Policy on Examination Arrangements for Students with Disabilities
1.
Overview of Policy
1.1 The University of Warwick is committed to providing an accessible and inclusive teaching
and learning environment for its diverse student population, including students with
disabilities. The purpose of this policy is to outline the operational processes and procedures
governing the effective assessment of students who have a disability. The objective is to
ensure that students with disabilities are provided with the same opportunity as their peers to
demonstrate academic achievement without any unfair disadvantage as a result of a
disability.
1.2 The Disability Discrimination Act (DDA) 2005 and amendments, the Equality Act 2010
and the revised QAA Code of Practice for Disabled Students 2010 provide the framework for
this policy.
1.3 The University, through the policy, is committed to making reasonable adjustments in the
form of (a) alternative arrangements to the assessment process and conditions, or (b) where
appropriate, alternative forms of assessment, in order to minimise the effect disability has on
a student’s performance in assessment. Any agreed examination arrangements or alternative
assessments are intended to minimise barriers as result of disability but also need to maintain
academic standards and avoid conferring on students with disabilities any unfair advantage
over their peers.
1.4 This policy is in line with the University’s Disability Policy available at
http://www2.warwick.ac.uk/services/equalops/disability/disability_policy_for_staff_and_students_nov_09.doc
and the University’s Single Equality Scheme and Single Equality Action Plan available at
http://www2.warwick.ac.uk/services/equalops/singleequalityscheme.
1.5 This policy applies to all students with disabilities attending courses at the University of
Warwick at an undergraduate or postgraduate level, both full-time and part-time.
1.6 The principles of this policy apply to students with disabilities attending University of
Warwick courses at other educational establishments such as associate colleges, subject to
such local variations in the implementation of special arrangements at associated institutions
as may be reasonable and necessary.
1.7 Where student assessment is accredited by an external professional body or governed
by fitness to practice standards, any examination arrangements or alternative assessments
should also be in accord with the requirements of the relevant professional body.
1.8 Special examination arrangements or alternative assessments can only be implemented
on the basis of evidence provided by the student. The provision of supporting evidence is
required and students are strongly encouraged to engage with and inform relevant staff as
outlined below for individual requirements to be accommodated appropriately.
1.9 Approved examination arrangements on disability grounds will, where appropriate,
continue to apply for all examinations to the completion of the student’s course. Where there
is a change in examination arrangement requirements, students must make contact with
Disability Services and/or the Mental Health Coordinators within the agreed deadline for a
review of their circumstances and subsequent entitlements.
1.10 It is the University’s responsibility (e.g. academic departments, Academic Office and
Disability Services/Mental Health Coordinators) to publicise and promote to all students
(including those who have disclosed a disability), on an annual basis, the agreed deadline for
application for special examination arrangements.
1.11 The University shall implement and review the policy taking into account the views of
disabled students and/or their representatives.
1.12 This policy is concerned with concerned with examination arrangements and does not
relate to other forms of academic assessment, other than when the use of an alternative
assessment method is considered to be a reasonable adjustment, please refer to paragraphs
4.1 and 6.3-6.6.
2. Definition of Disability
2.1 The Disability Discrimination Act (DDA) 1995 defines disability as:
“A physical or mental impairment which has a substantial and long-term adverse effect on a
person’s ability to carry out normal day to day activities”
The above definition covers a wide range of seen and unseen conditions, differences and
impairments such as: Specific Learning Differences (e.g. dyslexia, dyspraxia, dyscalculia,
AD(H)D, visual stress, etc.), visual impairments, hearing impairments, mobility impairments,
mental health difficulties, social communication impairments (e.g. Asperger’s syndrome), long
term illnesses or health conditions (e.g. epilepsy, asthma, diabetes, ME).
2.2. For the purposes of this policy the above definition of disability will be applied for
reasonable examination arrangements to be implemented, provided appropriate supporting
evidence is submitted within the agreed deadline.
