been exempt from
the Speaking and/or Listening components or where a Reader or screen-reading software has been used in a
reading test as described above. The endorsement is as follows:
‘The candidate was exempt from satisfying the full range of assessment objectives in the exam.’
Endorsements are not added to certificates where Special Arrangements have been authorised which remove, as far
as possible, the effects of the disability on the candidate’s ability to demonstrate their true level of attainment in
relation to the assessment objectives (e.g. enlarged question papers for partially sighted candidates).
All applications for exemptions must be made in advance of the exam being taken; they cannot be
applied for retrospectively.
4.7 The writing of answers
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
When making Special Arrangements for candidates with special requirements, you should bear in mind any
special requirements that candidates might have to enable them to write their answers.
If answers are not written on the standard machine-scored sheets or in answer booklets, they should be provided as
a separate typed or clearly written list with centre and candidate details clearly marked on each sheet used, and
question numbers clearly identified (accompanied by the unused blank answer sheet if appropriate). If the candidate
wishes to write their answers on a separate sheet of paper, you must:
supply suitable sheets of blank paper (please consult with the candidate on preferred size, whether lining is
required, spacing between lines, etc.)
ensure that candidate details are written at the top of each sheet used (centre number, candidate name and
number)
tell the candidate to number their answers clearly on each sheet used.
Examples of how candidates with particular difficulties can write their answers are given below. Please contact the
Special Circumstances Unit (SCU) for further advice if required.
1. Blind candidates can:
speak their answers to a person who writes them down for them (see Section 8).
use a Braille machine.
use a computer or word processor or other form of access (assistive) technology (see Section 6). Please note that
if a candidate produces their answers in Braille, it is the centre’s responsibility to provide a transcript (see Section
9). Failure to do this can result in a delay in issuing the candidate’s results.
2. Partially sighted candidates can:
speak their answers to a person who writes them down for them (see Section 8).
use a computer or word processor or other forms of access (assistive) technology (see Section 6).
write their answers on a separate piece of paper (see paragraph 2 of this section).
3. Candidates with physical disabilities (e.g. those with motor impairment such as cerebral palsy, etc.) can:
13 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
speak their answers to a person who writes them down for them (see Section 8).
use a computer or word processor, or other forms of access (assistive) technology (see Section 6).
write their answers on a separate piece of paper (see paragraph 2 of this section).
Because Special Requirements Listening and Hearing Impaired tests sometimes have different task formats, which
do not correspond to the standard computer-read answer sheet, answers for candidates taking Special
Requirements versions of Cambridge English: Key, Key for Schools, Preliminary, Preliminary for Schools, First, First
for Schools , Advanced and Proficiency Listening tests must always be written on a separate piece of paper, either
by the candidate, or the person helping them write their answers (if appropriate).
Candidates with dyslexia or other types of specific learning difficulties cannot have someone helping them write
their answers, and no candidate is permitted to use voice-recognition software.
The production of a transcript
In the case of candidates who prepare their exam answers in Braille, it is your responsibility to submit a
transcript of candidates’ answers (see Section 9). Some types of access technology (for example Braille keyboards)
have the facility to convert Braille input into printed text output and thus avoid the need for a transcript.
4.8 Regulations for support workers
Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special
Arrangements must be obtained from the Special Circumstances Unit (SCU) before the exam.
Please note support workers are not normally allowed to accompany a candidate for any part of a Cambridge English
exam. They are only permitted to accompany the candidate as far as the test room and must then wait outside until
the test or component is finished. The candidate may then be reassured that the support worker will be outside the
room for the duration of the test or component. Permission for support workers to accompany candidates into the
exam room may be considered under exceptional circumstances.
5 Returning Special Arrangements candidates’ answers
If a candidate has had administrative Special Arrangements only (e.g. extra time in a standard test), there
is no change to standard procedure (see the Handbook for centres and the relevant Exam Day Booklet for details).
If a candidate has had modified materials, follow the procedure below:
Put the candidate’s answers for each component in a separate marked A4 envelope.
Remember to include original brailled answers, as well as transcripts.
Insert the envelope in candidate number order in the correct script return envelope.
Mark the outside of each script return envelope ‘Candidate with Special Arrangements’.
Return the script return envelopes (and any other materials, such as Supervisor’s Booklets and CDs and question
papers, including those in Braille) to us in the usual way.
Candidates must also be identified as Special Arrangements candidates on the attendance register. Failure to follow
these instructions can result in a delay in issuing the candidate’s results. These instructions are also given in the
Special Requirements Exam Day Booklet.
14 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
6 Regulations for the use of computers/word processors and
other forms of access technology
6.1 Introduction
The provision for the use of a computer/word processor and other forms of access (assistive) technology is
restricted to candidates with a disability which prevents them from reading or writing by hand.
The use of the term ‘computer’ in this document must be taken to include word processors, personal computers,
laptops, tablets and other microprocessor-controlled devices producing output in text or other forms such as
graphics and diagrams. Access technology includes specialist equipment that has been designed for use by blind
and partially sighted people and those with physical disabilities.
