Does anyone have experience of GCSE exams access for a pupil who uses a symbol-based communication aid?
Concerns raised so far are around directing a support assistant in practical exams, including where drawing is required e.g. Mathematics, and ensuring/demonstrating that pre-programmed vocabulary does not give the pupil an advantage.
Thinking a little way ahead here, but looking for any advice - including possible other issues not yet thought of.
Thank you
Marion Stanton at CandLE (marion@candleaac.com) has huge experience supporting AAC users' access to the curriculum and external exams.
Hi Caroline.
You may find JCQ's latest access arrangements for 2021 a helpful guide to reasonable adjustments and special considerations.
Hope this helps
Hi Caroline
I have worked with students who have taken GCSEs who use AAC and have heard similar concerns expressed in the past. I always feel that the main purpose of access arrangements are to remove a disadvantage, not create an advantage and if you keep that in mind it helps.
It may be worth looking at this: https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment and also AAC Exam Access Guidance 2020-21 (cornwall.gov.uk)
Have options for the student to use Assistive Technology themselves been fully explored? If they are using a scribe, do they need any further input with their communication to be able to direct and use a scribe successfully?
As an aside, have you seen this consultation which may be worth contributing to: Consultation on designing and developing accessible assessments - GOV.UK (www.gov.uk)
Please do get in touch if you would like to discuss this further.