2.3. The policy will also be applicable in the case of any temporary disabling illness, condition,
injury or unforeseen event that is likely to have an impact on examination performance and is
sufficiently documented, with evidence from independent professionals which may include
evidence as set out in paragraph 3.1.
3. Evidence Required for Disability-related Special Examination Arrangements
3.1 Students are required to provide supporting evidence of their disability- related
requirements within the agreed deadline for special examination arrangements or alternative
assessments to be considered. The list below is not designed to be exhaustive, but evidence
may be in the form of either:
a. A full diagnostic report conducted post- age 16 that is recent (not more that 3 years
old), which outlines in detail the nature of the difficulties and support requirements
and has been carried out by a suitably qualified professional (e.g. educational
psychologist, psychiatrist, occupational therapist, SpLD professional with a
practising certificate). In the case of Dyslexia or other Specific Learning
Differences, diagnostic reports must include a cognitive ability element, attainment
test scores and relevant examination recommendations.
b. A letter or report by a medical practitioner (e.g. GP, consultant) that is recent (not
more that 3 years old), and outlines in detail the condition and support
requirements.
c. A letter or report by a mental health practitioner (e.g. mental health professional,
mental health coordinator, CPN), that is recent (not more than 3 years old), and
outlines in detail the nature of the difficulties and support requirements.
d. A Study Needs Assessment, that is recent (not more than 3 years old), outlines in
detail the nature of the difficulties and support requirements and has been carried
out at a recognised Assessment Centre.
3.2 Students providing supporting evidence equivalent to the above in a language other than
English must provide a certified translation into English and the original document must also
be provided.
3.3 Where supporting evidence of disability is not up-to-date or comprehensive enough for
special examination arrangement purposes, the University’s Disability Services and/or Mental
Health Coordinators can advise students on obtaining updated evidence. In these
circumstances, provisional examination arrangements may be considered to ensure students
are not disadvantaged.
3.4 It is the responsibility of the student to submit the relevant supporting evidence for special
examination arrangements within the agreed deadline and to engage with relevant staff as
specified by the process below.
3.5 The evidence must provide independent, professional assessment of the student’s
disability and make appropriate recommendations (subject to approval by the student’s
academic department and the Boards of Graduate or Undergraduate Studies) as to the
required arrangements for examination and assessment. The recommendation of the
independent professional will not necessarily lead to a special arrangement.
3.6 In a case where the medical evidence is considered to be deficient with respect to its
recommendations, the student may be advised to contact Student Support Services either to
explore the possibility of supplying further evidence, or to access support which may be
available to them.
4. Procedure for Implementing Special Examination Arrangements
4.1 Draft flow chart
The Academic Office notifies Departments and Disability Services/Mental Health
Coordinators of the deadline* for special examination arrangement requests.
Departments and Disability Services/Mental Health Coordinators publicise the
deadline via email and online in Terms 1 & 2 to all students, including those who
have disclosed a disability.
Students are referred to Departmental Examination Correspondents or Disability
Services/Mental Health Coordinators to discuss exam arrangements on disability
grounds. Students are referred to Departmental Examination Correspondents to
discuss temporary examination arrangements.
Students complete the special examination arrangement request form (see Appendix
1) and submit it with supporting evidence to Departmental Examination
Correspondents or Disability Services/Mental Health Coordinators by the agreed
deadline.
Departmental Examination Correspondents or Disability Services/Mental Health
Coordinators forward requests to the Academic Office and/or Boards of Graduate or
Undergraduate Studies for approval as appropriate.
Academic Office records arrangements to be made.
Confirmation of approved arrangements is sent to students by the end the Spring
Term via students’ academic departments.
The University will, as far as possible, need to make resources available to make
appropriate rooming, invigilation and other arrangements. Disability Services will
provide dyslexia or other labels to students to attach to their examination script.
Disability Services can offer guidance on examination arrangements including
marking considerations. Disability Services can assist with finding scribes/readers.
*The deadline for special arrangements requests being the end of the preceding term
and for exams taking place in Term 1, three weeks before the exam take place.
