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Students’ use of GCSE access arrangements
Author(s) -
Hipkiss Amanda,
Woods Kevin A.,
McCaldin Tamsin
Publication year - 2021
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12347
Subject(s) - special educational needs , psychology , mathematics education , medical education , educational attainment , special education , pedagogy , medicine , political science , law
Access arrangements (AAs) in GCSE and GCE examinations are the reasonable adjustments made for students with special educational needs and disabilities (SEND) under the Equality Act 2010. The Joint Council for Qualifications (JCQ) sets out evidence requirements for allowing AAs on behalf of awarding bodies, although there is a lack of research into the efficacy of AAs in enabling students with SEND to demonstrate their attainment. This article reports findings from research in a school for 11‐ to 16‐year‐olds, which gathered feedback from 60 students on their use of AAs in GCSE examinations. Outcomes for those allowed AAs are compared with those who had none. Use of extra time and students’ reasons for use or non‐use are also reported. The researchers recommend research into the predictive utility of AA evidence requirements for allowing extra time, and time sufficiency in exams for all students.