ALTERNATIVE AND ADAPTED ASSESSMENTS OF AND CONCESSIONS
FOR STUDENTS WITH SPECIAL LEARNING NEEDS
1. BACKGROUND
With inclusive education taking root in our educational system, institutions of higher
learning are expected to provide the necessary support to students who present with
special learning needs such as reading or spelling disorders, sensory deficits such as
hearing and visual problems, health conditions and mobility problems.
If students are accepted at Stellenbosch University on the basis of academic
potential and if the students need academic support to optimise their academic
potential, then reasonable measures have to be taken to accommodate them,
whether that be in the classroom, in practicals, during assessments or by other
adjustments to the curriculum.
Academic standards should not be compromised, as this is insulting to the students
needing the support. It is also unfair to the rest of the students.
Often students present to university with a history of learning, social, psychiatric,
physical or sensory difficulties. At other times these conditions might be present as a
result of recent onset, an underlying medical condition or an accident.
The Centre for Student Counselling and Development (CSCD) and the Office for
Students with Special Learning Needs (Disabilities) facilitate the process of exam
and test support, as well as other classroom and practical class support in
collaboration with the Examination Division and the academic departments, should
students in the specific departments need to be accommodated.
2. FORMS OF ASSESSMENTS AND CONCESSIONS
Adapted assessments and concessions can take the following forms:
2.1 The allocation of extra writing time to students
2.2 The provision of separate rooms
2.3 The use of computers to do assessments
2.4 Exam and test papers in enlarged fonts, including tables, graphs and diagrams
2.5 The use of a scribe or amanuensis to write or type the students’ responses
2.6 The use of a reader for exams and tests
2.7 The use of assistive technology to write tests and exams
2.8 Spelling and handwriting concessions
2.9 Oral examinations
2.10 The second-opportunity test
3. PROCESSES TO BE FOLLOWED WHEN ADMINISTERING ADAPTED
ASSESSMENTS AND CONCESSIONS (with reference to Section 2)
3.1 The allocation of extra writing time to the students
This process is facilitated by the CSCD and the Registrar’s Office, with the final
decision resorting with the Vice-Rector (Teaching) if necessary.
 Full documentation from specialists such as psychologists, psychiatrists,
occupational therapists, reading and language specialists, other medical
practitioners/specialists or lecturing staff are required to process applications
for extra writing time or other concessions for tests and examinations.
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Extra writing time for tests and examinations is managed by the Registrar’s
Division on the recommendation of the CSCD - on the basis of specialist
reports. The dean of the applicable faculty (and/or departmental
chairpersons) also make inputs into the granting of concessions, in
collaboration with the CSCD.
Departments are responsible for the administration of tests in collaboration
with the students concerned. The CSCD initiates this request and the
students are expected to remind the relevant lecturers as well as new
lecturers of the test concessions.
Invigilators can be requested from the Examination Division, but should be
remunerated by the relevant department or faculty.
Students receive between 5 and 20 minutes extra per hour, and in extreme
cases 30 minutes extra per hour, depending on the severity of the problem.
Specialists who do the assessments with the students mostly recommend the
extra time needed.
In the case of accounting subjects (for example Accounting, Financial
Accounting or Management Accounting), a maximum of only six extra
minutes per hour can be allowed, as required by the relevant accounting
boards. Such requests are often received from students with learning
disorders such as reading and writing disorders, or deaf and blind students
who need time to orientate themselves and who might need more help with
planning and organisation during tests.
3.2 The provision of separate rooms
In cases of severe anxiety (such as social phobia, a medical condition that needs
medication) during an assessment or severe attention deficit disorder, a smaller test
group (fewer than ten students) can be arranged. If it is absolutely necessary that a
student be the only person writing in a room because of severe anxiety when
surrounded by even a few people in a closed space, then such a request can be
considered.
3.3 The use of computers to do assessments
In cases where students have conditions such as arthritis or other motor or muscular
conditions that become painful when writing, the use of computers is sometimes
recommended. In such cases the Examination Division arranges to have the exams
written in the computer room of HUMARGA.
3.4 Exam and test papers in enlarged fonts, including tables, graphs and
diagrams
Students with visual, reading or spelling problems sometimes request enlarged fonts,
tables and diagrams, which enable better reading.
3.4.1 Departmental or faculty arrangements for examinations
 The relevant departments are requested to do the necessary enlargements.
 The Examination Division requires that lecturers submit exam question
papers in enlarged fonts.
The lecturers should take note of the student(s) in need of question papers
with enlarged fonts.
 The use of A4 paper is advised for enlarged formats, as larger paper sizes
could be difficult to handle under the pressure of exams and tests.
3.4.2 Departmental or faculty arrangements for tests
 As above, but applied to tests written by the students in the departments.
3.5 The use of a scribe or amanuensis to write or type the students’ responses
Often students with severe dyslexia or severe fine motor or writing problems require
the services of a scribe or amanuensis. The scribe or amanuensis writes down
verbatim what the students say. The scribe or amanuensis should be neutral and
impartial, should not show any signs of uncertainty or confusion when taking down
the responses of the student and should not question the responses. Clarification can
only be obtained when a scribe or amanuensis has not clearly heard what a student
has said. In this case, the student should simply be asked to repeat what was said.
Such assessments should also be recorded for quality-control purposes.
3.5.1 During examinations: The Examination Division arranges scribes or
amanuenses for examination purposes.
3.5.2 During tests: The department is expected to arrange scribes or amanuenses.
3.6 The use of a reader for exams and tests
Students who present with very poor or very slow reading and writing speed
sometimes require the services of a reader. Texts can be read to students while they
follow their own copies. A reader can be used to read to more than one student at a
time. The reader should be neutral and impartial.
3.7 The use of assistive technology to write tests and exams
Assistive technology can be used when students with visual impairments cannot read
printed text or need help to read texts. JAWS text-to-voice recognition technology
enables a blind person to hear questions and then type the answers. Sometimes the
conversion of text to braille is needed. Assessment in braille is usually done in
HUMARGA’s Lombardi Braille Room. Zoomtext software, which enlarges text on the
computer screen, is also available. A document enlargement machine as well as
braille printing facilities are also available.
3.8 Spelling and handwriting concessions
Students sometimes present with dysgraphia (a disorder of written expression),
where their handwriting is illegible and their writing is not clearly understood, while
their verbal expression is much stronger. In such cases, the students could make use
of a scribe or amanuensis. Alternatively, if the student does not have a scribe to write
for them, they can write the words “Diagnosed spelling problem/Dyslexia” at the top
of their answer sheets, so that the marker is aware of their problem.
3.9 Oral examinations
This should be used as a last resort after first considering other forms of adapted
assessments and should take place with close collaboration between the student and
the relevant department and lecturers.
3.10 The second-opportunity test
This opportunity can be granted if students present with severe medical, psychiatric
or medical distress that is debilitating enough to warrant the second-opportunity test.
This could happen if students experience extreme anxiety before the test, are
involved in an accident or have a medical or health condition that makes writing or
preparation for a test debilitating. In emergency cases (such as accidents or sudden
illnesses), the student can go directly to Mrs MC Louw at the Examinations
Department. With disorders of a more psychological and emotional nature, a medical
certificate is needed and should be presented to the relevant academic departments.
Exam and test concessions can be sought for conditions that might not have
been covered in the guidelines above. Discretion and consultation are advised
at all times to provide the best possible support that would fit the condition of
the student and the nature of the work to be examined.
Marcia Lyner-Cleophas
Head: Office for Students with Special Learning Needs (Disabilities) - 2007