5. Late claims
5.1 Late applications (including those on acquired or temporary grounds, injury or unforeseen
circumstances) will be considered in exceptional circumstances by the Academic
Office/Boards of Graduate or Undergraduate Studies/Departments. When late examination
claims cannot be accommodated, students will be advised to notify their Department so that
they can be considered under the relevant Board of Examiners' procedure for dealing with
evidence presented in mitigation of examination performance (please refer to paragraph 3.1
for the form that evidence is likely to take).
6. Examples of Special Examination Arrangements
6.1. The University recognises that examination arrangements must be reasonable, relevant
and specific to the student therefore they will be considered on an individual basis and they
will be informed by the supporting evidence provided.
6.2 Reasonable adjustments to the examination process and conditions that may be
considered include:
a. Reasonable additional writing time in accordance with individual requirements and
supporting evidence and the need for consistency in the treatment of students.
b. Flexibility in the timetabling of examinations (in so far as may be practicable and taking
into account the needs of all candidates and when appropriate and justifiable on the
grounds of individual disability).
c. Discounted, scheduled rest breaks of a specified duration as required.
d. Use of a computer with spell-checking functions enabled when appropriate.
e. Use of a calculator, spell-checker, or dictionary when appropriate.
f. Use of a reader or scribe/amanuensis.
g. Use of dyslexia or other label on the examination script to indicate a need for special
consideration when marking.
h. Transcribing (for example, producing a transcript from an audio recording).
i. Specific seating arrangements, for example, allowing students to sit close to the door
or a window.
j. A smaller, separate room with others or an individual room when appropriate and
justifiable on the grounds of individual disability.
k. Allowing students to take food, drink, medication or other specified items into the
examination room.
l. Providing students with written notes of any verbal instructions given.
m. Adapting examination questions to an accessible format such as Braille, enlarged print,
audio, tactile form for diagrams or verbal descriptions.
n. Allowing the presence of a personal carer/assistant in the examination room, under
supervision, where required for personal care support.
o. Allowing students to move around or undertake stretching or relaxation
exercises, to a reasonable extent.
p. Provision of appropriate furniture, for example ergonomic chairs and height
adjustable desks.
q. Use of assistive technology, for example specialist voice- activated software,
screen- reading software, ergonomic keyboards. In such instances, it must be agreed
in advance whether the University will provide the equipment or the student will be
allowed to use their personal specialist equipment under supervision.
r. The invigilators being made aware of any arrangements and facilitating
them accordingly
6.3 In a small number of cases the impact that a disability will have on examination
performance will be such that an alternative form of assessment may be required to give
students an opportunity to demonstrate academic achievement despite their disability. Such
applications must be supported by relevant evidence and submitted within the agreed
deadline following the same procedure outlined in section 4.1.
6.4 Disability Services will offer advice and make recommendations on alternative methods of
assessment. The Boards of Graduate or Undergraduate Studies shall assess the
appropriateness of any suggested alternative method of assessment in consultation with the
relevant academic department.
6.5 Alternative methods of assessment may include:
a.
b.
c.
d.
e.
Substituted essay work or project work.
Viva voce examinations.
Presentations.
Signing the exam with an interpreter instead of writing.
Subject to the approval of the Board of Undergraduate Studies, flexibility in the Fifty
Per Cent Rule and consideration of 100% essay- based assessment.
6.6 Applications for special examination arrangements will be subject to the approval
procedure set out under 4.1 above and arrangements shall be the outcome of dialogue
between the student, his/her academic department, Disability Services and the Academic
Office with formal approval (when appropriate) by the Boards of Graduate or Undergraduate
Studies. In any cases of difficulty referral may be made to the Pro-Vice-Chancellor (Education
and Student Experience).
APPENDIX 1
Request Form for Examination Arrangements
Name
University Card Number
Academic year
Course
Year of study
Department
Grounds for application
Supporting evidence
Special examination
arrangements requested (if
known)
Staff contact in applicant’s
academic department
I confirm that I am requesting the above examination arrangements and I have provided
evidence as required to support my request.
Student Signature:
Date:
For Exam Office use only