Permission may be given for the following types of access technology to be used:
screen readers
electronic reading aids (scanners)
screen magnifiers
Braille displays
Braille note-takers
Braille keyboards
augmentative speech devices (except in Speaking tests)
assistive listening devices.
6.2 General principles
The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of
attainment in relation to the assessment objectives of a syllabus. This principle applies to the use of computers and
other forms of access technology in the same way as it does to other types of Special Arrangements.
It is the attainment of the candidate which must be assessed, and the use of the computer and other forms of
access technology must not create a misleading impression of that attainment or confer an unfair advantage over
other candidates.
It is expected that candidates who are able to produce work for assessment by handwriting must do so.
Candidates with disabilities may be permitted to produce their answers using a computer and other forms of
access technology in cases where the disability prevents them from presenting answers in the usual way.
6.3 Application for provision
When considering an application, we will need:
full details of the computer equipment and software requested for use by the candidates
an assurance that the spellcheck, grammar check and thesaurus functions will not be available.
We will wish to determine what effect, if any, the use of the equipment and software will have on its ability to assess
the candidate fairly in each subject. We reserve the right to seek independent advice concerning the operation of
computers and other forms of access technology to help determine what Special Arrangements should be made. We
also reserve the right to check the application of these arrangements during our inspections visits.
15 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
6.4 Code of practice and procedures
A computer and other forms of access technology can only be used by the candidate who is the subject of the
provision and not by someone acting on the candidate’s behalf.
The candidate must be proficient in the use of the equipment and any relevant programs or software.
Operator manuals cannot be used in exams.
You must refer to the Access Technology Guide and the Special Requirements Exam Day Booklet on the
support site for guidance on procedures to be followed if candidates with disabilities request authorisation to use
computers and other forms of access technology.
Your candidate must ensure that the computer or other form of access technology is working correctly at the time of
an exam.
You must ensure that candidates do not use facilities or access files which could give them an unfair advantage.
These include the spellcheck, grammar check and thesaurus functions.
Depending on individual circumstances, it might be necessary for each candidate to be accommodated in a
separate room with separate invigilation, so that one candidate does not disturb another.
The frequent saving of work is strongly recommended. Where available, an auto save facility can achieve this.
All work must be submitted as ‘hard copy’. The printing of answers can take place after the time allowed for the
exam has expired. The candidate must be present in order to verify that the printing is complete.
No copy of the candidate’s answers, in electronic format or hard copy, can be retained by the candidate or centre
after the end of the exam.
A copy of the Cambridge English Language Assessment authorisation for the use of a computer/word processor or
other form of access technology must be attached to the candidate’s answers, as well as a completed Access
technology checklist (see Appendix 1 and Access Technology Guide, page 23).
The use of voice recognition software is not permitted, but candidates, except for those with specific learning
difficulties, can apply to have someone to help them write their answers.
Normally, users of access technology will wish to use their own equipment, although occasionally centres might
have appropriate equipment available. If a candidate makes a request to use access technology which is
impractical for a centre to meet, it might be appropriate to refer the candidate to a nearby centre which would be
able to meet the request.
Depending on the type of equipment being used, you are authorised to scan in exam papers to computers, or
other devices, no more than two hours before the scheduled start of the component (morning or afternoon) or to
download electronic versions of question papers from the internet via a secure server no more than two hours
before the scheduled start of the first paper in a session. For both procedures, you must request Modified Large
Print versions of question papers. Papers supplied in this way are designed as ‘screen reader friendly’ versions,
but please note they can only be supplied as pdf files and not Word documents.
You must get permission in advance for each candidate and for each component where scanning in or electronic
versions are required.
Failure to follow the regulations given above might result in the disqualification of the candidate.
6.5 Responsibilities of the centre
Before the exam you must:
discuss with the Special Circumstances Unit (SCU) the type of equipment/software the candidate is requesting to
use
make applications for Special Arrangements in good time. See Section 3.2 for information on deadlines
ensure that equipment to be used is checked on or before the day of the exam
ensure that appropriate arrangements are made for invigilation and that invigilators are familiar with the
16 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Special Requirements Exam Day Booklet.
On the day of the exam you must:
check the candidate’s equipment
ensure that users are monitored and invigilated before, during and after an exam to ensure security of exam
material and to prevent malpractice
complete the Access technology checklist which lists action to be taken before, during and after the exam. This
must be completed and returned to us with scripts, etc. See Appendix 1 on page 20.
ensure that the instructions from the Special Requirements Exam Day Booklet are followed.
7 Regulations for the use of a Reader
7.1 General principles
The use of a Reader is restricted to candidates with a disability which prevents them from reading specific types of
text themselves. In this context "reading" includes the use of Braille or the aid of enlarged print.
Candidates who are able to read using modified question papers (i.e. brailled or modified large print versions) or via
access technology (e.g. screen magnifiers) must do so.
The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of
attainment in relation to the assessment objectives of a syllabus. This principle applies to the use of Readers in the
same way as it does to other types of Special Arrangement. It is the attainment of the candidate which must be
assessed and the use of a Reader must not:
create a misleading impression of that attainment
change the focus of the test
confer an unfair advantage over other candidates.
For these reasons, if a Reader or screen-reading software is used to read out the texts of a Reading component, a
certificate endorsement will be required, as these arrangements effectively change the Reading test to a Listening
test. See Section 4.6 for further details.
7.2 Code of practice
1. For Reading components, the Reader can read out and repeat instructions, questions and rubrics, but is not
usually permitted to read texts to candidates. See Section 7.1 above if a candidate asks to have the texts in a
Reading component read out. Note that a Reader is permitted to read out cloze passages (i.e.: texts with
numbered gaps inserted).
2. Candidates with visual impairments can have someone read to them and write down their answers.
3. Candidates with dyslexia or other specific learning difficulties cannot have a Reader.
4. Additional time can be permitted for the use of a Reader.
5. We will not usually agree to the candidate’s own teacher acting as a Reader although this might be considered in
exceptional circumstances.
6. We will not permit relatives of the candidate or other candidates at the centre to act as Readers.
7. A Reader must be a person who is able to read accurately and at a reasonable rate, and who must be familiar
with the task types and texts in Cambridge English exams.
8. A Reader is responsible to the Centre Exams Manager, and the person who is to act as the Reader must be
acceptable to the Centre Exams Manager and to Cambridge English Language Assessment.
17 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
9. You must ensure that candidates who are using a Reader are accommodated separately from other candidates.
10. An invigilator must be present in addition to the Reader.
11. A candidate should, wherever possible, have adequate practice in the use of a Reader.
7.3 Responsibilities of a Reader
Please see Step 1 What are the regulations for using a Reader? of the Special Requirements Exam Day
Booklet for further information.
8 Regulations for help with writing answers
8.1 General principles
The provision of help with writing answers is restricted to candidates with a disability which prevents them from
writing. In this context 'writing' includes the use of Braille, a typewriter or a word processor, or other forms of access
technology.
This is regarded as an exceptional arrangement since all candidates should be able to write their own answers.
The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of
attainment in relation to the assessment objectives of a syllabus. This principle applies to help with writing answers in
the same way as it does to other types of Special Arrangement. It is the attainment of the candidate which must be
assessed, and using someone to help write their answers must not create a misleading impression of that attainment
or an unfair advantage over other candidates.
8.2 Code of practice
Please see Step 1 What are the regulations for using an amanuensis/scribe? of the Special
Requirements Exam Day Booklet for further information.
9 Regulations for the production of a transcript
9.1 General principles
The provision for the production of a transcript is restricted to candidates who prepare their exam answers in
Braille or where the presentation of a candidate’s answers might cause difficulty for an examiner.
The purpose of a transcript is to aid the examiner in the marking of a candidate’s answers. In the case of blind
candidates, it is your responsibility to arrange for the transcribing of Braille answers before returning them to us.
Where the presentation of a candidate’s answers might cause difficulty for an examiner, for example where
handwriting is poor due to a disability, injury or in the case of a specific learning difficulty (e.g. dysgraphia), you
can apply to submit a transcript along with the candidate’s own work.
9.2 Applications
Permission for the production of a transcript for a candidate who prepares their exam answers in Braille is not
required.
9.3 Code of practice
Please see Step 5 Making a transcript of a candidate’s brailled answers of the Special Requirements
Exam Day Booklet for further information.
18 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
Appendix 1 – Access technology checklist
This checklist can also be found on page 23 of the Access Technology Guide
Tick or
write N/A
Equipment
has been cleared of any previously stored data
reflects the candidate’s normal method of reading, or producing written work
is in good working order at the time of the examination
has been set up in such a way that other candidates are not disturbed and cannot view the
candidate’s responses
if appropriate, is either connected to a printer so that the candidate answers can be printed off or
has the facility to print from a portable storage medium
if appropriate, can be used to produce candidate answers under secure conditions
does not have any predictive text software or automatic spellchecking, grammatical checking or
thesauri (or these functions are not available to the candidate)
does not give the candidate access to other applications such as dictionaries, grammar books in
electronic form, etc.
is not connected to the internet or any other means of communication
Scanning-in/downloading electronic versions of question papers
Question papers were scanned in no more than two hours before the start of the exam.
Electronic versions of question papers were downloaded from a secure server no more than two
hours before the start of the exam.
During the exam
Candidate was continuously monitored by invigilators.
Candidate did not use predictive text software or automatic spellchecking, grammatical checking or
thesauri.
Candidate did not use speech output for reading texts.
After the exam
A copy of the candidate’s responses was transcribed from Braille.
A print copy of the candidate’s responses was produced.
All question paper or response files remaining on the equipment were deleted.
19 | CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS – UPDATED OCT 2015
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